sharing just so much calling my guys rinsing it off in the morning. Um John, my apologies. I have to leave by 10:30. Just I hope to be done by then. Huh? I hope to be done by then. Um good morning. This is a subcommittee
meeting of the Ways and Means Committee. On the committee is myself, John Kingston, and Anthony Kajano. and uh Stacy Bronson Rizzo. In attendance also is um Aisha Melalis. There's no one on Zoom technically. Okay. Um why don't we
stop by saluting the flag and I'll be able to pledge allegiance. 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 and justice for all.
I don't know who wants to speak, Mr. Cruz or Dr. Kelly, but if you'd like to go over this one page um um you start with summary. Yeah. Do you want to give a quick summary from last meeting? Before we start, can I just uh just ask a couple things? Number one is uh before
the budget starts, how much exactly did we carry over from the five, you know, 5%. What was the exact amount? What exactly did we take from our reserves and then we went to here? You know what I'm saying? I don't because even though we're looking at a $4 million deficit,
it's actually a $12 million deficit. You think about what we took from the reserves. What was the numbers in the car? So we th this has no money from the reserves yet. We would wait for the committee to tell us, right? But what I'm saying is is what will be the carryover? What is the amount? What do
you think we'll be using from our reserves? And then here, you know what I mean? So we get so everybody knows here what the entire picture is because it looks like we're just getting four million, you know, we're cutting, but we're actually borrowing, you know, we're using our reserves from last year
as well as our district's resourist, you know, our cuts are also. So, here's the two-minute rundown from the first conversation that we had. Some were here, somewhere. The first working version of the budget
showed a $7 million plus structural deficit between everything that was in there and what the appropriation at the time was looking to be from the city. So, that's where we were starting in our last conversation. That number
assumed that we will see $5 million of carry forward flow from this year to next year. We're very confident about that number. It's less than it was the previous year when that number was eight. So we're already depending on
five million of carry forward fromund, you know, 50 $60 million. So very typical. We're very confident about that. That number did not assume yet a penny of our district reserve being
used. This what you're saying now the seven plus the seven and change. Okay. Assume the five. Yep. But did not assume anything yet from district reserve. Okay. Our hopes had been, you know, three months ago that district reserve
would really be the the help when S SOA funding shifted, but we know that we reserved it for such a time as these. We truly need it. Yeah. But it has not been figured into the bottom line as of this point. Okay. So, the 5 million is
assumed. We're confident about it based on the latest projections. zero is assumed so far from district reserve and then that will start to come into the conversation as we go. Well, actually we used the five, but it was actually 12. Now we're at seven. That's
right. The basic conversation in our first one was, hey, why has that happened? That was important to communicate to the school committee. Why would we be facing
a $7 million and change structural deficit? So, we ran through the six or seven main reasons. I'll just restate them, but it's in the stuff that was sent out last time. Our net school in net school spending increase was flat.
It did not have a SOA bump that we had seen every other year recently. Our carry forward was 8 million last year and it's in the ballpark of five this year. That was affecting the
number. All of our collective bargaining is in place and so we're dealing with those realities in these numbers as opposed to an estimated negotiations figure. So that was affecting it. Was our um estimated negotiation figures higher or or lower? I imagine that we
went higher than we estimated. Last year we had a ballparked 4%. At the end of the day it was 375 but there were other other things affected it. So we were really close
with that estimate. Okay. Yeah. Um health insurance rates at the time of our conversation were estimated to be up by 19%. That may have crept down to 17%, but it's still three times the increased
percent that we received in net school spending. We've spoken all year about the spike in tuitions, agency, and tutoring costs. They're now appropriately hitting the budget, which is cannibalizing so much of our non- salary side.
As everyone in the room knows, the ESSER funding is truly exhausted and that is what we have spoken about for the last three years. When that cliff comes, how will we manage that? But if you look, you will see it's been hald over the course of four fiscal years and this
year it's at zero. Uh the chart of choice figures are cannibalizing over a million dollars of our net school spending increase. So the first 1.2 or3 million of our net
school spending increase is going directly to choice and charter tuitions. And just a reminder that that increase was about 8 million this year. Right. So of the eight or so, one plus of it doesn't even find its way near any of these numbers. None of them. And then
the substitute costs have got to be corrected in this year's budget. And there's a variety of reasons for that needing to happen that we talked through including the increased staff just means increased absences. We uh the rates that
we're paying to the substitutes some things the changes in the collective bargaining around uh not free periods study periods uh additional maternity time given all of that affects your substitute costs.
we have to adjust that in this budget, but it's a big ticket item. So, we ran through all of those reasons and saying it's no surprise to us that when you get hit with one, two, three, four, five, six, seven, seven items like that,
you're going to be facing a significant structural deficit. And then from there, the administration said, "Okay, so we're going to work on ways to address that, which leads us into this meeting." So I think that's a summary of how we get here. Perfect. Thank you.
Any questions on that piece? No. Thank you. So that first uh draft b version of the budget that we looked at um last meeting assumed what would it cost us to keep everything exactly the same. And that's where we identified the 7.3
million deficit. Um and so then two things start happening simultaneously. one, we're working with the city, Matt and I are working with the city on the schedule 19 negotiation. Um, and that's where we do some back and forth of um,
you know, things like um, trying to think of a good example that's not transportation. Try not to say that word, but uh, like facilities management and upkeep, um, insurance of the buildings and cars, things like that. Uh, we go back and forth and negotiate.
It's literally a negotiation. What percentage of that cost should the school department be giving to the city to manage our building insurance and our car insurance and all of that kind of stuff? Um, we don't have a ton of vehicles, but we do own a number of
small buses and three large buses that we lease um that we have to have insurance on in case something happens. And we have a handful of um maintenance vehicles and things like that as well. So it does, you know, add up to a little
bit of money. Um, so we had been going back and forth with the city on that. Our goal is always to finish those negotiations in February. That obviously hasn't happened this year. Um, we met with them on Monday and continued that conversation and there still needs to be
another conversation um before that's going to be finalized. But as that one of two processes is happening, I'm also meeting with Danielle and Richie and Lorenzo and the principles and we are going through and seeing where are there places that we could maybe economize.
