This government meeting is brought to you by Eastworks and our local cable subscribers. Should have brought my >> All right, everybody. Forum is present. I am calling the opening of the Southampton School Committee to order. Um, >> nope.
>> Oh, that's all mine. >> That's all you? >> Oh, okay. All right. So, what we're going to do, um, I had a request to move the, um, business office update to the very beginning. So, we're going to start there and then, um, we'll continue on in
our normal um, our normal agenda. So, John, whenever you're ready, you have the floor. >> Okay. Thank you. No, I don't know. >> So, tonight I wanted to talk about two things. One is um going back to I know
we're about to start FY27, but I want to go back to FY25 and talk about where we were and where we ended up um and um and then uh what
that means for 26. So the 25 budget you'll remember and you've got this material in front of you. There may be one more copy if you want that. Um is it's the the budget itself started out at 6 million 562602
roughly. Um and then this the select board advanced another 60,000. So the budget was going to be 6,622602. we had um 931,096 of revenue projected to lower the assessment to the town or the amount
that the town would have to contribute. So the town contribution originally was 5631506. We got the 60,000 and the town contribution became 5691506. So what what we have been doing with the
accounting office in Southampton is reconciling to ensure that we met that number and we have met that number and in order to meet that number we had to use revenue beyond what the school
committee had voted. Typically you wouldn't do that. Typically during the year, you would come to the school committee and you would say, "We're going to be over and we need to make some changes." We did talk about being over and making some
changes, but this is how things ended up and I want to go over that. So, if you look at um the section below all of that that I just talked about, school tuition in, we said we were going
to get about 309,622 in school tuition. Um Alisa must be doing something right. So we had more students choice in to Southampton and so what we got instead was a little bit more 377
686. So that was an increase of 68,000 and we used that 68,000 in offsetting the budget. Then the school choice revolving account, we said that we weren't going to use anything but we
used 35,000. We used the extra that went into the revolving account and um and the balance that was in there. We used 35,000 of that because when the when it comes in, it goes into the revolving
account and we use whatever the school committee had voted and then if we have to use more the school choice is usually the balancing item. um foundation reserve. We had $25,000 budgeted, but we didn't use anything.
That was a school committee vote. Um the school committee decided to use once we identified what the balance was when when Bradley identified what the balance was in the foundation grant, it was 120,000. And at the time of budgeting for 26, we decided the school committee
decided that you were going to need that whole 120 in in 2026 budget as an offset. So we did not use anything in 25. So that that 120,000 will be available for 26. Then we get down to
the preschool revolving fund. The preschool revolving fund has um had enough in it to be able to charge all of the salaries. um for preschool revolving to that account. So instead of doing 50, we did 92.
And then um you go down to rural aid um we had to spend all of the rural aid um and that was 197351. We really had a total of 204,000.
But when we looked at what Bradley had for a balance, he had he didn't have all of that. It had been spent in previous years. And so we just used what Bradley said h for a balance that could be used plus what we had to
use. And that came up to the 197. In the past, there hasn't been as fine a detail attention paid to the rural aid grant and um we in talking with DESIE, they reminded us that the rural aid grant
that comes in must be spent in the year in which you receive it. They did say that they would allow us this one year to use up what we had and to use up what we got. So we used up what we had in 24 and we used what we got in 26 and that
came up to that amount. So we had to spend that and we we needed to spend that. And then the same thing um with REAp? Um let's see now Vita remind me was REAP one of those? Was was Southampton frozen for a while?
>> Oh yeah. >> Yeah. So all of all of the schools were unable to use their reap grant in 24 and in the beginning of 25 because of some administrative snafu. >> It was allowed to lapse um that you have
to renew it every year and it was not renewed the year um previous. So it was it was lapsed. So that money was kind of in it was there it was available for 27 months I believe but because we lost our administrative rights we didn't have
access to it. So we spent close to six seven months I would say getting that access back for each of the the districts including Southampton. >> Yeah. And so um as a result we had to spend what we had in 24 plus some of
what we have in 25 and therefore it went up to the 84,000. Um the sped IDA grant um that's also a 15-month grant um or yes and we were we
had money left over from the previous year plus what we had for this year and so we spent 141,000 of it then um for the sped IDA grant we spent less um because we didn't we we
didn't have the need to spend all that we had in there. And because it's a 15-month grant, um we have the opportunity to carry that over to the following year. So that's what we'll be doing with the with the difference.
Um title two, again, all of a lot of these grants, they weren't spent in 24. So we had to spend our 24 money and we took advantage of that, spent the 24 money and also spent some of the 25 money. And excuse me, Don, I think it's important to say that part of the
forensic work that was done was a review of the grants, the drawdowns, and the balances and also uh an analysis of how the funds were uh written to be used in the grant and then how they were
actually used. So we had to revise some of those between when they were written 24 and how they were actually used and applied in uh 25 and of course 26 moving forward. Um it's also important to understand that we were a consortium
back then which means the all the grants for the five districts were together and there was conversation with principles about need in each school and then um the the district made sure that the district was supposed to make sure
that each of the allocations went where they were intended to go. Uh we had to clean all that up. We no longer do a consortium. So the grants were written by uh assistant superintendent for debt so that Southampton now has their uh
idea sped 240 um 262 etc. and as do the other districts. So that it's less confusing, just a redundancy in work. >> Right. And then just to to um add to that in terms of cash flow for for
Southampton and every other school, the money is going to go directly once once we draw down draw it down. You have to do that in a portal after you spend it. These are all reimbursement grants. So you spend the money, then you say, "Please may I have?" And then they send it to you. And what's happened with the
consortium grants is they sent it back to um Hampshire Regional and then Hampshire Regional had to send it out to everybody else. We're going we're doing away with that and the money is going to go directly to each of the schools and they'll be responsible for including
that into their general fund revenue or their, you know, grant revenue. Um then it brings us down to circuit breaker and you'll remember that your um sped expenses were higher than what
was budgeted. Um and so if you'll remember there was $8,000 budgeted for sped contract services in 25. Um and we'll just add before we were here and then um after that um we had to cover
that. So so we increased what we were going to um put in for from circuit breaker. So with all of this and and the thing that's notable is it it was an additional $333,000
extra that we used from all these grant sources. We were very lucky to have those grant sources. We do not have all of those for next year. >> Um which would be this year, you know, for FY26 for 26. So this is this is um
where we expect to end up. Um the this document right here or I think the best one to look at is this next page on this colorful document. And this just says, well, why did we have to what was the driver behind having to spend more and
therefore needing to cover it more? And these are the basic drivers. The largest one being, as we just talked about, the sped contract services, it was budgeted at 8,000 and we spent 182,000 um of general fund money. Um the
substitutes, the substitute line was over by quite a bit. Um, and that's just I I don't know Elisa if you remember it's now two years ago, but I think there were some maternities, there were people out, there was a lot of sickness,
etc. And so there were substitutes that were required in there by a substantial margin over what we had budgeted. Um then as you can see um there were some retirements and the retirement
sick pay that is distributed at retirement was not budgeted and um that was 18,000 and then there were some other lines as you can see enumerated here that were over um I I think one of the most important
things to say about this is that in 2026 we do do not anticipate this kind of a scenario because for example in sped contract services we budgeted more appropriately. Um there there I don't know if we'll come down to the
penny. That's going to be um what we'll talk about next. But um I wanted to say that this is this is the first step in being able to do our end of year report. This is the first step in um reconciling
with the town accountant. This next page is is really produced by the town accountant. And um I've added some things. I guess the I had a note down here before. It apparently didn't get
printed out. Uh let me just look here. Yeah. Um the the note says that this was prepared by the town accountant and then it has some edits from me. So, the town accountant did everything up until um
where it says ending balance at 11:30 and ending balance for free cash because that's that is an important thing to note. Um at the end of the fiscal year 630 2025,
any account that's in deficit will go against the municipality's free cash. If you are able to get revenues in, let's say you've spent money, you're waiting for reimbursements. If you get those reimbursements in before the end
of September, you can count those and it doesn't go against your free cash. So, um, we made every effort to try to get those reimbursements in. And, um, you'll remember among those reimbursements were were the reimbursements for the REAp
grant, which we said there was a long time coming. And then that was um that was one of the grants that couldn't be found within the town and they found that um the treasurer did a lot of research. She was able to identify it so
that could be counted. So these were looking even worse throughout the whole reconciliation process. we are able to um provide some um find some numbers so that in your ending balance 9:30 for free
cash it is not as bad as it was going to be at 6:30 basically. So these highlights the things that are in purple those are the those are the school grants that we talk about all the time. um those are things that the school
actively uses. Some of these others um are on the town's books um but they relate to the school. So you'll see local school transportation that's there but it's it's budgeted on the town's books but it all relates to the school.
So so it's in this particular document. Um, let's see. Is there So, I think the most important thing if you look at the ending balance for 9:30 for free cash, um, the ones that are in yellow are the
ones that are in a deficit position and those will hit your um, free cash this year. Then, if you go over a column, some of those some of those you received in October and November. And so those
those balances won't carry forward. Those negative balances won't carry forward. I think that's the important thing to recognize about that. But in terms of filing your free cash numbers and things like that, you you can only use what you have as of 9:30. There were
some revenues in here that were processed by the central office on September 15th and the check was handd delivered to the town of Southampton, but it didn't get deposited until later
potentially and so it wasn't counted before September 30th. we have um identified about $60,000 worth and um so of that 81 that's going to hit free cash, we had another 60,000
that potentially I've spoken to Scott about and he was going to check with the accountant and the treasurer to see if that 60,000 could be counted since you already had it. It just um hadn't been acted upon. I don't know the answer to
that yet, >> but >> Don, I just want to make sure I understand this. So, this right here, this says 81,126, >> yes, >> has to come out of the town's precash. >> It's okay. >> It's all right. >> It's okay.
