Budget Workshop II

Note: Transcripts are generated from video auto-captions. While highly accurate, they are non-official and do not meet State Archivist record-keeping requirements.

• 0:00
  Call to Order

  Chair DeAngelis calls the workshop to order, explains the rules for a public proceeding, and notes the availability of interpreters for those who need them.
• 0:01
  Roll Call

  The superintendent conducts the roll call of the board members. All members are present except for Mr. Dowling.
• 0:01
  Chair's Opening Remarks (DeAngelis)

  Chair DeAngelis explains the meeting was moved to the high school to accommodate the large crowd and ensure video quality. She shares personal reflections on the emotional weight of the budget process, her commitment to the community, and the importance of kindness and grace during the difficult discussions.
• 0:09
  Superintendent's Address

  Superintendent Atwistle endorses the proposed budget as a necessary, albeit painful, step toward financial sustainability and health for the district. He acknowledges the disruption and job losses involved and notes the procedural awkwardness of the public budget timeline.
• 0:11
  FY27 Budget Overview (Abigail Ketchen)

  Director of Finance Abigail Ketchen outlines the evening's presentation. She states the administration will present the FY27 budget proposal, which includes personnel and non-personnel reductions, the closure of one elementary school, and two options for the remaining schools' configuration.
• 0:14
  Causes of the Financial Situation (Abigail Ketchen)

  Ketchen provides context for the budget crisis, attributing it to a misalignment between declining enrollment and staffing levels, the end of COVID funds, the use of savings for operational costs, and leadership instability, including high turnover in the finance director role.
• 0:19
  Path to Financial Sustainability (Abigail Ketchen)

  Ketchen emphasizes that the FY27 budget is a reset but does not solve core problems, requiring a longer-term view. She highlights future challenges like rising labor costs and debt service, and proposes multi-year financial planning and new policies to ensure a sustainable path forward.
• 0:26
  Non-Personnel Reductions (Abigail Ketchen)

  Ketchen details over $1.6 million in non-personnel reductions. These savings come from closing one school, eliminating a payment to the city, and making cuts to software, hardware, stipends, lunch aides, and various supplies.
• 1:31
  Elementary Proposal (Dr. Jo Prince)

  Assistant Superintendent Dr. Jo Prince introduces the elementary school proposal. She notes a change from earlier plans, with the budget now maintaining current Pre-K seats while seeking to expand through partnerships rather than adding new locally funded classrooms.
• 1:33
  School Closure Recommendation (Dr. Jo Prince)

  Dr. Prince presents the administration's recommendation to close Kaler Elementary School for school programs. The decision was based on an analysis of all five elementary schools, with Kaler and Dyer being the final two considered.
• 1:36
  Reconfiguration Options A & B (Bethany Connolly)

  Principal Bethany Connolly presents two models for the remaining four elementary schools. Option A is a primary and intermediate model (reconfiguration) with PK-1 and 2-4 schools. Option B is a full grade band model that maintains K-4 schools and redistricts students from the closed school.
• 1:40
  Analysis of Reconfiguration Options (Bethany Connolly)

  Connolly outlines the pros and cons of each model. She notes that Option A (reconfiguration) better addresses the goal of creating more demographically heterogeneous schools and allows for more efficient resource allocation, but presents a compressed implementation timeline and disrupts established school communities.
• 1:48
  Leadership Recommendation on Reconfiguration (Dr. Jo Prince)

  The leadership team reiterates its commitment to reconfiguration (Option A) as the best path for student outcomes and resource efficiency. However, they present Option B as a possible interim step for one year, allowing more time for community engagement before a full reconfiguration in FY28.
• 1:50
  Staffing Reductions and Notification Process (Dr. Jo Prince)

  Dr. Prince details the timeline and process for notifying staff impacted by the budget cuts, thanking association leaders for their partnership. She confirms all staff impacted under the current proposal have been notified and presents the total number of reductions for each staff association.
• 2:08
  Middle and High School Reductions (Rebecca Stern & Sarah Glenn)

  Principals Rebecca Stern (SPMS) and Sarah Glenn (SPHS) outline the proposed cuts at their schools, which are proportional to their budget share. This includes reductions to related arts, ESOL, and other positions, and structural changes like semester-based credits at the high school to provide more flexibility.
• 2:19
  Operations Changes (Mike Natalie)

  Director of Operations Mike Natalie details changes to reduce costs in his department. These include modifying the evening bus shuttle schedule to gain efficiencies and having CDL bus drivers assist with custodial duties during elementary school lunch hours.
• 2:22
  Superintendent's Summary and Board Decisions

  Superintendent Atwistle summarizes the budget as a collaborative effort to restore fiscal responsibility. He presents the three key decisions for the board: authorizing a school closing report, selecting an elementary reconfiguration model (Option A or B), and adopting the superintendent's budget as the board's proposal.
• 2:37
  Board Questions

  Board members begin asking clarifying questions of the administration. Topics include the cost of snow removal, the plan to rebuild the fund balance, the cost of new contract items, details of the Board of Education's own budget line, and the process for handling a potential future deficit.