And I think one of the examples that I gave last time that I repeated on this sheet is this year we have at the Beachmont school 40th graders that are going to be moving up into fifth grade. We currently have three fifth grades at the Beachmont. we don't need three fifth
fifth grades for 40 kids. So that's a position that we can look at moving that to two fifth grades. So there'll be 20 kids in each class, still small class size for fifth grade. Um and then what happens to that third position? It does not mean that one of those three
teachers is going to be let go. What it means is we look around and see where is there another position for that teacher. It could be that there's a second grade teacher who's moving to California with her fiance. All right, then somebody's going to go to second grade. And there might be a couple of flips. They might say, "Well, the fifth grade teacher is
probably better in third grade and then a third grade teacher can go to second grade. The principles have to have all of these procedu in the class size doesn't mean that this teachers are going to be out of a job." That's correct. Um, and and it gets even more complicated than that
because it might be the case that Beachmont School doesn't have a place to that fifth grade teacher. Um, whose position, not the teach, we're not eliminating teachers, we're eliminating positions. Um, so Beachmont might not have another slot for that teacher, but
the Garfield might. And so then we talk about then we have to get into longevity and who's got seniority and how we're going to make moves that way. It gets pretty complicated, but um, we're working on it now. and the principles really are focusing on where there is
some um access that they can move directly with somebody that they know is going to be leaving. Um and so they're having all of those we we're having all of those conversations right now. I spoke to each one of them yesterday. There's two I haven't gotten to yet. Um
where we've been talking about, you know, what are you thinking? What do you think the two positions are? How is that going to work? and I can say to them, well, I know there's that spot over at the Ramy Mash or you know, things like that. Um, and Danielle's been helping me a lot with that, which is great. Um, Dr. Kelly, can I ask you a quick question?
Sure. So, even though the classes have reduced for the fifth grade class now, what about the third and the fourth grade classes that are coming up? Are those larger sizes? Because are we going to face the situation where by, you know, in two years when those kids get to fifth grade, they're going to need a third we're going to need a third
classroom. So, that's that's a great question. There are some spots where future classes are going to be large again and we're going to have to think about moving. But what we can think about is if that that that's the third grade class now, right? Um one of those teachers moves up to fourth grade and now there's an extra fourth grade
section and then that teacher moves up to fifth grade because the class is behind could be small. So we have to keep looking at it um and adjusting. And Diane the the figures here approximately 22 teachers reduction for for monetary are being absorbed elsewhere. So there's
no savings unless you get 22 teachers who are leaving. Yes, that's the idea. There'll be 22 teachers who and there's a lot of reasons why teachers might be leaving. Some of them are life choices. No, that that's I mean to arbitrarily say 22 people we cut out, we save $4
million. You're not because it's just being transferring. Correct. and we're monitoring that to make sure um what we don't want to end up in is a situation where we're quote unquote cutting people because we're telling people we can't hire them back and then they're going to
be on unemployment anyway and that's going to be an additional cost. Right. So we have monitoring. We definitely don't want them to be the teachers that they're the the backbone backbone backbone. Right. Exactly. Um thank you. So, we have not
gone crazy um with this. Uh there are some other line items you'll see here like um the first one, clerical overtime and technology overtime that we're just going to say no, we're not paying that. We're not doing things in an overtime model. The
JOTC position, we do have a resignation. So, that's another example of we're just not going to back bill. Um the instructional coaches, we have three people who have already informed us that they're moving on. So those are
just positions that we won't refill. The instructional coaches, are those um is that like a um math or ELA coaches or those the restorative justice? I know there's different types of coaches. Exactly. Which coaches are those? So those one of them is the um deeper
learning coach. Uh, one of them is a consulting teacher at the high school and the third one STEM is the um is a STEM coach. Okay. Thank you. Maybe when you draw this up the next time is put an asterk beside
those positions that are going to be gone. I mean just to give a better example of of true savings against just moving people around. And I noticed they're all teachers. I don't see it much in the administrative end of it. Yeah. Well, I in the last four years,
we've added 115 teachers and four administrators. So, it's You just added three assistant assistants. Correct. And other and other than them, the only other administrative position we created was the um special ed executive director. But I'm saying but there's a
there's a half a million dollars right there on those three positions that could guarantee 10 teachers. So I just a reminder that all of these positions spread that we are eliminating are positions that we don't need like
the like the example that I gave 40 kids going into three fifth grades is not at all necessary to have a class. No, I I I follow I follow the logic. But what I'm saying here is it seems that the foundation is teacher teacher teacher
teacher is again and I I mentioned from administrators that we had now that what you had but you deem them necessary. Correct. When crunch comes to crunch one administrator can save two teachers. That's all I think you got you got to
look a little closer. No, I and I've looked very deeply at it and when we made those additional positions last year, it was because we were still seeing excessive numbers of chronic absenteeism and we were still struggling in certain areas to recover and these are jobs that that those people are
doing. Um, when I look at what we've done since the beginning of S SOA and Esser when we had more money, 90% of what we've invested in as teachers. So that's where we've completely bulked up our staff. We never went ahead and added
a whole bunch of custodians or secretaries or administrators um because we wanted to reduce class size and and one of the things that you'll that we're trying to avoid hitting here too which has been really helpful to us in the last few years is
our intervention program. So we're not trying to cut the math interventionist and the literacy interventionists at the elementary level. We're trying to leave those in place so that kids can have the real-time interventions that they need to get back on grade level when they're not. We're really just looking at things
like the example I gave of um if we have 40 kids going into three classrooms, that's excessive. We can have those 40 kids going into two classrooms, eliminate one position. You know what I mean? And then and then all of them are mindful, Fred, about there's somebody
who's going who that teacher can go into. So we're not eliminating the person, we're just eliminating the position. Could you talk about the um the four specialed positions? Thank you. I was going to ask. Yeah. And I'm still working with the Eld. It's EL specialed.
And so I'm still working um with Jen Labalita and Sarah Humis to identify exactly what those positions are. But I'll I'll start with E because that's a little bit easier. Um, one of the things that we've seen this year is our EL
enrollment stabilizing and decreasing in different schools. So, we had been investing heavily in adding the number of EL teachers that we had in each school, but now that we're not seeing and we didn't see in January the influx that we usually see of new students, and
we don't anticipate that we're going to see that happen. Um, in addition, we've seen a number of our EL students exit the district. And so those those teaching positions, those EL teaching positions that we had added on in the last few years as we saw those numbers
climbing, we're reviewing to see if we need them all. Um, but we're anticipating between those two things that there'll be four positions between special education and EL that we can look at to to make sure
that we're fully using those resources. One of the things I want to ask is do we have currently put these cuts aside positions that are opening that they're vacant? Um I think that we have one teaching
position that's vacant right now. Okay. Um and we are looking at for each scenario like that we are looking at is this a position that needs to be filled or not. Um so I let me correct that. We have one teaching position open right now that we think we need to fill that
we want to fill. But so like if you look here um the two school psychologists, right? You'll remember that over the last few years we've added five positions. We filled three of them. two are still open. We're going to cut those out of the budget.