>> So, say that again. >> So, that 81,000 has to be covered by the town's free cash. Is that okay? And this happens every year. It's just you don't ever get this report. >> What's the $100,000? >> No, it's the 10930. >> So, right. But then what is the So, the
100,264 that's under the 11:30. What is that? >> Um Oh, that that is nothing to worry about because that's sort of an intermediate thing. You won't actually strike a balance again until June 30th. But the reason I put it on there is because I wanted to see um did any of
these other accounts resolve. So, for example, if you look at title 4 um 4A, >> and you'll see it has a negative balance of $10,000 at June 30th. It also has a negative balance at September 30th, but
that's because the check wasn't deposited in time, but that's going to clear out. I did that more for me. This is not Bradley's reconciliation. That's really for me. This is unusual to have an ending balance at that date. I just wanted to make sure that our grants are
being processed correctly. And um we have cut our the budget in the central office for next year for our forensic expenses. And so the person who's been helping us with the grants will not be here next year. And so before he leaves, I wanted to make sure if there were any
issues, we could work with him because he's amazing. And so he has been able to work with Bradley to get like if you go in the middle section there, it's 94-142, the idea grant, that's where all of the
sped grants were going, but DESIE requires that we separate them out. And so Bradley did create these accounts, sped 240, sped 262, sped 274. And so they had to be put in there. And so Bradley and um Carrie Carrie
>> Sheen um who was our person. I mean I know him so well, but I just couldn't think of it. Um he worked with Bradley to pull it apart. That was an incredible incredible lot of work and we're so grateful to him for his work. And I think that that's, you know, I think
that we will be on much better footing because um this this reconciliation has been done only at the end of the year and now we're going to be doing it more timely. um we're already six months into the year, but as soon as we end this, we're going to start the reconciliation
for um 2026 so that we won't be at the end of year and having surprises for the school committee and having surprises for the town with respect to this >> and you know to highlight that those grants they were all bucketed. >> Mhm. >> So there was no differentiation between
so we couldn't tell where everything was. So now it's unbucketed or disagregated I guess. and um we're able to see exactly where we are, what needs to be drawn down, etc. as we move forward. So, we definitely are in a better place.
>> Yes. And then this I wouldn't spend too much time on this because I'm going to produce this again, but this is the report of where the expenditures are. The reason I said I wouldn't spend too much time is because the um and it's always a surprise to Elisa and to to me
that it's so difficult getting teachers in the right place like your sixth grade teacher, your fifth grade teacher, your fourth grade teacher, and things still aren't quite right with that. And so I have somebody working on it to put um the teachers pay in the right buckets.
Um the numbers themselves, like the bottom line is correct. um this this document right here that shows where those variances are. I think that we can rely on those. Um the there are a couple of things that are outstanding. That's one
of them. Just getting the actuals to be where they're supposed to be. And also um you'll remember I'm just having somebody reook at um you know how the transportation for sped for regular transportation that's all in the town's
books. I want to make sure that there's nothing still running through um the school's books for transportation. I saw a couple of things that looked odd and so um we've got somebody looking at that, but we we'll
we'll get to it. We'll get down to it. So that's for 25 and then I then I could talk about 26, but I'll glad to answer any questions on 25 first. Um so how close to rec being reconciled with the town? >> I would say um probably a day away.
>> Um what what we'll do is go back and look at that um transportation, >> talk with Bradley one more time and then you know Bradley's been very cooperative. He's given us whatever we needed and um I think that we have a good working relationship there. Um, and
um, we just need to take one more look at the at the transportation line and then I think we're just going to put our pencils down and it is what it is >> and then that clears the way to be able to do the end of year report. >> Yeah, that clears the way for the town to file for free cash and then for us to
do the end of year report. In order to do the end of year report, we do need to make sure that things are in the right buckets because they ask on the end ofear report, they ask very specific questions about different sped costs and different general education, etc. So, we've got to
make sure that those are in the right spot. Um, so that's, you know, that's all good news. >> Does anybody else have any questions for Don about 25? Is the FI uh FI FY25 end of year report one of the ones that's
keeping the >> Yes. Okay. >> Well, I'll let you finish that. >> That's one of them that's keeping the the state aid from coming to to Yes. Um we did look at that and um >> Yes.
And there's one other thing I want to say about about this and that is um let's look at this this color the most colorful page again this one here and that is school choice. So school I I think it's
important for the school committee to know and it's important for the treasurer and the accountants to know. I think the treasurer already knows and the accountants we I spoke to him about it today. School choice is one of those accounts where you've got people coming in and so you're getting reimbursement or you're
getting money for that. Um it's all I'm not going to call it state aid because it's just it's really coming from the town who's supporting that child, but it's a clearing house through the state. So it all the state keeps track of who's where and who's owed what and then they
send you the reimbursement. In addition, they keep track of who of your town resident students are going somewhere else. So those are the assessments. Those are tuition out. However, it's not when they provide it to you, they don't
provide it neatly. They take the tuition out. So, you owe them money. So, they have their state aid. Let's say that you get $200,000 a month in state aid. They're going to subtract from that the tuition out that you owe them. They're
not going to wait for you to pay. They're just going to say, "Well, I'm just going to take that away and I'm going to pay you the net." >> It's like they're garnishing it. >> Oh, I never knew that. >> Yes. So, as a result, um, you'll see I have a couple of numbers highlighted on here, and I want to check to make sure
that those numbers are correct because it's not easy to see because it's netted out of a number. >> So, those we need to look at. Um, and then the tuition in comes in through your vendor web. They all come in
through vendor web through the state, but the the state grabs its money first and then it gives you the reimbursement. It's we have to keep those separated. And I just want to make sure I talked with Bradley this morning. I want to make sure that
this number is accurate. I I I'm not entirely confident. >> Just to be clear, >> yes, >> you're talking about the um 2235705. That's school choice revolving, right? >> Mhm. And the ending balance as of 11:30
is 34812010. >> Um, where are you on that sheet? Cuz I didn't. >> Are you calling talking about school choice tuition at the top? >> I'm looking at school choice revolving. >> No, I'm sorry. This is the most colorful sheet. >> I'm on it.
>> Oh, okay. School choice revolving. >> School choice tuition. >> Yeah, I'm talking about this these two. >> And that's why I wanted to clarify. >> But I am talking about that one, too. I'm sorry. Yes, you're right. So, so, so school choice revolving. >> Yes. >> You're confident in that number, but
it's the school choice uh tuition and charter choice tuition that you want to check. >> Yes. So, that ending balance, you're right. What does that ending balance say? Veto >> 148 >> 120 and 10 cents. >> 348. Oh, if you go with 11:30. Yes. Yes.
Yes. Yep. Um at at 6:30 it's the 190. And so that number the school choice in we're going to check that also but that's close that's close to what we have. Um the other two not so much. We've got to check that out. Uh then the
other thing if you look at again in the yellow numbers rural school aid and it says FY22 and it says a negative 2176592. >> It says that all the way across. We're going to speak to Bradley about
that, but I believe that that's got to be written off by the town. That is to say, we cannot use that money. It's in a deficit position. It could be that money that came in was taken into the general fund. We can't find that.
We're not looking for that. We don't owe you that town. This is an amount that we that will have to be go to free cash and stay there. It'll have to go get closed out to the general fund covered by free cash and that's that. This is what I'm
going to talk to him about tomorrow. Other than that, the grants where there's reimbursements still, we're tracking that. This one we cannot spend. We can't do anything about. We're not going to take it from our current year um rural aid because we don't think that
that's been tracked properly. Don't know how to say it any other way here. >> By the town or by you guys? >> So, >> all right. So, for fiscal 26, what do you have to tell us?