  • 2:37 Feller
    Asks about the cost of snow plowing, the plan to seed the fund balance, the budget impact of new contract requirements for IEP meetings, and details within the Board of Education's supply budget.
  • 2:42 Richardson
    Asks how the district would pay for unforeseen expenses like extra snowstorms or litigation without a fund balance. She also asks about the process for potentially phasing in reconfiguration over two years.
  • 2:45 Risch
    Asks about the budget timeline and whether the process could have started earlier to avoid feeling rushed.
  • 2:45 Holman
    Asks about the process for students exiting special education services and inquires about potential changes to the state's school funding formula.
  • 2:48 Smith
    Asks for more detail on the criteria for choosing Kaler over Dyer for closure and questions whether the K-4 model could be made financially viable long-term to avoid multiple transitions for students.
  • 2:58 Davison
    Speaks in support of reconfiguration, noting that he sees the effects of elementary school disparities at the high school level. He argues it is inevitable and that it would be unfair to the Kaler community to make them transition twice.
  • 2:59 Kabisa
    Agrees with Member Davison and states she is listening to all sides. She hopes the final decision is a long-term solution that avoids being in the same position next year.
• 3:30
  Public Comment

  A lengthy public comment period begins, with dozens of students, teachers, parents, and residents speaking. Major themes include the pain of the budget cuts, the debate between immediate reconfiguration versus a slower process, the impact of closing Kaler Elementary, and passionate pleas to save specific programs, especially the percussion ed tech position.