Um, and so those aren't even actually people. They're they're just open position. No, I get that one. Um, the same with the school nurse position. We added a school nurse position last year. I'm sorry, Susie. Um, and we have not filled that. That was going to be a So,
right now we have at least one nurse in each building. Our larger buildings have two. The high school has three. And we have a nurse who floats to cover when another nurse is absent. And we also have a part-time nurse at the parent
information center who handles um medical records as kids enter the district. That person has requested to come back full-time. Um and pardon me. Thank you. And so between that person becoming full-time,
we feel like we'll be okay eliminating the second float nurse position. In in effect, we'll have a um plus.5, right? Okay. Or a minus.5 from what we wanted
to have. So, we felt like that was close enough, but overall it saved $90,000 in the budget even after we adjust that person's salary from part-time to full-time. Um the the health aids and benefits,
you'll recall that when COVID happened, um we argued that we needed an extra pair of hands in each nurse's office in case a student came down symptomatic and we you needed one person to be dealing with a symptomatic student or staff member. and another person to be
separating them from the population. Um and so we added health aids into each nurse's office and um certainly it's beneficial to have more people in in every school in every position. Um so the decision that we had made at that time was we would let them go by
attrition and as people chose not to continue with a health um aid job we would just eliminate it. Um, so now we're at the point, so at that time I think that we had 14 health aids or 15. And um, we're we're at seven now. Um,
and although that is a a nice to have, we do feel like that's a position um that we can no longer afford to maintain. What we will do with these seven individuals is see if there are other jobs in the district that they might be interested in. Par jobs. Say
again. Paris. Paris. Um, school security. They're wonderful people and they've been I know that they're assets to their school communities. There's no doubt about that. Um but we'd like to get them into positions that can be more permanent and stable.
Um the one carpenter position is a we had a retirement recently. Um and so um I've spoken to Carl and we've decided to proceed without replacing that position for now. Um, what happened to the uh
there were talks off and on about incorporating our people with the city side public works department. Um, I don't I don't feel like that conversation has gotten any traction. I know you're right. Every I feel like every time there's a new mayor, the conversation comes up again. Has it come
up? Has it come up with um the current administration or not yet? Uh, it hasn't come up current with the current administration. No. Um, and I know that they're trying to still navigate right now. It's usually a couple years into an administration that they think, "What about this?" But
um right now we're still trying to figure out with a new DPW leader um director and Carl and myself and Matt uh we met the other day to just talk about understanding um how the school buildings, we call them school buildings, but they're city
buildings, they're city facilities. and um making sure that there's a strong working relationship between the school department and the DPW to ensure that the services of the city are being rendered to the schools um in in those
areas. Maybe we refresh the mayor that it's their buildings that if we cut it out of the budget, he has to eat all of it. Maybe he'll eat 25% of it or 50% of it. Um I I don't know that we're on that. Matt can talk a little bit more about that uh in a few minutes. I I'd
rather keep the maintenance people and get fixed because we need them as opposed to trying to call the city side and say, "Hey, can you help us fix?" No, I what I'm saying is this an expense. Technically, it's theirs, but we're responsible for it and they're all relatively new buildings. And we do I
will say that we benefit from having an absolutely incredible maintenance team. Oh, they're there. They drop they're exactly right, Freddy. That's a perfect expression. They're there at a drop of a hat. Um the the emails come furious in the morning. Um we are on all of them.
So we see you know a cafeteria manager who's emailing at 6:30 that a particular oven won't come on and you know the electrician is responding. I'll be there in 10 minutes and it you know it's really beneficial to have um have that
for the kids. Could I just go back to this? I just want to um make sure I I say this so I don't forget. I'm just looking at these teacher positions and I hear what you're saying about the types of scenarios that um that are behind I'm assuming all of these potential cut
these cuts suggested cuts. I guess my thought is that they were initially budgeted for because we saw a need for them and so I I get that we're kind of reworking that. But if there really truly is a need for these teacher positions, then I I just would request
that you just take a much closer look at IND um positions that are, you know, furthest away from students and making before you take I can tell you a thousand% that we've done that deep dive on all of these and we've worked with
the principles to do that. So, um this isn't just me randomly. Yeah. No, I believe that. I believe that. just saying that we put it in there because we wanted these positions and felt that there was a true need for them. So, I just want to make sure my only and I'm
just asking that we just look at the peripherals and the people have the positions that have been added on as um I'll just say a luxury to have. Yeah. And and before we do away with positions that we at one point really felt we needed, right? No, I I 100% agree with
you and we have done that due diligence. Okay. Um and and the other thing um that I'll say is that our reality has been changing in the last couple of years and our enrollment has not been increasing the way that it was. That's true. Um a
few years back. So there are positions that we added when we were booming. I mean I'll give you an example. This year's senior class is 600 students. Our incoming freshman class is 437. So there's a difference. There is a shift happening. And so we're trying to
react to that and we're being responsible. Like I'm not I'm not asking anybody to um to eliminate a teaching position that's going to create class size of 38, right? Or 28 even. You know what I mean? Okay. Um so we've been
really careful about that. But we've we also I will say don't often take this deep dive and say where do we have some um some extra? often we just let the extra flow because things eb and change. You don't want to be restructuring your
building every single year based on a a change of four or five kids, right? Coming into a grade level. You want to have some stability there. You want the team at that grade level to continue to develop their relationship so that we're they're working at their best for for all kids. So, we do keep that in mind,
but um we probably don't look this carefully as we're doing right now. as we're doing right now except when we're in a gym like this. Diane, what you just made reference that the pressure from the incoming is a third 20 30% less. I don't see any high school teachers on
this list. RHS5 teacher positions. Yeah. I apologize. I apologize. I should have put line numbers on them. I'm sorry. Thank you. N Thank you. Um, so going to the next page,
um, we took a look at our non- salary accounts and obviously there's going to be less savings here because we put a lot less into non- salary. The the bulk of our budget is salary. Um, and um, you can you can look down at
these. The first one I'll call to your attention is school committee other costs and expenses. Um because that directly impacts the school committee. That's a line item that doesn't often get used. Yeah. It just sits there. Exactly. Yeah. I I don't recall Yeah.
getting um and and that's the same with these others. Uh Lionsbridge, we're not eliminating, but we're reducing that budget because um since we got Parent Square, a lot of people have been using Parent Square more frequently to communicate because it translates
automatically. Um, and you can write a message in your preferred language and then receive it. The person receiving it can receive it in their preferred language. So, we've been a lot doing a lot more with parents square. And so, we're we still want to hang on to Lionsbridge. It's still critical when
you're trying to call in and speak to a parent on the phone. Um, but we felt we could reduce that a little bit. Um, superintendent supplies and materials. We've obliterated. How I'm sorry. How much do we budget now for Lionsbridge? I think it's 20 and we're reducing it to
15. Is that right, Matt? That sounds fancy. Yeah, it's right there. Five. Reducing it by 5,000. Yeah. Um, superintendent supplies and materials. We're cutting. How are you able to cut um the telecom and Verizon?