>> Okay. For fiscal 26, um here is the report and we will Thank you. >> Thank you. >> I think Oh, you're welcome. I think we're doing pretty well. Um
however there are a few things to note. So if you um go down this page to page two which I'll try to get I want to talk about the grade six teacher
and I want to say that Alisa this is just hot hot off the press. Alisa hasn't seen this. she she hasn't had a chance to uh respond to it or anything. So, um let's see. I just want to I want to pull
something up. Um I think that um we had identified this earlier and I think I've reviewed it with um the chair and um one of one of the school committee members when we were preparing documentation for negotiations. We made
sure we had everybody's salary down and we compared what everybody's salary was in the NOA in the negotiations spreadsheets to what was in the budget and we determined that um there were some salaries that did not make it into
the budget that are in the negotiations template but they didn't make it into the budget. Um if you'll remember at the end of last year's budgeting cycle uh we there were a number of cuts and so um the some people's salary were cut
completely and others were left in. So, it's going to balance out but not entirely. But as I went through every all the details, I do see that we are short in this particular grade and we'll be over in we'll be we're under I mean
we'll be over here and we'll be under in some of the others. But I want to clearly point out that grade six you're going to be over because it didn't get budgeted. Now, let me just look at this and tell you for sure. >> And just to be clear, what you're saying
is one of the salaries did get budgeted in that >> um Yes. >> in that rate. >> Yes. So, I think there were various people who moved around. You remember working Alisa with with Kyle on that
last year and there were people who were going to be eliminated because there were what six six and a half people eliminated and plus plus and um so I think there was a mixup on who was going to bump
whom and who was going to be gone and that's how that occurred as far as I'm able to tell. So um that's that isn't under budget. Then there is a math interventionist couple
down below that will be under budget. One is going to be over and then the other is going to be under because the math interventionist was cut or a portion of that was cut. >> So that funding can be moved to cover. >> Yes. When we when we come the next time
and we look this over, we will request a line item transfer be approved by the um school committee to move it from that line up to the grade six to offset some of that variance. Let's see. Um
Also, if you will take a look at the it's the on the bottom of page two, but it's split. It's you can't see the title. It's sped teacher salaries. Um that is look that will be over budget as well um by a certain amount because
for the same reason >> that was not included in the budget in the final budget. >> Is that the teacher that we were able to hire because of the sped increment money that we got? >> This was this person No, I don't think
so. This person was um retired in October. This is replacing the person who retired in October. Um the Oh, wait a minute. Actually, I think yes, she was added back by the school committee based on extraordinary relief and the sped
teacher. Yeah. So, when we when Thank you. I'm sorry. when we um go to move things from the general fund to some of the grants that will resolve because that was the whole point that there would be some money coming in
>> and we would be able to cover the salary but right now that is showing as as being overbudget we'll cover it with circuit breaker >> extraordinary relief >> sped increment I think >> one of them >> one of them okay
>> there is sped incre sped increment Yeah. Yeah. Spit increment because that actually gets just to keep things confusing, that actually gets deposited in your school choice account. Don't ask me why. Oh, well, no, it makes sense because it comes from school choice. Yeah, it does. So, that makes sense. >> Okay.
>> Okay. So, um again, if you go through it, you'll see some some overages and some unders. and we will um come back next time with a plan for how we're going to do it so that we don't end up
overspending as we as that we don't want to do that. >> So, so I I hear that. So, we have some lines that are under, some lines that are over. Um some are because uh there was a mistake made, some are because there's miscommunication, whatever. But when I look at the bottom line, the
grand total on page eight, >> well, >> I don't see a deficiency. I see a 56 27311 >> to the good. >> Yes. Yes. Um that's
I'm sorry to say that that's not entirely where I would look. Oh. >> Um because only because I mean it's a nice story. It's a nice story. >> Because because there's no budget in there yet. >> Once there's a budget in there, it'll
look even better. >> Awesome. >> Okay. Um and where you where you want to look on page five for your general fund, that's going to tell you where we are with the money that has to be contributed by the town. And right now,
um, it's projecting to be under, but that's because we're only so far throughout the year. So, we'll do an analysis for the next time that will show where, you know, where we are. But for the for for clarity sake, >> yes,
>> we have um numbers that we're looking at and we're going to bring back next time uh specific line item transfers to make sure that we're balancing where we need to balance. >> Right. Yes. >> And we'll have the um the reconciliation
completed with the town. >> Yes. >> Within a day or so. So I say by Friday we're going to be in a better place there. >> Yes. And um >> and then we'll um and then we'll be able to work on the end of year report.
>> Yep. >> Um and you next meet um in >> March >> March 11th. >> March 11th. I can't say if the end of year report will be done by March 11th because some of the budgets are due prior to that. So I don't know. We're go
I that is our goal is to try to get it done by that time so that you don't have another month of foregoing state aid. >> Okay. Well, speaking of budgets that are due, we're going to need a preliminary budget for March 11th for fiscal 27 >> for March 11th.
>> For March 11th, we have because we got to get going. We can't >> we can't wait any longer on putting a budget together. >> And I don't think that'll be a problem. That is to say, I think we can make that date. We were actually trying to make it for tonight, but it didn't quite work that way. >> Well, I'm also thinking March 11th, we
can make that our public hearing as well >> on the fiscal 27 preliminary budget is what my goal would be. >> That would be the preliminary. >> The preliminary. Yeah. >> Okay. >> Because we can do it because I mean the town is, you know, is gearing up and we really don't if we're last in
line, bad things happen. So, um, we had talked about having a budget for March 11th. Yes. So, I think >> I think we can have it. I just didn't know if you'd want to review it before the public meeting or just go right to it. >> Um I mean, we we certainly could, but
I'm just saying in terms of like this committee >> getting going, um March 11th is is what really like that's before would be better, but that's sort of like a drop deadad date for. >> So, if we have something prior to that, Alisa and I will get together. we we
were already going through the salaries with fine tooth comb so there's not that kind of a mishap again >> and um then we're looking at some of the other lines um we've gotten the numbers from uh the sped director from our people services director and so we've
got some of the major stuff already coming into us so to the extent that we have a draft before that I would send it to you >> um Kimberly and then we would go from there you right do with it. >> We're going to be talking tonight about
priorities and stuff. So that would also give direction for like how to, you know, what we what we're hoping to see in that budget as well. >> Yeah. So that's all right. Thank you. Does anybody have any Did you have anything else, Don? >> No, I had nothing else. >> Does anybody have any questions for Don?
>> All right. >> Thank you so much. You're welcome. >> One last thing to point out. Remember we also had a student tuition in this year >> for the neurodiversity program. Make sure that number was captured in the 26 actuals for next meeting as well. >> Make sure that Yes. >> that that income data.
>> Yes. Yes, I will. Mhm. Got it. Because I don't know I don't know if I had that in the revenue side. >> Yeah. Thank you for that, Dylan. >> Um All right. So, do we need Don for the budget priorities or do we not? No. >> Okay. All right. So, Don, you're all set. Thank you very much for everything.
>> Yeah. Thank you very much. And I'll just hear from you on the priorities so we can work that into the budget. >> Yeah. >> Yeah. >> Hi, Don. Thank you. >> Thank you. >> This will be for
>> uh Jess. >> Oh, no. You don't. Oh, yeah. That's right. >> All right. So, we'll go back now to um the agenda. So, we've got in the packets, we have our minutes from January 14th.
I move that we approve the minutes of January 14, 2026. >> Is there a second? >> Second. >> Any discussion? Hearing none. All in favor? >> I >> I >> opposed. Motion carries. Public comment.
Elizabeth, do you just want to listen? Okay. Um, warrants we've done electronically. Veto, do you have any announcements or correspondence? Okay, Elisa, you all set with that, too? >> Yep. >> All right. Principal's report. >> Okay. Our enrollment is at 478. That's
one more than it was last month. Um, we've completed our WEDA access testing for second language learners. Um, Miss Andrea Raidens does a great job with that. Our MCCAST testing will begin on March 31st with grade six. Um, a schedule has been sent to parents
already. Um, grade two visited the Hitchcock Center for a a field trip and grade five also visited and this was the third part of a three-part series that was grant funded for grade 5. Hampshire Regional High School band and chorus will be performing for us tomorrow for
grades four, five, and six in the cafeteria. We're excited to have them back. >> Um, a couple of things that we've had to spend some money on in the last month. We had to replace a part of a steel door frame on the first floor that was rotting. So like the two doors closed
this way and that middle beam on the bottom was starting to rot out. Uh so we had to replace that. Uh we replaced the air handling unit vent for the range in the kitchen. Um and then the walk-in refrigerator fan on the roof was snowed in packed solid with at that snowstorm
which caused some issues that needed repairing. So, we had BG Mechanical over for a few times to figure things out. Um, you'll see him, I'm sure, in a lot because it doesn't come in. And that's all. >> Any questions for Lisa?
>> Okay, Dr. Peron. >> Yes. So, um, the superintendent's report is kind of filled with resources as it's budget season. Um, there's an updated central office slides that we promised everyone. We sent it out electronically,
but I wanted to make sure that it was in each packet for the districts at the February meeting. So, those are available and in the folder and uh that's a live document as you can see a link. Um I also uh have been attending um budget presentations
around chapter 70 uh and regional districts with MARS which is the Massachusetts uh uh regional school association. Uh and they do excellent monthly uh updates and uh really timely.
They talk about NDF fear reports. They talk about uh chapter 70 and how it affects regional districts um sims and enrollment data etc. So I I just want to share those resources with people. >> Had to interrupt chorus. So sorry
there >> um >> hold on. Sorry Elizabeth. Did you say that door is locked? >> Yeah. force rehearsal. >> No, it's fine. But we can't have that locked cuz people need to be able to get in. We It was unlocked when we got here. So, >> thanks.
>> Okay. Sorry. >> It's okay. Um, also the Massachusetts Association of School Business Officials presented at the Connecticut Valley uh superintendent roundt. I wasn't able to attend because we had a finance committee meeting at the at Hampshire
but um Dawn and Lesie Wallace attended together or no I'm sorry Kimberly Kick attended and it was a a good use of their time to kind of uh network and uh get a presentation from them. Uh I'll answer any other questions you have
about the the report as it is. But I do want to say I've I've been uh very focused on getting out of my office and into the building. Um, I've spent some time in in Norris and really gotten to see the kids uh doing their thing in the classroom, also in the lunchroom, which
is always a treat. Um, been out at recess and seen them enjoying time outside. Uh, cold weather, a little warmer weather, a lot colder weather. So, it's really been great to see the kids and um, see the teachers. Uh really
I' I've had an opportunity to see the sixth grade specifically uh because I'm trying to get a a taste for how the new curriculum is being implemented vertically. So looking at the sixth grade at the elementary level and then at the high school. Um
I've I've gotten into some classes. Haven't quite got into grade three in a while or grade two in a while. In fact, the last time I was there. Yeah. but uh they're going on that um that field trip. So, it's it's just it's it's wonderful to get out of the central
office and into the the the schools and especially I love uh uh hanging out with the with the Norris kids. Um it it's just it's a great place to be and uh it's it's what makes all of the other stuff worthwhile.