Matt's going to explain that and get a minute, but I'll just run down uh just run the rewiring yourself, Matt. What happened here? Yeah. Um the district for promotional materials, we had recently been budgeting so that when
uh Lori and Allison go to hiring fairs um they can give a pen or you know some kind of a little swag um to entice people. Um we don't anticipate we'll be doing a lot of uh hiring fairs this year for exactly the reason we had talking.
Um, and so we've eliminated that. And then the the the pick, the business office, um, and then all of the schools budgets we've cut by 40%. And that's a combination of both
their office supplies and materials and instructional supplies and materials. That on here. Oh, I see. Yep. Yep. I got it. Um, so what that is is every year naturally because principles are trying to run an organization, we give them
money for their office supplies and and you know, toner, uh, a lease on their poppy machine, all of that kind of stuff. And we also give them a budget for instructional materials so that they can decide that if the third grade team wants to buy a book series and use it in
their reading class, the principal has the discretion to make that decision. and buy that stuff. Um and and that's always a good thing to have, but that's one place that we're tightening. And so these numbers that you see here, if you look at Beachmont, it's 14,000. Garfield
Elementary, it's 18, etc., etc., etc. The those budgets that they get in those two areas are based on their enrollment. And so Beachmont has a smaller overall budget to begin with because they have fewer students than the Garfield, for example. And so what
we did with those two budgets was reduce them overall by 40%. So there won't be that discretion to buy a new set of books that's not related to our English curriculum, which we already paid for. Um there won't be that discretion to buy that additional set of books for the
third grade. And there there won't be that discretion to buy teachers a Yeti cup that says Susan B. Anthony or you know different things like that that are wonderful and create community and help
teach help principles support their teachers as best they can. Um but those are things just like the superintendent supply budget materials and all that are getting cut. Those those are getting cut as well. I don't know Matt if you want to add anything to that. So the only thing that we would add is
this is for this year. Everyone can tighten their belt for the good of the overall for a year. Um you know like we had a whole new upgrade to the municipal accounting system last year. So that required some serious training and
investment of 10 and a half business finance staff. Well this year I don't have to do that. So we can reduce it. But in two years, if there's a whole another new system, these can bounce back up as things flow. As opposed to saying, "Hey, we'll just level these
budgets. If you don't need them, don't use them." But this year, it is you're not even going to have it to use it if you want. Right? The only big asterisk that you may hear Diane and I say multiple times throughout the next four weeks or six weeks
is don't forget that this tightening of the belt always reduces what could possibly be in the carry forward movement forward. Right? So just as an example, if you had left the business finance department
intact and I said, "Hey, we didn't have to do a big training this year because the accounting system wasn't new." That five or 10,000 that it would have cost me would have flowed through to be available the next year. When we do all
of this, we are reducing what could possibly be there. So no one on this committee should be surprised next year if in February March superintendent and I are saying hey you know that carry
forward figure that was five now it's only three does that make sense y so the these affect next year they can be restored but this is a double effect of there are some funds here that were always discretionary if
you used them great if you didn't they'd be available flowing through. This is the first time in a while and don't forget this is a second reckoning on the non- salary. So already in the first version that we
worked through we had gone literally line by line and said what is not happening next year is this mastery connect existing. So this is a second economies of scale being found here. So just you want to feel the
import not only in oh man right there there some of the things she just mentioned can't happen next year it's okay but that it was never even budgeted to begin with which means it won't go unspent. So that's just something to keep keep in mind as we the effects of a
difficult year not only affect the year that you're in but they have a secondary echo effect that we we need to be prepared for for next year. The one other thing that I'll mention and I'll have uh Matt hit the telephone
Verizon is the RJPD. We've had that in our budget u for several years as we continue to grow our restorative practices program um and our MTSS program. Um we're eliminating that from our budget this year and hoping to find
a grant that might allow us to still have that training. If we can't find a grant, then we won't have the training. There's been a um we've had some training over the last five years. We have. Yeah. So, at least we're not completely out of it. Correct.
And because we're not going to have a huge influx of new teachers this year, we're not as concerned about making sure that but a grant would be nice. But a grant would be nice. Yeah. And then you want to hit the horizon. Sure. Um also don't forget on this side of the
page. So, I've given two negatives. Now, I can give a positive. If next year's net school spending has a beautiful investment of S SOA and it's 11 or 14 instead of six or
eight, then we can restore some of these. So, you may sit here next year and say, why is the Lincoln school up $40,000? Well, we have to keep in mind that's because in the previous year, so so this will be the first time that
you're going to see swings potentially in in different directions over the course of budget cycles. It just hasn't been the norm on some of the non- salary side. Uh so Verizon is the one telecom that we put on here. I have to go
through the actual invoices with John Ferrara and our AP who pays these bills. But John feels that a number of these lines exist but are not essential to use and so we have to do an audit of this
and I don't know if we'll get to 56 but there should be a substantial savings and saying hey that's actually a fax line we have three of them we only need one or zero and so instead of $40 a month for three we can get that down to
just $40 $ a month for one. So that's the one place where there should be some telecommunications savings realized and it falls the same as we had said before this year. If the PO was for 70 and the
charges were for 38 that unspent funds would flow through and be reappropriated next year. What we're saying here is can we reduce that 75 to 25 and save that money in the budget, but next
year there'll be no $50,000 difference in there that flows through. So, we have to do the work on that. Um, there's probably 15 of those that you're not seeing here that we've already we've already done the work on before the first version. Okay. And that's how you're able to to Yes. this was this was
a tighter look at things and highlighting there's secondary savings that could happen here. So by no means is this the only reductions in your non- salary side which you will all see when we finally get an appropriation and I can give you a detailed first version of
the budget. Uh you'll see lots of red in the non-salary side at least for one cycle of the fiscal year. So that is about $400,000 in non salary combined with the um uh $4 million in salary brings us to
4.3. And when we take that off of the 7.3 deficit that we were looking at a couple weeks ago, it leaves us a little bit over $3 million as our new deficit. Um and I'm going to put four caveats on that at least at least four caveats on
that. Um, one, and these are the additional considerations at the bottom of the page. The the first is transportation. Um, and we know that's not really relative to our budget as a school department. That's a city
responsibility. Um, we met with the mayor and Richard Gay um Monday. First Thursday, then Monday. First Thursday and then Monday. And one of the things that we were quoted was we're only giving $10 million for
transportation. Uh current um purchase order estimates and all of that I think are 11 point I don't have my schedule 19. Do you have that figured out? That way so that I think we were at Was 14,
wasn't it? Well, in order to operate the transportation program next year as it operates this year, when you net out reimbursements that we know are coming for special education circuit breaker
and homeless, it we need 11.6 million from the city to operate it. And so, um, when Dr. Kelly says the conversation was in the direction of, hey, we're just giving you 10. Then you can feel there's
a 1.6 million difference in there. We have pleading with the mayor to put at the top of his agenda to connect with the subcommittee of the school committee that handles transportation to sit down
and have that conversation together. So it doesn't affect the numbers we're looking at here. It does if we have to come up with the 1.6. So right. Well, and that there lies the challenge. Like we literally can't
use net school spending money for transportation. It's illegal. So, what we would I but I I don't know what the solution is because if we if we just proceed based on what we know right now on transportation, it means that around uh the end of March or April of
next year, we would be out of transportation money and that I don't know how special needs kids get to school every day. Yeah. Um we are not allowed to spend our net school spending money on that. It's not eligible for net school spending. Sure. I don't know if you want to I I don't know how else to
say it, but I could have a couple questions first. If we go by state law, what would how much will it be? And if we went without the lottery, how much does it cost? So,
so we just provided the services that the law requires first by law. First by law and then by breakdown of law. What is which each what is each cost savings? So we have done that analysis. We've given it to the committee. February I
think it was it has two segments to it. Two iterations. So that sorry it was the March 18 meeting. The the savings estimated that would be incurred if we
moved from the one mile to the two mile limit is in the $900,000 range. Okay. because it's a reduction of uh yellow buses that have to run. Yeah, there's three yellow buses to each middle school
um that we would not need to employ um if we went from the one mile radius to the two-m radius. Um and that comes out to a total of 952 for the year. And then the secondary question which he said is if
there was no lottery then the savings eventually can peak into the $300,000 range on that. But it would not be realized immediately because you'd have to phase out the the the placement.
You're not going to move a seventh grader out of the school he's been in for two years. Yeah. And even if you do that, you still have a substantial number of students, even if they were going to the school closest to them, they still exceed the two mile
mark. And so the second iteration of savings is not nearly as pronounced as the first. That was the analysis. And I I also just want to add um because I know there's been talk around the city about that. We know that the lottery is not um loved by anybody. Um, but it
serves a really important purpose in terms of making sure that some schools aren't overcrowded and some schools aren't undersubscribed. And some people we we know by how kids select their schools that more kids want to go
to Susan Banthony and Romney than want to go to the Garfield. There are kids in the Garfield and Beachmont and even Paul Revan neighborhoods who want who pick Garfield as their first choice. But that the number is far lower than the number of kids who are picking Susan B. Anthony and Romina Marsh as their first choice.
And part of that is a function of the west side of the city being more densely populated um with school age children um than the east side of the city. And that's why the beach is such a small school. you see a a a burst happening at the Paul River where we're over class size
compared to when that building was built. Those those fluctuations and things are going to happen. But there there are a lot of families who I think if you said you can only go to the Garfield would be as displeased as there are families who say I didn't get my first
choice in the lottery. Um, and again this year, as is true has been true every year when we run the data analysis, this year there were 44 kids who did not get either their first or second choice. That's a really small number. Um, and to
think that we're going to restructure how we do all of our middle school assignments because of transportation costs to me is a little bit inongruous with what students need educationally, particularly around the class size piece. If we're just going to say pick your middle school and you can have it, we're going to be in a real
problem with enrollment. If we say we're going to district the city at the middle school level and depending on what street you are you live on, that's what school you're going to go to, I still think that there'll be as many challenges as the 44 that we face right now with the lottery. And no, in that no
substantial transportation savings. Yeah. savings because if you district it that way, you still end up with lots of students that have to get on a bus to get to the two miles. Is has there been I'm sure there probably has, but is there has there been discussion as to
restructur uh pickups like maybe combining stops or you know we have we have done that and and that was actually one of the things that uh we were looking at too um was the elementary runs that we do. We do a couple of elementary runs for the Paul Riviera
School for the students from the Point of Pines and a couple of runs from North Ravier that go to the Lincoln and the Whan. And so one of the things that we're looking at is combining that Whan Lincoln run into one bus. Um Richie, thank you, is doing the work right now
with Denise to make sure that all of the kids on that have transportation that way are actually qualified for transportation. Um because it it gets this gets complicated too, but if they had made a non- neighborhood request to go to a different school that now
enables them to get on the bus, non we don't provide transportation for kids who go to non- neighborhood schools. That's on the family to provide that transportation. Um so we're looking into making that be one run. We think we're going to be able to manage that. So that um in the morning the bus would pick the
kids up in North North and make a stop at the Wayland and then make a stop at the Lincoln. And so that eliminates one bus there. Um Denise is also um we we met yesterday and I reached out to my colleagues in um Chelsea and Winup and
we're trying to coordinate a meeting um with our special education directors and our transportation directors to see if we can identify and this gets super complicated but we're because there's limits on how long kids can be on buses or whatever but we want to look at if if
um Winthre has a student who's going to Landmark and we have two kids going to Landmark and Chelsea has one. Is there a way within those timeline structures and the needs of those kids that we could have a bus pick up the student in Winthre pick up the two in Reier pick up
the student in Chelsea and then make one run and that would cost us 50%. Chelsea would pay 25 and Winwood would pay 25, but that would be better than the current 100% that we're paying. Right. That each one is paying. Correct. Right. So, we're looking um we're we're going
to have that meeting. We can't fix that right now, but we are going to have that meeting and um have those conversations and see if we can set up a structure where we can find those economies uh more readily. Um and then I'm trying to think, Richie, is there I feel like I'm
missing one other key idea that we had the elementary park and busy. Yes. So, one of the things that was implemented a number of years ago was a bus that goes from um the Lincoln and
Whan over to the uh from the Wayland Whan over to Parkinale. You know, that area where there's a lot of um housing just beyond Park. So, right at the bottom of the hill, right at the bottom of the hill, the other side of it. Um
Oh, okay. Oh, okay. It's like South. Yeah. We're not exactly sure when that bus was implemented, but we think it was maybe kind of a favor or uh there were concerns about um kids crossing Park A. Um and now that Park A has the calming