>> Any questions for veto? >> Um chair's report I I have a couple things to talk about, but I think they belong more with when we get to the budget task force. So, I'm going to skip now and um
for them. Okay. Um Hampshire Regional School Committee, Jen. >> Uh so, we've had two meetings since we were last here. We had a regular um monthly meeting, which I don't really think there was much that happened.
Um, and then we had Oh, that was just more um uh the Worthington agreement got >> Did that get voted on yet? >> It did. >> So, it's done. >> Worthington agreement they um was up and so they got a new one-year contract to
go forward at $15,000 a student and they project they'll have >> 40 >> 40 students for next year. Um, it just kind of gives everyone, like Vito was saying, uh, time to think about what the best option is going forward. Um,
and then we just talked about the health insurance crap. However, Monday night we had the preliminary budget hearing, which was not fun. >> A delightful 3 and 1/2 hours. >> Delightful. So much fun. What's nice about not being on that committee
anymore is I could bail after two hours cuz >> I mean there were cookies given out so that was fun. But um basically Don and them presented their budget and a level service budget was 11,000 I mean
11% over last year but then the contributions from the towns was 9.4. Um, no one actually even threw out a level service budget as a starting point. Um, we started off with Dawn went
over um, a bunch of other options due to the finance committee's ask, which would be nice if we could do for us too when we get to that point. But we started at the 6.3 budget, no one went for it. We started all the way down to the 3.1 budget, no one went for it. 4.3, no one
went for it. We finally came to a mediocre decision of taking $400,000 off of the level service budget and that creates a 5.6 um% increase
that makes um Southampton's contribution I don't remember the exact percentage but it's 200 255,204 over what was last year. So, our total contribution is 6,216,888
should this budget pass. Pretty much everyone there, I can't think of one town that stood up and was like, "Yeah, great. We've got plenty of money. Like, throw it all at us." Basically, everyone was like, "We're going to have to pass an override in order to pass any budget, no matter what it is."
>> So, whether this will be our where we end up, who knows? I I I may I >> Yes. >> I think what I would like to add is Lauren presented a pretty compelling uh story of what Hampshire Regional offers,
how Hampshire Regional meets the needs of all of its students, what curricular extracurricular athletics looks like. um really what draws choice in and keeps
students there. Um >> I shared those with them. >> Oh, >> the slides I learned for them so that they saw them. >> Perfect. I I just I think it's important that people hear. >> Yes. >> Um that because uh I'm not just the school um superintendent. I'm also a
father of four who went through West Hampton schools from elementary to uh Hampshire Regional and the uh the benefit of our system in Hampshire Regional is palpable to students when
they go on to what's next. And I'm afraid of cuts that will uh take away from the programming interventions and uh activities that really make
Hampshire an excellent school. Uh because when those things start to get cut, uh when we lose interventions, when we start taking away programs that positively affect our students, whether those students are having a tough time reading or they're need they need to be
challenged on on academics. um then uh we really stop uh appealing to choice in and uh we lose more than just a teacher or more than
just an activity. So we have to think about what's what's important and uh there's there was a really strong showing of students. The student council attended >> and they are uh Lauren and I received emails the next day. what can we do to
help? How can we let people know how important the programs are at this school? And so I'm uh I'm working with the student council uh appropriately to help them uh identify where they they
can be advocates for uh for their school. I must say the past two meetings um there has been students mostly seniors >> um that have come and spoke in support for not you know having budget
cuts and some of the things I know you guys saw them but some of the things Lauren showed that would be cut if we had to go all the way down to not even the worst scenario we had on the page like one up from that were devastating like programs that would like not be offered for seventh graders like sports
programs, like just the stuff that would get cut is mindblowing, I guess. And I don't know if people will fully understand what that means. I thought it was interesting that that got was it from West Hampton, the man that spoke from West Hampton
talking about Mohawk Regional. >> Yeah. >> And how like things like this happened there and they went from being a school that was like Hampshire to being a school that has like 300 kids now. Mhm. >> And it was basically like this is the
writing on the wall and that's where we're headed if this is how it goes. So I don't know. >> Um speaking of students, if I can make a suggestion, uh one of the things I've always thought was missing at our town meeting is student voices.
And occasionally we've had a few, but if we can marshall the students who can vote and they can come to town meetings and talk about what we'll lose if the budgets aren't passed. I think that
would be really powerful because we just don't hear from them. >> I agree. And >> it's also good to hear from seniors because I mean it's not going to impact them but they still care enough to get up and talk about it. Right. >> For sure. Right. And like again I was telling Veto until that meeting I didn't know that there was no librarian at the
high school like that that was like a non-utilized space for anything like that. And there was one of the the girls who was a senior this year got up and talked about the fact that she you know the library used to curate you know like books that went with projects that the kids were working on.
It wasn't necessarily that the kids miss coming and like every week checking out their book and like you know that kind of a thing. it was more the background support that that person offered to further extend the learning that was going on in the classroom. Um, >> and things like the middle school book
club, like those used to meet in the library and so tough. Yeah, >> I think getting the word out and I mean if that comes to if that comes to pass for us too, the getting getting the word out, it isn't not just saying there's no
librarian. It's that all the stuff you just said about the impact of there not being like you know there's a difference between saying we're not going to have x y and z >> right >> you need I think we need to educate people on and the impact of that is because that's the information you need
to make an informed decision >> right because not having the librarian the year or whatever after co at the elementary school is a totally different impact than not having a librarian at the high school level like a lot of people I think would hear that and write it off instantly like everything they do is in your computer, like why do they
need a librarian? Like that would be the first position that should get cut. But in retrospect, it's not because it's the behind the scenes work that they're doing that no one's seeing but is being presented in the classroom. >> Any questions for Jen?
>> Um, this may not be a question for Jen. If you don't want to chime in on this, two things are Let's do one. Um there's been ongoing conversation for years about needing to update facilities specifically athletic fields of the high school. Um was there any discussion of
that? Has there been discussion of that? And where do we stand on that project? >> What we we have talked about capital projects. Um and there has been no capital plan that has been acted upon. Uh and that was one of the things we've
talked about uh and it's almost feels like piling on uh at this point. But we have three boilers and only one of them is functioning optimally and because we're relying on that one boiler,
it's getting worn down. So, we're doing work on that. Um, if you look at the um at the superintendent report, there's a link to uh you won't see any anything. It's just a link to the energy manager
report. that work that he's doing with the town of Southampton and Westampton is focused on capital projects, if you will, and going to uh grant funding to
try and offset um the the cost of uh fixing the system like the building management system so that it is functioning, you know, correctly and not opening louvers when they should
be closing and shutting off flow when it should be on, etc. Um, so that was one of the the the things that we're looking at. Um, in in addition to just maintenance, what I found is that there hadn't been a maintenance schedule and
so we weren't maintaining the equipment as well as we should have been. And that all goes to what you're talking about, Dylan. That capital plan that says, okay, year 26, we're going to be doing this 27 and Lauren has a plan, but it hadn't been
>> implemented. So, yes, we are talking about it. It's going to be a challenge in this climate to try and find a way to do it right. I know that too. I guess the second part I should have asked is on your superintendent's report following up
from last week on the discussions about Smith vocational. Is there any movement on that? I mean, is there a time frame that they're looking at regarding the the I know that the uh the the um consultants that are facilitating that
conversation with the towns, especially those towns who have the highest enrolled uh enrollment um happened. I was at that meeting with Scott and um and John Lumbra. Uh so he had his select board hat on that night. Um and there
there was not a decision made. Yes, we're in or they were just asking questions trying to understand the implications. Um regionalization takes time. So it wouldn't happen immediately. But one of the big things is it would be
they would be if you if if South African were to be a part of the region there would be a capital assessment because that's one of the big reasons they're doing this. >> Right. Right. So >> I guess just you know something to be thinking about as we're rolling into budgets full well knowing I mean every town's
underwater right now. Everyone's facing budget constraints and if we have to dig an ask of the town this year and next year and the year after at a certain point I'm just concerned if we don't have a plan laid
out with a you know of here's what's going to be coming down the road here's how much it's going to cost here's what to expect here's why we need to do these things here's why we're doing them in these years >> um without that messaging they're not going to pass. And then
we're going to be back in the same boat again of balancing capital and operating, >> right? >> And I just want us to be really cognizant of that because all these things need to happen. And I think if we don't message that, start messaging that now,
it's going to be, well, why didn't you plan for this? Well, why aren't you bet where's the money going? Why I mean regardless, we can talk to we're blue in the face about, you know, with spreadsheets and data when we need when we're making that ask. But if it hasn't been prepared for, I can guarantee you it's going to get a lot of push back.
>> Yep. Understood. >> Anything else? Thank you everybody. >> Thanks. >> All right. U PTO I went to the PTO meeting last night. Um let me see just a couple things to let um so Norris night at the
Thunderbirds is March 14th. Um and your tickets are still available for that. And then there's going to be a um a skate night at Amelia Park at um in Westfield on April 15th from 6:00 to 7:00. Um that has nothing to do with raising money for PTO. It's actually a
benefit for Millie Park, but um you know, it's something that um people might have fun doing. They also talked about um so the fundraiser that they had over the summer when after the override failed and they had a you know the
fundraiser for trying to make up for the supply lines that were cut. Um they were talking about that money last night because um there hasn't today been an influx of requests from teachers that we kind of thought that there might be. Um so that money a lot of that money is still
available. So they're working on ideas for how to get that money to the classrooms. Um, and they had a few ideas, you know, like at the beginning of the year, PTO does a stipen for all the teachers. So, they were thinking about like maybe another one of those or brainstorming
ideas for things that they could purchase on behalf of the teachers and coming up with a survey about how would you like us to spend money. Um, I had a chance to speak to Elizabeth before the meeting started to let her know that, you know, they're aware of that they have these funds and they want to figure out how to get them that funding into
the hands of the teachers. So, they are working on that. Um, I also took the opportunity to share with them the stuff that came up at the Hampshire regional budget hearing because, um, it's one of the few times that we really do I get to talk to the public about these things.
And so, you know, I explained what Hampshire had chosen to do for preliminary budget and, you know, told them where we were with what we're working on. Um, and I also told them that we'd be looking at the school calendar tonight. So, they're all very excited to know when they can send their vacation score for next year. So, any
questions about PTO? >> Okay. Um, where are we? Is it is it you council? We have not met again. So, >> we meet again on March 24th. >> All right. Um the collaborative anything new Dylan?
>> No. Executive search continues. I just forwarded the executive summary and the annual the beautiful little slides live together about the annual review the good work that they do. Um you know he hack academy enrollment stay steady. Mount Tom Academy stay steady and um you know again they're facing the same
massive budget challenges that all the districts are facing as a collaborative and you know they're hopeful to be on better footing. I think the outgoing director did a pretty good job stabilizing things. Mhm. >> Um but it's still going to be a struggle to continue to maintain the level we support uh for the schools and students
that they have in the past. >> Okay. I don't have a slipboard update. Okay. Um so we've had our budget and finance team updates. So all right. So I put on the agenda budget priorities for fiscal 27 a general discussion. Um, I
want to tell you, well, we needed to talk about it anyway, but one of the reasons this is on the agenda for tonight is that, um, I received a request from the town to attend a meeting on February 26th with um, I
think it's finance and select board to start talking about our um, our budget. And um I did let them know that on February 26th we would not have a preliminary budget to present to them. Um but in conversation with the town
administrator he requested that I come and just talk about the priorities and you know what it is we're thinking about um to kind of like lay the groundwork a context for what will be coming once we have one. So that is um the part part of
why we're talking about this tonight and we also need to have this conversation anyway in order to give central office the direction on where to go with putting our fiscal 27 um budget together. So that said, I asked Veto and Alisa to have a conversation and work
out um priorities and context. So it's page four of the packet. So I don't know who wants to take it away but >> yeah I I'll start. I think um >> what I think what's important to
understand is um that there has already there have already been cuts and so there has been an impact on services on programs uh in the building and what I asked Alisa to do is really look at what were the ramification the consequences
of those cuts and so they're outlined here and really it's it's looking at you know class size um rising in um in early education which is less than ideal. um reduced capacity and
significant reduced capacity for interventions, which again is huge because when you think about interventions, especially uh in math and and reading uh in the early years, if if students aren't on grade level when they
get out of third grade, then they're behind the eight-ball until 10th grade, 12th grade. Mhm. >> And so we really have to think about what we're doing and how we're doing it at the early elementary level. And so
when interventions go, we start taking away support from students who need it most. And and that is a disservice to our kids. and and and so I I I I wanted to to really in black and white put in
there what this is what what happened last year, right? And and what was lost. Um it was huge when the school committee was able to bring back a a special ed teacher using sped increment or or whichever um claiming source that we
used. Uh because again, our most needy students are the ones that are losing when we make cuts to interventions and special ed programming. Um, you know, when you start looking at
class sizes and thinking about uh the loss of support for our students, it really starkly highlights um our responsibility to make sure people understand. So when
we when you talk about priorities, our priorities are to return what was taken away last year. Mhm. >> Um and and so we could walk back every cut that was made last year just to get back to level service 2 years ago.
That would be a significant step forward. And that's not even talking about the plan we had for steam, right? So science, technology, educa, uh engineering, art, and math. So, we have
a plan. We had a plan for steam at um at Norris, but we weren't even able to put it on the table. >> Yeah. >> And all the other elementary schools have it. >> And the other elementary schools have it and are running with it. and it's turned into and you know I I've been into those
spaces where we have a teacher that splits their time between uh uh New Hingham and and uh Westampton Elementary and you you've never se Well, you've seen it. You've seen kids excited by content. When you see those kids in there working with with the little
robotics and working with the the um what are they the the machines that the digital printing the 3D printers >> and the 3D printers. I mean it's just it's mindblowing >> and the students talk about how excited they're about uh they are about going to
these classes. So that's a shame that Norris isn't able to take part in that. And so also our kids are getting to seventh grade and all the other schools have had this. >> Correct. >> And our kids haven't. >> And so I didn't even realize that we I
mean I knew we were missing out on it, but I guess I didn't fully understand it until we had that presentation on the central office budget and heard that >> Brian >> Brian Gilman. Yeah. >> Heard him talk about it and I was like what the heck? >> And >> and we kid our kids don't even have a park like
>> Yeah. And and that's that's the priority is to return the cuts that were made and to identify those things that we can do within reason >> to now challenge our students, right?
Because again, it's there's a spectrum of skills and abilities and everything that kids bring to a classroom. >> Yeah. >> But when we start making cuts, not only do we hurt the kids here, but the kids that we could be challenging are not getting the same experiences as
their peers that they're going to be with in seventh grade >> or it gives them a reason to want to choice out or go to charter school or >> absolutely >> that absolutely and that's the the spiral that everybody talks about the death spiral that happened in Mohawk >> we are on the cusp of that
>> right right >> at Hampshire and at the at Norris >> so so you have a list here of the impact of the reduction questions. Um, and I'm looking the one that really
jumped out to me was the longer wait times to address emerging student needs. So, not being able to nip things in the bud, >> right? And not be able to proactively catch anything before. We are literally working to our
capacity. Every single person in the building, the admin assistant who's halftime, the nurse one and a half, the intervention teachers, the classroom teachers, K1, we have two pairs that went out the door that did not get replaced. There's less people on duty
for reset, less people that you can count on to go help with this, that, or the other thing. When someone calls in sick, and I think we're feeling that the heat the most now, probably because it's the winter months and kids are more sick. the nurses are working over capacity.
>> One of the nurses needs to take time off. The other nurse, you know, I only have two nurses for half of a day. The other half of the day I have one nurse, but if one nurse has to take um part of a day off, are we getting a sub? I'm like, no. I know that it's crazy, but I don't have the subline money either. So,
it's hitting me every single place I turn to try to find someone else at recess duty because someone is absent or someone else in the nurse's office or my admin, the admin assistant that's part-time is also doing special ed secretarial stuff. That's her job. Her
pile is getting this high and there's no time to catch up with anything. And it's a con the kid the kindergarten and first grade classes with 20 21 22 kids in a class is insane compared to what we had
and I know that what we had was nice but this is not ideal either >> but it wasn't even sorry I'm teacher here right it wasn't even that's it isn't even about it being nice right >> it's about when you have class sizes like that classroom teachers have the
time to spot the emerging need and then the emerging need could be addressed by the people that aren't there anymore. >> And it's it's really significant to understand the challenge that a teacher faces in second grade, in kindergarten, in first grade when you get that full
range of need. And the expectation I have is that we're going to be differentiating to meet the needs. But when there's 20 kids instead of 16, it it it it puts a it pushes a teacher
to their limit and we're we're there's an opportunity that's being missed to identify a student and say, "Oo, hey, they could use some math intervention, right? I'm recognizing that in this math lesson." Or we could have a math
interventionist in the class pushing in to work with a group of students as the teacher's doing their thing. So there's opportunities that are being missed and our teachers are being tasked beyond what they're really capable to
sustain. So you ask what the priorities are. The priorities are to return what has been cut. I I if we're ever in a place to identify uh extras or what you would like to have cuz right now we're at what must we have and what do we
need, >> right? >> We've lost some of the need. >> Just not even don't even think about what we would like to have, >> right? >> A steam program, an art teacher. >> So I'm sorry. >> No, don't don't be sorry because it's
true. Yeah. And you know, my library technology teacher, >> you know, hears about all the great stuff that's going on in the district and wanted to be part of the team if it were to happen. >> So, she, you know, everybody's just so wonderful and comes to me with these ideas of want to incorporate a little
bit of this so at least they have a little bit of this or a little bit of that. And it's like she's going above and beyond and taking things outside of the school day for professional development on her own time and her own dime to learn about it so that our kids can get a little something. But it's not
the little something is good. It's not what everybody else is getting. It's not it's not enrichment. It's not, you know, what the kids in in the other schools are getting when they go to seventh grade and all our kids are meeting up together. um not having art. Of course, that might not be the number one thing
we ask for back, but you know, I heard I didn't hear a lot in the spring when art was getting cut, but then in the fall when art wasn't there, people were like, "You don't have an art teacher?" I'm like, "We don't have an art teacher." You know, it it it got cut from the budget. And they just can't believe it. And kids coming up to me and saying,
"You know, I miss art. I used to love having art." And it just it breaks your heart. Um, and the teachers are are trying to fill that gap, but at the same time, they're trying to differentiate instruction, like Veto said, and do all the other things that are necessary to
to do what we need to do in order for kids to learn. >> Yeah. So, I I I I worry about student retention and I worry about teacher retention. When I taught in California, I had 30 to 38 kids in a classroom. When I taught here, I had 20. I was a much
better teacher here. The kids had more fun. I had more fun. >> It was just, you know, and I and I do get concerned about teacher retention. >> So, Vito, I'm going to actually disagree with something you said. >> Okay.