tables, so there's no more extensive speeding on Park A, we're going to eliminate that bus and that's about $300,000 there. Yeah, but that's not incorporated. Put another crossing guide there. We're not including that 300. Do you know what I mean? Correct. Well, you
already assume you're going to do it, right? But right now, the number assumes no change to program, right? So the so these changes, so first of all, there's the the it's I think it's 317,000 for
the for the um Parkandale bus that we're going to eliminate. That's going to happen. Other than that, we're looking into seeing, you know, what we can do in some of these other areas. Like I said, can we fit all of the kids from the Wayland and the Lincoln on one bus from
North RVR? Um what about the push to the new parents for the um the incentive to take their kids and we do that every I know we've been pushing it and we we still are. Yeah. Every time we get a and we should be spreading that as well. Yeah. You
know. Yeah. And Yeah. So, I'll just say that right here so that people listening will know. Um, is we can make agreements with parents to if a if their child is um assigned to a special needs program outside of the district. um rather than
us paying for the transportation, if the parent or a family member, it doesn't have to be the parent, has to be somebody assigned by the parent, um is available to transport that student themselves, we can give them a financial incentive to um take care of that instead instead of us providing that
transportation. Um and so if there are any parents out there listening who think that they might qualify for that, they should give a call. Um and we would absolutely work with them to reduce that cost. Um, and so I think the big decision, the
big game changer here would be, um, if the committee wanted to eliminate those nine buses that are currently transporting middle school students who live more than a mile, but less than two miles. Um, by law, you're only required to transport kids when they live more than two
miles. Um, so there's the savings is 300,000. It's about 900,000. 950 And and one one just one other piece of that means that a lot of parents more parents are going to be driving their
kids to school. We don't unfortunately live in a a Walker's community. I wish we did. Um but that's going to have an impact. And how many students does that affect? Um about I think it's about a hundred at each middle school, maybe
120. The only I'll I'll say on that is is because I know in other a lot of cities and towns have been cutting bus and everything. The transport in fairness of this uh the city Yeah. we're telling them this is what we want and in
actuality it is the city's money. So for us to make a decision right using their money might not be the fair way. there might be the only fair way is is the city has to decide not the school committee because we're basically saying
one thing and they're saying the other thing and it is their money. Yeah. So we have to be fair with them. So I would have to say the decision would be more with what the city feels about because if if we say we want this we say we're only paying this. This is not our
decision made because it's their money and one thing one and we'll support whatever they do. Yeah. But I just feel well I think that to the having another meeting with the transportation subcommittee and and with the um you know this city and yeah this group this
group and I mean probably all of us back here again but either way you know come into some resolve okay want to jump in um and he's right it's the city's money but it is our job to find how it will
work best for our students because they're our students. So, we have to work with that money and them trying to figure out, right? So, all the cuts, right? But at the end of the day, we saying we want this and they want that and they're all going to pay. Oh, I
would love to say, yeah, everyone have this, but right, they have a budget. It's ultimately their decision to make. But one thing we should think about doing too is we always have and it's at the Vogue 2 and everything when we go for the busing contractor only one bus company is on everything and you and I
have had this conversation if we get with the cities and towns say monopoliz right and just say but if you turn around and say to win Chelsea and re we're putting up the bid as one and then have the bus companies bid on
Chelsea and re that might help our buying power when we're putting together negotiating as three towns as one bit. You might see that might be a way to decrease that but one company may not be
able to service all three. Well, we'll see. Yeah. Yeah. You don't know. I mean, no, I think there's that there's got to be a different approach to to negotiating with these bus companies because they definitely have all gotten together and you know, right, they're calling shots. There's no doubt cities
and towns try to work with NRT transportation on this. Um, and they still monopolized everything and they still the chop they want to chop money because they had no but but but even if we say 500,000 or a million dollars it's
I mean even if we do two towns or instead of three towns I'm just saying is the more we have the more buying power we have will decrease the price. Yeah. No, that makes sense. It's smart. So the the dollar figure that the city has established is based on the tumari tum.
Yes. So in other words at least come to the in our conversation in our conversation with the city you can come at these conversations from the top or the bottom or the side. They're coming from the side and saying I know that
your numbers say 11.6 but this is we're only giving you 10. Yeah. And then we say, well, you can't just say that to Diane and I. You need to sit with the school committee subcommittee for transportation and say,
"Hey, if all we have available is 10, how can we get from 11.6 to 10? What can change in the programs?" So, that's the conversation that we've pleaded would happen as soon as possible. I knew that, but we we talked about if I'm didn't
write it down, so that's my my error. You said if we go to two miles we'll save 900,000. There's still a 700 in my head rough figure there's still 700,000 that's in the winds. Yeah. Correct. So that means we're look if if we're just talking about ways in which we
could look it looks like there's a $700,000 hole and it looks like no it's a $ 1.6 million. No. If we if we did if we went to the two miles which I don't agree with. I'm not I'm just throwing it out there. So that's $900,000. It's still a $700,000 hole. Wouldn't Wouldn't that Wouldn't the city have to plug that
hole because they have to provide up to Suman? And I'm not saying we will try to help, but if we don't have the 700,000, I mean, if we cut 700,000, we'll move in more teachers. It's the only way to do it. Well, we're But well, we we can't cut teachers. This is like, as Anthony
said, this is not our money. Our money can't fund this. The city has to fund this, right? What what you can do is decide what the policy is in terms of who you're going to transport. So, for instance, you could say, "Get rid of those buses at the middle school level
because we want the city to be able to meet their number that they targeted for transportation." You can say, "We agree with Diane and Richie that they should get rid of that bus that's going to Pack and Dale, right?" Um, you got to work, you know what I mean? Like, we've got I I guess you're missing the point. Our
money can't go to this, right? So, who how we fill in the gap? You have to work with the city. The city's responsible, right? So, we do everything we possibly humanly possible. Just hear me out. We do everything humanly possible to get the bus number down to X. If that number X is less than Y that we're getting from
the city, who's Well, that's why Anthony saying that's I mean, that's the point I'm getting from him is if if it's going to come down to that and that 1.6 is not going to be covered, then maybe that call as to who's going to get cut should come from city. That's
my understanding of what he's saying. That's where we're at. Like that's why we're But I think the effort should be made to meet with the city to try to work that out. It's not it's not really I mean with all due respect it's it is our dilemma but then it isn't because we can't give them the money. We can't do