>> You said getting back to what we lost two years ago would be a step forward. I don't agree with that. I think that's a step out of the hole. I think that's that's, you know, as an avid backcountry skier, there's a thing called a cornice. Do you know what a snow cornice is?
>> No, I never skied in my life. So, >> I don't analogy, John. >> Pick something else. >> Snow cornness. And it's it's it's I think it's apt for this example. It's especially with all the snow we've had. So, when the wind blows over the top of a mountain, especially on a sheer cliff, you'll actually see it. I'm sure you've seen them in pictures before. It's the
snow that kind of hangs off the edge and it looks just like a flat spot of snow, but if you step on it, you're dropping 100, 200, 500 ft. >> We're standing on that. >> Yeah, >> that's where we are right now. >> It's a good analogy. Taking that step off of that is not forward. That's to get to the precipice. That's to get to
the edge of failure. It's not a step forward. >> Yeah, >> we that is level services to me is restoring to what we were at prior to this past year. >> You know, >> I agree. >> I've been thinking a lot about that,
especially because of things that you have said like this in in previous meetings. And I kept thinking that well le level service was the thing we should ask for cuz I felt like it was the most we could hope for. But
no, I think we need to ask for what we need. And like so for me personally um if it was the world according to Kim and the direction that I would give central office is I would like to see a budget that restores
what we lost when the override failed. and the steam teacher. >> Well, yeah, I was thinking the exact same thing. What I wanted to say as you guys were were were talking about it is that position is a classic
PBL projectbased learning position where interdisciplinary work happens where a teacher could bring her class into the library and they're doing an interdisciplinary project that gets kids problem solving and collaborating and
you know that's what >> 21st century skills. >> That's exactly correct. That's what they need for what's next. >> 100%. Because that seventh grade science class is a thousand times different than an elementary. >> Yeah. >> Like a science class. Like the stuff that my daughter has done this year like
using band saws, using all of these tools, creating a multi-tool, like the things that they have done. I was like, you're allowed to do that in science. Like they let you touch that. >> You know what I mean? And not like just like we had science like we dissected things. Yeah. Great. But like none of
that's happening for our kids. It's happening the most in those other classes. I know it's like 3D printing and stuff, but they're learning to use the technology and the skills that they're going to need when they get to seventh grade science. >> Not to be like sitting there like, whoa. Like >> they're also learning how to think
>> critically, >> which carries them through the rest of their education and into the workforce. And so, and these things matter in elementary school. So, >> give me my marching orders. >> Well, okay. So, so this is just me. I'
So, I'd like I'd like to see a budget that restores everything, right? But I think we also need to probably pri if you had to prioritize things
>> you probably need to come up you're the education experts come up with your priorities for if we can't have everything but we can have some what would they be >> understood >> does that make sense to you does that make sense to you I know I know you want to I think we have to be prepared to
answer the question >> I understand. >> Yes. And I think we have to be prepared for a very difficult budget year. >> I think this is this is my 14th year between my two tours of duty.
>> And I swear to you, I think this is the worst >> that I've ever seen. So, but I think >> if it weren't and if it weren't for year after year after year of pinching and sharpening the pencils and cutting things back as much as we could around the edges,
>> but these are not cutting the fat. I want to be clear on that. In the past five, six years, it has been simply tightening and tightening and tightening. >> There is nowhere else to go. We cut >> heavy last year and I mean there was nowhere to cut from and we had to,
>> right? >> So, I understand the position. I understand how difficult we're in, but I I think um there's a certain degree of I'm at the point now of we've continued to try to do more with
less and we've somehow managed to do it and there's a certain point where we have to say we cannot do this anymore. >> Yeah. Well, because we're not even with people working full out, it's impossible for them to do it at the
level that our kids >> deserve, >> need. It's not even about deserve. It's about need, >> you know, for both the kids that need to be challenged and the kids who need the the who need the help to get to grade level to access stuff if they're not,
you know, I mean, there's I >> I hear you. I completely understand. Um Alisa and I will sit down with Michael Ferdet and with Amy Drake and we will think about what a restoration budget
looks like. We will then prioritize the restoration, if you will, um from the uh the musthaves through to the needs to the to the wants. >> And on top of that, I'd even like to see where would you like the school be?
>> That's what Yeah. >> Not just not just restoring say fine, we we we done we put everything back. And to be fair and I don't want to I don't want to direct the micromanagement level because if there is a point if we've learned anything this year and said hey
you know the impact here was not as detrimental as we felt it but restoring this area would be or expanding in this area and not restoring this area would have a more beneficial impact right I
mean this is not a real example but let's just say we were to um remove calligraphy. Let's say let's say in our last year's budget we removed a calligraphy teacher and all of a sudden we realized, you know, maybe calligraphy wasn't something that we should have been spending our money on and we can more appropriately use it here.
>> Cody, >> sure. Right. You know what I'm saying? But my point being is I'm not saying restore positions or restore everything just because we have it. There should be a reason for it. And if we can restore other areas or expand areas, that is going to get us a better >> outcome
>> outcome for our students and our teachers. And I'm I'm also support that too. So I don't I don't want you to think that I'm saying, you know, we had a we reduced a nurse by 1.5 and therefore we have to put it back to this. Yeah, that's all I'm saying. I just want to make sure I I hear you. I completely understand the direction. Um,
I really don't have any questions about what you're asking us to do and um, the exercise of prioritization is nothing I'm um, it's not something I've I haven't done before. So I I'm we're
ready to do what you are asking us to do >> because the other thing I think too is like, you know, it's been pretty much put out there that we're going to need an override anyway. Yeah. And so what I've been really thinking about is okay, well, if we're going to need an override, then we should ask for what like we
shouldn't be asking for what we need just to limp along. >> We should be asking for what we need to be >> literally what I said on Monday. >> We we do need a budget if we don't get an override pass.
>> Right. Right. That has to >> I get it. >> I get it. But I think for what we want to promote and what we want to try to explain and you know for what here's what we are asking for and then it's up to people whether they approve that or not. But I think we need to really push
on >> here's what we need here's why we need it. Here's why we're asking and then if they say no >> they'll have the priorities and we'll move from there. But we won't like >> what you miss 100% of the shots you don't take. So I think we have to at least try.
>> Yeah. I'm not going to roll over before. >> Right. So, literally what I said on Monday to everyone when I kept voting no, I go there's no way for anyone getting any money out of without an override passing. So, if I'm going to ask for $200,000, I'm going to ask for
$2 million. Like, it's the same. Do you know what I mean? Like, >> everyone's like, >> "Oh, well, I left before you said that, so I swear I wasn't plagiarizing." >> No, but that's what I mean. Like, there h we're going to have to ask. We don't have the money, >> right? So, in terms of um what I'm going
to say on February 26th at that um meeting that I'm going to be attending, I'm going to tell I'm going to share this with them and I'm going to um tell them what our plan is for how we're going to um how we're going to work on
our budget and go from there. >> Fantastic. >> Okay, everyone good with that? Like I am your representative. I want to be sure I'm saying what you want me to say. >> Yep. >> Yep. Also, I would also just emphasize Norris took it on the chin last year. >> Oh, well that's why that's why
>> entire thing. >> Oh, we took the whole thing. >> That's what I mean. >> Right. And the override was only about us, >> right? So, >> which >> you know, >> so your strategy of always putting it on us didn't really pan out. So, get your ducks in a room. >> That was another Yeah, but
>> I'll be polite. But >> document available. This was this is this in the folder? >> It's in the folder. >> It's in the folder. I can um I can send you >> what? >> It's in the packet. >> I got one of these. >> Did you get a packet? >> I didn't get a packet either. >> You didn't get a packet either? Oh,
>> do we have it? I But I can look at I've been looking at it in the drive copies. >> I have some. >> Veto's just hoarding packets. >> No, it's fine. I've never gotten one. >> Um you would you want one? No, I'm looking at it in the drive. So,
>> I thought I gave you one. Nope. Elizabeth, do you want me to I can also send you a link to it in case you want to share it with the rest of the staff. All right. Um, >> yeah. In fact, I
I will um I'm going to I will also print this from the drive to take it with me to that meeting on the 26th. >> Oh, is that it? >> You did give me one. >> Or for the invisible gel number.
H okay then. Um where are we? All right. So also I want to say thank you all for that. I think that was a good discussion and I'm glad we got to start working on it and so so March 11th will be our public hearing. Um
and we'll go from there. Okay. All right. Nothing else under budget. We don't have anything for policy that I'm aware of. Okay. So also in the packets um so this budget task force so the
select for so the town administrator had an idea to um create a budget task force for 27 and on page eight of the packet um is are the objectives of that committee um
and it's basically a working group of department heads um to work together on figuring out how we're proceeding as a town with this the fiscal 27 budget um
and how to um work on public outreach and education for once things are you know once things are figured out how how do we communicate this to the stakeholders and the voters. Um, so the list of objectives is there. The reason I had this in here, so I was
invited as a department head, but it I told Scott that I felt that I needed to ask the school committee if you want me to be the representative on that or if anybody else from the school committee would rather be the representative. Somebody was really dying to do this. I don't basically I want to say I'm I'm
the chair so I get to pick what I want. So does anybody else Margaret's going to be on it for capital committee. >> Yeah, I'm already on it. So she's already on it. My question is, Jenn or Dylan, do you want to take my place? And no is fine. I don't want it. >> I keeping myself out of jail.
>> And that's completely fine because again, I didn't want to >> I couldn't I couldn't sit in that room. >> That's fine. >> That's fine. So, um, so Margaret's on it. I'm on it. Veto's also on it. Um, >> Hampshire Regional was invited to send a
representative as well. None of the people who actually live in South Hampton chose to participate. So, Trish Coulson Montgomery will be representing the Hampshire Regel School Committee at this meeting as well. >> I'm super excited about that. Um, and
there's a couple others. Um, Chief Ellingsworth is on it. Um, I can't remember the other names. >> Yeah. Department chairs because we the >> Oh, chair of the finance commission. >> Yeah. We're just anticipating that this is going to affect every single department. So, >> oh, it absolutely is. So, that's why,
you know, we need a more coordinated effort and it's not just all falling on the school >> and that's the whole point is to make it a co coordinated, cohesive, get the message out, get the plan together know the answer to this question because obviously it hasn't happened yet. But is
there part of this task force's job going to be to figure out how to stop the break the cycle of this nonsense that happens every year? Well, I think the hope is that by educating people about the true needs of
the town and the costs associated with running the town that people want to live in, um then we could break the cycle if people choose to fund things because we wouldn't have to keep asking because
we we would we could break the cycle of having to ask it year in and year out if we could get the right funding in place for the coming year and then that would barring unforeseen circumstances like you know 40% increases in health insurance costs um that should carry us
forward and >> I agree with that but the pro the bigger problem is the external factors on towns especially rural towns statewide >> over the past 20 years has been increasing and the idea that we're somehow going to be able to limit outside forces to to increases of two
and a half% that we have absolutely no control over and in addition to that a chapter 70 and state funding model that does not account for that 2 and a.5% that is tied to whatever legislative funding they get it >> right you know when you have costs that
go up that are out of our control and and money coming and going effectively decreasing there is no break in the cycle it's just it's you want to build a Amazon warehouse and depot and massive buildings and increase our commercial tax base by like, you
know, 100%. >> Not opposed. >> Well, one of the other things that we're looking at is including a capital budget every year so that it's not coming out of free cash because we we simply cannot
address our capital needs by using the portion that we get from free cash. So that that has to be part of this whole scenario because we're going to need a new ambulance soon. We're going to you know we we have things that we have to do with our police cars and which I
completely agree. I mean everything for the school capital and planning in general has been >> massively lacked. I don't disagree with that one bit. I'm just saying is it's that's part of it, but I mean the fact is there's only so much money >> and >> but I mean I think the hope there too is
that with with a plan in place I mean one of the reasons people give for voting against things is because they don't feel like there's a plan. >> No, it's fair. >> Let's put a plan in place. >> Not okay. I just have questions. Is there, you know how like we spend so
much money on van poolool or other stuff like that? Is there a way we can run our own van pool and then offer that services to other surrounding towns to generate revenue? Like is there I is
there some value in spending money to get a van that would service our own kids so that cuts our cost for that? but then would be available to the surrounding areas to then generate revenue. Like I'm just I thought of this after our meeting on Monday if like
these are things that we can take on as a regional district. >> Well well similar to the program here that is choicing in a student from West Hampton, >> right? >> That's a model that works, right? Create a program, create a service that others
would would benefit from and so they use it. Um, transportation, especially in in in uh the area of special ed, is one of those things you could do, but I don't I would imagine we would probably benefit within the five districts.
>> Yeah. >> I don't think we'd be able to go out beyond that. >> Okay. >> But it it makes sense. It makes a lot of sense. In fact, uh Amy Drake and I have talked about the possibility. Um, even the van driver at the high school talked
about it because we do so much within uh the districts. So, >> well, that's what we did for the high school when that was how we pitched it. >> Yeah. >> If if we do this then this and that, you know, that's how we got our vans.
>> It's almost like if we regionalize the school district, we have some costs saving me. >> Did John walk into the room? >> No, we're just going to build our own high school. Thank you. We have all the kids. It's it's also I know on the transportation point I know there was discussions >> five years ago now about purchasing
buses and how we basically did a cost analysis on it and wasn't good >> that but didn't someone say earlier either this year or the end of last year that we could regionalize transportation without actually regionalizing the elementary schools. >> That was something I think Don had mentioned as a you know something to
look into because then we'd get regional transportation. >> That's what I mean. Then we'd get reimbursement for that money. >> But I don't know. I'm not sure that anybody's had the time to fully flush that out because >> Right. Absolutely not. >> You know, >> we're still intending. We're still intentional.
>> Another project. >> Sorry. >> Trying to save money. >> All righty. >> He's trying to do a Hampshire regional meeting. I don't know. We got a little punchy here. >> All right. You're it. I'm not staying here for Hampshire Hampshire regional hours, though. All right. Let's go to
the uh 26 27 calendar. which is on page nine of the packet. All right. So, veto, this is the is this the proposed calendar for all of the elementary schools?
>> This is the proposed calendar for Norris that was discussed across all elementary schools. Okay. Yes. >> Um we had some ideas that we that we shared out with teachers. We got some feedback on them um on those ideas uh
cuz we wanted to be even kind of tighter in um in our start dates and uh in our end dates. We are trying to start uh earlier no to start um uh after
>> uh Labor Day and then um not go too far into the summer. So there was talk of taking a few days from February break and you know the now that we're in February and everybody's sick and and
stressed and losing their minds are like what were we thinking when we came up with that idea. Um so so after we got feedback from uh from all the the educators um we met and put together a calendar
that has all elementary students starting on the same day that has a coordinated uh um PD scheduled throughout the year. Um the only real outlier is the high school and that's because of the high school's contract
with uh their the HREA and they can't start before a certain date. >> Yep. >> So I I felt >> and I can you know Lisa can speak to this. I felt it was a collaborative effort across the leadership team. Um
Michael, Amy, uh the principles all had um voice and really did a lot of work. uh the teachers weighed in and you know you can't make everybody happy all the time. We don't have a united contract so it's difficult to some some schools have
two days before some have one day before and then the high school has their uh prescripted start date uh that they can't um go go beyond. So I'm happy with this calendar. I'm I'm
certainly happy with the collaboration and um I recommend that we we move it forward. >> What would be the start date for kindergarten? >> Kindergarten always starts the same day. >> Starts the same day. Preschool usually starts a week later. So >> that's the one I was thinking. Not okay.
So So they would start on >> third. >> The third. >> I haven't discussed anything with preschool yet, but >> I wouldn't think they'd start the third cuz they don't go on Fridays, right? >> They probably start Tuesday. I would think they probably >> right. Well, because that may come up as a question. So, I think we need to get that on the calendar. Um, the only other
thing too is on this particular draft in the right hand column at the very bottom, it says this calendar may be changed by the Hampshire Regional School Committee >> or duty inclement weather conditions. >> Oh, yeah. That's uh >> Southampton. >> Yeah. >> Yeah. So, just change that. >> Yeah. >> Um I know in the past I'm not looking to
change things this year. promise >> we part of the leadin to the August was we would have 3 days then four days then 5 days this year we have 2 days then 5 days then four days
>> if that's if just want to make sure we're are all on the same page with that >> I think Labor Day being as late as it is >> well this this year it was the absolute earliest it can possibly be and next year it's the absolute latest it can possibly be right >> so >> and just so you know the other school
committees have approved. Okay. The only one that's left is um uh Williamsburg and that's next week. >> So last year Southampton was the last meeting. >> Yeah. >> Um next week is Williamsburg.
>> Well, I mean it's not it's not ideal in terms of the the the slow ramp up to going back to school, but with Labor Day being as late as it is, you also don't want to be going to school till July for >> correct, >> you know, new. And as you saw this year, you know, we were doing pretty well with
one snow day and one uh delayed start and then we got the other storm. Now we're after Junth, >> right? >> Are we really? >> We're not the high school boys. >> The high schoolers, you have to say. >> Oh, okay. >> There you go. My daughter was very unhappy about that.
>> So, um, are there any other questions or any further discussion about this? >> This is early this year. I'm impressed. >> Yeah. I mean, I thought looking at the calendar cuz I had had people ask if I knew the calendar um a couple months ago because they were looking for vacations and I was like, "Oh, the high school
can't go before the 28th. Everyone's talking about being on the same shebang." Like, I assumed we would have started the second, done those three days, the four days, and then 5 days, but I don't care if we go earlier. >> And and educators had an opportunity to
weigh in on this. Okay. But again, we got multiple feedback. >> Not what? >> Not the calendar. >> Okay. All right. So, >> all right. What What did you weigh in on it then? Like >> just general feedback.