that anymore. We've done that in the past. Right. We were as far as I know the last three years we've given money for us. That's true. Okay. So we legally can't do that anymore which I think you know they're very bright people over there. I'm sure they get that. But I don't again I'm I'm confused because if
if we've done everything on our side that we can. The only other suggestion I I have was to possibly um have the transportation department move to the city side and let the transportation department um you know let that come under the I mean the city paying the bill that is that my concern with that
is that we're going to get less services because that might be uh you know once you're up there your priorities shift. Do you know what I mean? As far as what's most important and maybe transporting kids to school may not be as uh close a priority as it
is for us for them. So I would be afraid that there would be additional skin in less services. Yeah. And I understand the quandry of the hole, but I don't understand how it's going to get filled because we can't fill it. But you have to be and that's what you the conversation that you have to have is a
hard conversation of cutting buses, right? I mean the same thing. How many does the high school have for busing? Oh, we've cut them significantly. We only do two miles on the high school. And they don't need to be bus. I think we have what they do if they're more than two miles. Two
miles two miles. Yeah. They're getting off the public bus. Yeah. Um on Broadway, there should very soon be an a request to the school committees, subcommittee for transportation to meet with the city side, most likely the
mayor and his director of finance to have the conversation that John was just citing. Who's the chair? Who's the chair of that of the transportation? Is it is that under um building and means? It's ways and means. Oh, it's ways and means. Yeah. Oh, okay. Transportation. Yeah, transportation. I thought it was built
then. I guess it was took it over. Sorry, I apologize. Yeah, but going back to what John was saying is if if we reduce it technically, then this you don't have to meet a million and a half. It's only 400,000. It's the
city doesn't wouldn't have to meet it. So, we'd be reducing it to assist them with their right. We're looking for another where the city's coming up where the school department's coming up right now a million and a half. They're giving 10 and it's 11 and a half. So if we
reduce a bus or that hund a million and a half comes down to like 400,000 so that all we have to do is find a way to offset 400,000. So you're not too far off. John, I agree. I But I would add it's the city who has to No, no, no. I'm
saying but this No, the 1.6 So, but if but what Fred and John are both saying is if we figure out ways based on what you vote for how you want to structure transportation in the city and that pulls the cost down by let's let's even say that it's 1.2. I think
that's reasonable. I think that we can do that without if the committee were to say get rid of middle school buses. I think that's a huge thing to think about. But if you decided to do that and then we add the other uh Park and Dale bus um we're at 1.2, too, right? So now
there's 400 left in the middle. The city might there's literally nothing legally that we could do to come up with that 400,000. We cannot give them school department funds from net school spending. We can't not transport kids who live more than two miles from school. We can't not transport kids to
their out of placements or if they're homeless to their home district or you know all of those things that we have to do. We're required by law to the city is required by law to transport those kids. Another conversation has to happen. So
obviously if they know we're working hard to cut that down to meet their 100, you know, there's a possibility that they may say, "Okay, they did everything possible. Let's give them by law. They they have, right?" But I and and that's what we Matt and I said to the mayor
like the these are decisions that need to be made by the school committee with the mayor as their chair in consultation with his city manager or city finance director and the city council like you know getting rid of um the middle school
buses and one of the things that I see in Rivier that's unique compared to a lot of other cities and towns of our size is that we really are entrenched in highways. And um you know so if I think of the elementary kids who are being busted
from Point of Pines, do we want them walking down uh is it Route 1A Northshore Road? Do you want five, six, seven year olds walking down Northshore Road every morning? I don't know. Um but that is a a decision that
the school committee um with support from the city council and the mayor can make. Well, the point is it doesn't really matter what we decide. Yeah. It's their money. So that's how I mean I agree with you. I I wouldn't want to do less than one mile, but it's not our money to
spend. Yeah. There's got to be a meeting of the minds. There's got to be some middle ground. There's got to be the the financial the financial crunch that we've just spent all of this time talking about here is being felt at the city. It's being felt at the state. It's everywhere. You know, everybody's making
difficult stuff that do communities still charge athletic fees and transportation fees. Yes, some communities do charge. You can charge the buses, but I I don't know if that's going to work either. Now, you
just said that Stonem has canceled all busing. Tony, they talked about Stonem has I I was told that Stonem did transportation. I read Blfield doesn't have and I'm sure there's other communities. Everett
doesn't have transportation. No, they come push comes to shove. But we also have a have a different um setup like Diane was saying. Everett is a a walk-in city there. There aren't major roads that kids are really crossing. We have Yeah. Route 60, but there's no real
houses on the left side of that. They're all, you know what I mean? This side Chelsea Chelse Chelsea. Yeah. That's not a major street. Broadway. I mean, there's really not much in Everett. Winthrop, forget about it. I'm worried about it. Win doesn't transport because they're so small. That's what I'm
saying. There's no one who lives. Their transportation is around special needs kids being We have highways. We have highways intersecting the city. Walk two miles on the rain to go to school. No, I get it. Well, John, I get it. I'm not sad. No, I I don't I don't want a six a
six-year-old walking two miles at all. No. No. I I mean I went to Everett. I walked in the rain snow and everything. And look at you now. And look at me now. I survived. No wonder the horse. Just another quick example to Alisha's point. Um another bus that we're looking
at is water down in EJ's area going up to Lincoln and the problem is spiral. I mean that's you know we can talk about the city about potentially crossing there. Y so just we're considering everything but to your point there are
some dangerous roads that type in Oh no doubt I mean look at all the students that we have coming from off of Shirley that have to go belt circle who has a harder walk than those students. No kidding. Bless them. I know we're up on time and Stacy has a limit but I just
wanted to touch on a couple of other things. Um, one of the things that we learned from the city on Monday is that they're recalculating how they assign or distribute the cost of different kinds of insurance like uh building insurance, auto insurance, all of that kind of
stuff um in such a way that it's going to cost the school district was it $260,000 additional dollars. Matt uh ballpark. Yes. So that and that's again part of our schedule 19 conversation and
negotiation that we're having um with city hall. It's it's tough because we're already doing everything that we can to minimize our budget. Hey, excuse me. You they're going to pass on to us insurance on the buildings. Correct. Their
buildings and they want us to insure It's a qualifying city cost, which means it it does count toward net school spending, the 5,000 series. So then they have a
pretty big calculus on square footage, number of vehicles and cost increases like everything else. So since the last time that we looked at that number several years ago, it's up from the high 400s to the high
600s. But again, if you called around to all our peers and you talked to their CFO, like I just spoke yesterday, I think it was to pee and said, "Can you tell me what this looks like for you?" And he said, "Uh, yep. Our chargeback is 740."
So, because the square footage in these buildings is bigger than the square footage in the other places, there's that cost allocations. None of it is is uh incorrect or illegal or the something that they've been covering. Feels like
another squeeze squeeze. So, they have to squeeze. Right now, who pays when they go out to bid for their city trucks and we go for our school buses. We go out for bids and they go out to bids. It could be two different carriers. No, not for insurance. Okay. So, that's the
entire fleet of the city fleet rate. Okay. So, it makes sense that we have a very small portion of those costs because we don't have police. So the so let me just clarify a little bit. So with the buildings they
actually calculated um what percentage of the municipal buildings are part of the school department and what are not and that's where they said 80% and they have the actual calculations done. So 80% of that uh would come to us and then
with the uh with the vehicle insurance it's the opposite. So the vehicles 80% of the vehicles belong to the city, to the DPW, to the police department, the fire department. That's right. All of that. Yeah, we have we have very few. So
only like 20% of that um overall insurance cost. It's a real it's a real expense. It is a real expense. Yeah. It's just like how are you broken teeth? Here's another one. Yeah. The drum that we be that the school committee has a good grip on. But part of doing this is
restating the most essential things is that the reason it's such a sting to us is because the city funds us at the minimum Yeah. Right. possible amount. So
if you had eased dropped in my conversation with uh the CFO in pee when he said to me, "Oh, that number is totally in line with what we do. were in the 700s. He says, "Why?" And then he says, "Oh, we don't
even really look at it because the city funds us well above net school spending." So because they're getting three, four million dollars of over, then he's not going to overdo.
Whereas with us, because we are, it's a choice the city is making to fund us at the net minimum. that has that always been the case? Yes. Okay. I can remember. But when you spend time with with your CFO and CEO, it's it
stings because one more dollar is is taken out of flesh, not taken out of circles. Sure. lose. We don't have an attitude about it, but it's important to understand the numbers are solid, but there's this other reality for us that
every time a qualifying cost goes up, it's not coming out of some surplus that we that we go, hey, some years we get a lot of it, some years you get more of it. Right. We're right at minimum. Yes. So, we feel that pain in a different way. One question. Do we get
any reimbursement at all? uh from the insurance. Yeah. No. Okay. I mean and and can I just throw this out there too for the transportation meeting that's going to happen? If by chance I'm not there, can somebody mentioned that I believe there's money on the table that we could be applying for in the form of
whatever it's grants or reimbursements that we're probably not taking advantage of. Not as I'm saying if it's the city that would have to do that. If you could throw that out there as well. I'm aware of some reimbursement programs if you electrify your fleet and we've looked into that. Um it because we only
have own three buses, we actually referred to Haley to see if they wanted to u benefit on on that. We said that we would sign on with them as a municipality because you need a municipality to um be co-signer on the grant and they declined to apply for it. Yeah, I just want I just want I'd like
for them to look into it and make sure that we're not leaving any money on the table that could rectifying the situation. Um, and then just two other quick things that are also going to see a little fluctuation in the budget. One is, as you all know, and I want to thank Aisha and John for their work on this,
we've had a salary working group that um reviewed all of our nonUN salaries to make sure they're in alignment. Turns out that was relatively timely. I didn't know this, but the state just released uh a new law saying that they're going to be investigating equity in salaries
and um this is actually going to help us that we did this work because when we get audited, we won't um we'll be like here's all our work. We just did it all. So that's really great. But there were a handful of people um who based on the work of that salary working group are
going to see positive adjustments up in in their salary and um so that's going to have a little bit of an impact. It's not huge. Um, one of the things that the working group wanted to u make more uniform was um there were some non
salary non union employees who were receiving longevity benefits based on various different contracts and there were others who were not. That's inequitable. So, that's one of the things that we're going to correct um
and and rightsize that and I'll have a more comprehensive description and I'm going to have actually we put together a sheet that uh categorizes different non-union employees based on what their roles and responsibilities are and put like a base salary starting range. Um
that should it should serve the school committee well going going forward because it kind of sets a model for how you can hire people and what range you can hire them in. And um it'll it'll just eliminate some of that um did that person get that salary because they know
somebody or and eventually it will be there'll be a uniform there'll be a clear pattern. Correct. Exactly. Yeah. There'll be a clear pattern that everybody gets longevity. That's one of the decisions that was made and um you know different pieces like that. And
then um the last piece is we are still we we need to have one more meeting. I think we'll be wrapped up in one more meeting um when we um signed the contract with the teachers. We agreed that we would spend this year revisiting athletic and extracurricular stipens. Um
Danielle and I have been doing that work with the team from the RTA and we're just about done. Um I don't think it's going to have actually a major impact on the budget because what we can do is just say here's what your budget is. Um we've increased them a little bit um so
that everybody has some opportunity but then the principles can work within that budget and saying we're going to run these particular clubs or those particular clubs and as we've been doing for the last few years at least at the secondary level the principles are surveying kids and saying what clubs do
you want to see? So that will still happen. But so you'll see, and I'll share this as soon as we have it done, hopefully by the main meeting, what the new rates are um for each of the different tiers in the contract, both for athletics and for extracurriculars.
Um and um we'll look at that. We we're not anticipating cuts in those budget items. I'll just put it that way. Um so we should be able to fairly close to level um services in extracurricular and athletics. Okay.
That's it for me. Yes. So, um Fred, if you can get on the whole one. Uh we did ask the mayor to schedule to to work to schedule a subcommittee with the transportation as soon as possible. Um so that can get ironed out. What I'll
be able to do now is to take both the changes that are happening on the schedule 19 side as we inch closer to an actual appropriation and also affect these into the living budget. I'm going to find
some ways to do it that's very visually clear because you know we don't know who are the two teachers who will resign or retire but we'll know that there'll be two less. So I'll work on the detail for that. so that it's clear and that will
get me closer to and really if if if if the the maintenance side of the schedule 19 can be hashed out this week, we should end this week. Again, we've been pressing as hard as we can with a with an appropriation or at least a a finished schedule 19 agreement that
these numbers won't just be guesses anymore in working budget 3.0. will say this is a very solid spot where we are and and we'll see where it is. So, I'll be doing all of that work this week and
it will move as schedule 19 solidifies itself in there too and we'll see how close we got to that bottom line. How many how many coaches do we have that are non like um core curriculum type coaches like
coaches other than math and ELA? We have like 13 total coaches, right? I no we have um let me think for a minute. We have uh 11 we have 10 math coaches. So the curricular coaches are split between z coast sorry city lab. That's right. And
the high school. Those are the ones she had. Every other school has their own math coach and literacy coach. And then what are the other coaches? The types of coaches. So then in addition to them we have um the restorative practices coach. Um, we have the uh deeper learning
coach. What you said? Mindfulness. The mindfulness coach. We've got districtwide, they split, three e coaches. We've got districtwide, three special ed coaches. E, we have the one STEM coach at the high school. That's the one
that's going away. There's one civics coach who does all of the middle schools and the two high schools. That's primarily because of the new graduation requirements around civics. Um and then um four consulting teachers,
one at the lower elementary, one at the upper elementary, one at middle, one at high school. Okay. Motion to go. Somebody like two