>> Okay. All right. Okay. All right. So, do you have a gut reaction to it? >> I think it's mixed feelings about it. >> Mixed on your on the staff, you mean? more mixed for for you personally. You're feeling mixed about
>> Yeah. >> this I think. >> Can you tell me what the area of concern is? >> I think it's the starting a week earlier. >> Some vacations already planned is what I've heard. Then on the other side, it's getting out earlier, snow day, it's totally,
>> right? >> What day we start this year though? Is it >> always on the 28th? It's I think that the difference we we started the 28th for as long as I can remember. >> The issue has been or the 27th I mean it's always been that but this is also
the first year there's been a full week of September >> before Labor Day. >> Before Labor Day right >> and that's I think the difference. So if you look at it in the sense of we've always gone back typically the Wednesday or Thursday prior to Labor Day. >> Yeah. >> Which is not this. However, we've the
other way of saying that would be we've always gone back the last Thursday in August because so it's it's a matter of perspective. I don't disagree with what you're saying on that. Just to be clear, I just it's it's perspective >> and there's no there's no just like you said, as we learned last year, there's
not keeping everybody happy. >> I also think that kids are more engaged and ready to learn at the beginning of the school year than at the end of the school year. really >> to be honest. >> Yeah. >> With the air conditioners that you have on your second floor there, you know, >> going in late June is enjoyable in that school.
>> They don't like check out after MCCAST or anything, >> right? >> Okay. So, what are we going to do? Going to science and social studies MCAST. >> So, here's I'm just This is not the chair's position, obviously, but it's not, >> you know, I I'm going to I'm going to make a motion to approve the calendar as
presented. >> Second, >> but we are in February. Typically, we don't we don't approve this calendar until March. So, I as a member, if we were to get feedback in March, would not 100% be opposed to revisiting where a compelling case brought before us in
March. Would you disagree with that? >> Only to the extent that if we approve this tonight and it's made public and people make plans based on this, I don't want to change it. And I don't want to
change it. Like I I feel like once we've approved it for example, I mean the PTO, you know, when I was there last night, you know, people were waiting to, you know, hear what this was to make their vacation plans and, you know, I said, well, once we have a calendar, you'll be able to make your plans. So I don't want to have
a calendar and then say a month later, oh no, we changed our minds. >> All right. >> That's my That's a fair statement, too. I understand that. >> So do you veto? I know that calendar is uh approved by the school committee. >> Yeah.
>> But there was collaboration across all schools and districts. And though this specific calendar wasn't shown, we did share iterations of calendars to get feedback as as Elizabeth said. And you
can't make everybody happy. Some people don't care. And and that was one of my my asks was, you know, do you do you love it? Do you hate it? Or are you apathetic? Basically, and there was people that said, I don't care. Just, >> you know, I'm coming to work. So,
>> yeah. I also just don't know where else I'd even um where I'd move things because if you do bump that into then we're into like four bus days of differentiated schedules for every other school in the district. I just don't see that working. So, I'm going to I'm just going to make my motion to approve this. Right. >> I second it.
>> Okay. So, you're approved. So, we have a motion to approve as presented and a second. Is there any further discussion? All in favor? >> I I >> Okay, motion carries. We have a school calendar. Alisa in the early just change
that to say Southampton school committee and then um figure out your preschool start date and get it on the website cuz parents are itching to make their plans. >> Okay. Thank you. Very many. >> All right. Um,
>> okay. So, the last thing under new business that we have that I know of, unless there's something else that's come up. So, naming the rear softball field. So, page 10 of the packet, we received a request um from the
Southampton Lions Club to name the rear softball field at the Norris School and and I don't know how to pronounce their last name. Does anybody know how to pronounce this? Say is it say that's how I was was going to say. >> All right. So um in honor of Robert Bob
Syer and Helen Lenny Ser. Um and there's a list of of their town involvement here. Um Bob was um the last surviving charter member of the Southampton's Lions Lions Club. He was also a founding member of SYAa and he
was a coach. Um Bob passed away in 2024. Lenny started the girls softball program in Southampton in 1972. She taught sixth grade for 25 years at at Norris. Um a lot of other municipal activity in
town and she passed away in 2020. Um and the the letter says, "We hope that the example set by the Sers with their involvement in our community will serve to inspire others to serve. Thank you for your consideration. >> Yeah. >> So, we know that the front softball field is named Parker Field for James
Parker who was also who also worked with Bob Ser. Have you been able to ascertain whether the other field is named after anybody? Because that was my question is if is it already named after anyone? Cuz I I don't know. >> It's it's my understanding that the
field is called Parker Field. I don't know about any delineation between the front, the back, or the whatever. And it's also my understanding that the Parker family donated the land. >> Okay. Does anybody have any suggestions then on how
that's your understanding? Do you have any kind of documentation about any of this? >> I can I believe there's a rock in the back of the school with a plaque on it that may say something. I need to take a picture of it. I meant to do that. >> Is it covered in snow?
>> And I was going to say it's definitely buried underneath a giant mountain of snow cuz I know exactly where the rock you're >> I know exactly where the rock is too >> but I think is this our purview like is this our >> Yeah. >> Yeah. anything any like that. >> This came up before within the time that
I've been principal >> 6 months >> with a different name after >> when they someone else had come forward wanting to name the field or part of the field an someone else and it wasn't Ser and the Parker family came forward to reiterate that it was named after Mr.
Parker, >> can someone in the Parker family please reach out and let us know, >> right? I mean, if anybody from the Parker family is >> paying attention, >> because seriously, like I I I have no problem with the request. I just wanted to be sure that we weren't right >> that it wasn't already named for somebody cuz you know that's a thing.
>> Can we take some time to try to talk to >> John might remember something too cuz John was on the committee I believe it's >> so John wrote John responded to this in of it. >> Okay. But he also like I had not asked
him about whether it was already named for anybody else because I just I feel like if it's not named after somebody else, we could probably proceed. If it's already named after somebody else, I think that makes it more complicated to proceed because I think you have to >> So my understanding is the select board
needs this for April, their April meeting to have it if they want to be able to put it on the town warrant to vote on because it is a the naming rights are part of the town. >> What >> why do it?
>> So why are we involved? Yes. Well, because we are the ones who control that, but that is well the it originally went to parks commission. >> Yeah. >> And that is not a parks commission controlled property. >> This property, my understanding is under the purview of the school.
>> It's the the land was donated to the school, not to the to the town, but it's under the purview of the school department. >> So, because this originally came through the highway department, then it came to the parks commission. >> But it has to be voted on by the town. It would have to be voted on by the
select board, but I think because the >> I'm not sure the exact legalities of it. My understanding though is the select board wanted the input from the committee whose land that was under the purview of. So if this were for example a parks if it was a field at Conan Park
for example, the parks commission would weigh in before I mean the select book completely overrule what the parks commission does but they'd be looking for authority from the parks commission. I think I think this is a terrific issue. Okay. >> In some degree. So, we're not the final word. We're just It passes through us. I mean,
>> so we could we could potentially >> Well, I'd suggest we got this like a week ago. I I mean, we got a month. >> Yeah, >> let's do you know, >> but who's doing like who's who's >> I will because I have no idea even who >> I will dig into I I will dig into it when I see what I can find. I can't
promise I'll get any answers, but I will look at it and we can work. >> Right. As far as like you fields have gone, it's always like um Lisa had said like it's Parker Field is what if you look on any like softball like schedule,
>> it's Parker Field and then it's front field or back field. >> Okay. >> Do you know what I mean? Like it's never been delineated as two different fields. >> So Parker Field and >> Okay. Well, so that's fine. So you're going to dig into that. Yeah. And um so we'll I'm gonna put this we'll put this
on the March agenda as well. >> Um I'm hoping to keep the March agenda if possible fairly light because it's also going to be our budget hearing. Yeah, >> I fully anticipate I'll have I will hopefully have a clearer answer for you and this could be a two-minute agenda item. >> Okay. Thank you.
>> Hopefully. >> All right. Um is there any other new business that's not on here that can't wait until June June open. >> No, but I'm not here anymore. >> Sorry. >> Nice try.
>> I tried. >> Well, I would say begin your recruiting efforts for >> I did actually at at PTO last night. I did let them know that there were >> How many spots? >> Two Hampshire seats and three Norris seats. >> Three Norris seats. >> Three.
>> All three of you were going. >> I I have Well, three that are up for election. There are three seats. But I have communicated that if we have a hard time getting someone, I will be appointed for the next year. I will do that. I have not
>> or one for three years. >> It was like I am not >> 14 years is a good one. She did a good job. Um no. So I did actually start last night at at PTO telling people and it was I wasn't saying three people weren't running. I said there are three seats
because I didn't realize the incumbents would take them. You and John could tell us about >> I have been getting pocket calendars from MASC 10 years that I wasn't on a committee. I was still getting >> Oh, perfect. >> Anyway, >> does everyone still use pocket calendars?
>> So, anyway, I did start the recruiting at at PTO last night. And there's actually some people who seemed interested for both Norris and for the high school. >> Oh, good. >> All right. So, if there's nothing else, then it's time to take the vote to go into executive session.
Um, and we will not be returning to public session. So, um, once we take this vote, >> you want me to make the motion or you want to make the motion? >> Well, I'm going to read the whole thing cuz you know. So, I will entertain a motion according to Mass General Law Chapter 38 section 21 A3 to discuss
strategy with respect to collective bargaining or litigation if an open meeting may have a detrimental effect on the bargaining or litigating position of the public body. And the chair so declares. I do declare that. And this is to for bargaining with the Southampton Teachers Association and specifically
the teachers. So roll call first of all is so move and invite >> principal superintendent and potentially town administrator to participate in executive session. >> Is there a second? >> Second.
>> All right. Roll call vote. >> Larson I. >> Shot I. >> Modsley I. >> Johnson I. >> Okay. We are in executive session. Thanks. >> Is that yours?