  • 3:31 Lucy
    An eighth-grade student at SPMS, speaks on behalf of the percussion ed tech position. She explains how the ed tech allows the band director to focus on wind players while providing specialized instruction to the percussion section, making the entire band better.
  • 3:33 Samantha
    Also an eighth-grader at SPMS, speaks in support of the percussion ed tech and physical education teachers. She emphasizes that the ed tech provides crucial support and makes everyone feel seen, which is a core value of the district.
  • 3:36 Blair Bacon
    A teacher who was part of the reduction in force, speaks in favor of consolidation and reconfiguration (Option A). She argues it is the only brave way to face the district's deep inequities head-on and that simply closing a school without reconfiguring will perpetuate the problem.
  • 3:40 Lizzie Mulcahy
    A public commenter who expresses a need to rebuild trust and better understand the evidence behind the reconfiguration proposal. She recommends slowing the pace to ensure the community understands the 'how' and 'why' before such a large change is implemented.
  • 3:42 Jess Eslner
    A Kaler parent who asks what exact steps were taken to ensure that closing Kaler, a school with a high percentage of BIPOC and multilingual students, does not violate Title VI of the Civil Rights Act.
  • 3:44 Sam Eslner
    A Kaler parent who asks what decision framework will be used to evaluate Option A vs. B and if the district has considered the difficulty of finding a new superintendent to execute a reconfiguration if it's delayed.
  • 3:46 Shae Cupit
    A literacy specialist at Kaler, who acknowledges the pain of the cuts but expresses hope that this 'rock bottom' moment is an opportunity to rebuild with intention. She argues that a school is defined by its people, not its building, and supports reconfiguration to avoid one community bearing the entire burden of change.
  • 3:52 Samantha Koetsier
    A parent and educator who, despite personal logistical challenges, supports reconfiguration (Option A) to address inequities and avoid being in the same budget crisis in the future. She urges a solution-oriented approach to address parent concerns about transportation and community.
  • 3:58 Lauren Beer
    Reading a statement from special education teacher Daphne Demers, who advocates for the full grade band model (Option B). She argues it minimizes transitions for students with disabilities, for whom stability and continuity are foundational to their ability to learn.
  • 4:00 Mike Fletcher
    Reading a letter from SPMS music teacher Erica Scarano, who argues for retaining the percussion ed tech. She explains the complexity of teaching percussion and how the position is essential for providing individualized instruction and allowing the full band to progress.
  • 4:03 Sarah Maxwell
    An elementary teacher who argues that Option B (redistricting without reconfiguration) would exacerbate inequities by concentrating more students with high needs at Skillin. She asks what community members are willing to give up for the good of all students.
  • 4:06 Kim Clark
    A Kaler parent who questions why reconfiguration alone is no longer being considered when it offers similar financial savings to closure while strengthening the community. She states that if a school must close, Option A is the only responsible choice.
  • 4:07 Debbie McNeany
    A Dyer parent who advocates for a 12-18 month planning window for any reconfiguration. She argues a rushed implementation risks logistical friction, staff burnout, and disruption to student stability, and that more time is needed for community buy-in.
  • 4:12 Jamie Watson
    A teacher at SPMS who speaks on behalf of the PE and related arts departments, detailing how the proposed cuts will increase teacher workload and reduce student access to PE, STEM, and computer science. She also presents a list of questions from the 7th/8th grade teachers about the budget.
  • 4:19 Jen Fletcher
    An instrumental music educator at SPMS who makes a detailed case for retaining the percussion ed tech position. She explains the role's importance for instruction, program continuity, and providing access for students with diverse needs across grades 5-12.
  • 4:23 Emily Stevens
    A teacher and parent who supports reconfiguration but believes it needs to be done mindfully, with a longer planning timeline similar to the middle school consolidation. She expresses concern about the number of teacher cuts and the elimination of support roles like the behavioral strategist.
  • 4:26 Andrew Gigler
    A special education ed tech who criticizes the process for its lack of transparency and failure to adequately include multilingual families. He questions the disparity between high administrative salaries and the low pay of ed techs whose jobs are being cut.
  • 4:29 Brian Green
    A parent who argues for maintaining the full grade band model, citing the unrealistic timeline for a massive reconfiguration. He also criticizes the administration for failing to consider the environmental impact of increased busing that reconfiguration would require.
  • 4:33 Kate Hurd
    A Kaler parent who questions the data used to select Kaler for closure and argues for reconfiguration as a more equitable solution. She asks why a less equitable redistricting option is being considered and calls for a process that builds trust.
  • 4:36 Mia Proctor
    A Kaler parent who highlights the school's diverse population and expresses concern for how those students, many of whose families are not present, will be impacted by being moved into new schools without the support of their established community.
  • 4:38 Amy Haskins
    A parent who speaks in support of the percussion instructor, noting the community successfully fought to save the position last year. She questions the lack of cuts to building administrators while an entire school is being closed and dozens of teachers are being fired.
  • 4:40 Kathy Mills
    A parent and alum who supports reconfiguration as an investment in doing better for students. She asks the board to use data and the knowledge of its educators to make a mindful decision and reiterates that the percussion ed tech position is critical for student access and opportunity.
  • 4:42 Alex Mills
    A lifelong resident and percussionist who explains the critical instructional role the percussion ed tech has played for decades. He notes that the position was key to his own musical development and questions why the district is proposing to cut it yet again.
  • 4:45 Beth Wilcox
    Reading a statement from SPHS band director Jacob LaMontagne, who argues the percussion instructor is essential, not optional. He explains that specialized percussion instruction is fundamental to the success of the entire 5-12 music program and provides a key access point for many students.
  • 4:49 Stacy Morin
    A special education teacher and parent who thanks the board for visiting schools. She expresses hope that any new model includes a solid plan for special education students and reiterates the importance of the music program as a place where many students, including those with disabilities, can thrive.
  • 4:52 Rachel Gibbs
    A speech language pathologist who argues that cutting two elementary occupational therapist positions will increase costs and jeopardize student safety. She explains these OTs fill a critical, long-standing staffing gap and provide essential regulation support for the district's most vulnerable students.
  • 4:58 Kara Kralik
    An ESOL teacher who speaks in favor of reconfiguration (Option A) to align with equity goals and financial efficiency. She argues the community has proven it can act quickly to support equity and urges the board to do the same in their decision-making.
  • 5:02 Connie DiSanto
    The SPESPA President and a Kaler parent, who shares the personal impact of the potential closure on her family. She questions the decision to cut all low-wage lunch aide positions while leaving higher-paid administrative positions untouched, arguing it does not reflect community values.
  • 5:08 Paul Bartletts
    A grandfather and 45-year resident who advocates for Option B, arguing that the pace for reconfiguration is too quick. He suggests taking a year will allow for broader community buy-in and a better understanding of the complex changes.
  • 5:11 Hayley Rumback
    A parent who is now more open to reconfiguration but believes it cannot be rushed and shoehorned into a painful budget year. She notes that hundreds of students would be displaced and that the district has not yet answered key questions needed to build community trust.
  • 5:14 Meredith Diamond
    A parent and educator who cites the superintendent search firm's report on a lack of transparency and trust in the district. She proposes steps to rebuild trust, including a public forum on the budget mismanagement, a more open superintendent search, and a commitment to a new strategic plan.
  • 5:18 Bill Newton
    A parent who criticizes the board's past financial decisions, including using reserve funds for operating costs, which led to the current crisis. He suggests maintaining the status quo for one year to allow for expert consultation and proper planning for any major reconfiguration.
  • 5:20 Kelly Bertino
    A staff member and parent who highlights the multiple transitions her young, COVID-era child would face under a rushed reconfiguration. She urges the board to slow down and consider the unique needs of the youngest students who are already at a disadvantage.
  • 5:23 Dr. Katelyn Foley
    A parent and scientist who argues for a pilot year to test reconfiguration on a smaller scale before committing the entire district. She proposes a hybrid model and states she is willing to pay more in taxes to avoid repeating the same budget crisis year after year.
  • 5:26 Kate Normandin
    A parent and PTA president who questions how a rushed reconfiguration aligns with the district's community school strategy, which is built on stability and trust. She notes that a survey of over 200 residents urged the board to pause and form a working group.
  • 5:30 Gretchen Nelson
    An educator impacted by the cuts who asks the board to reconsider the elimination of career and technical education positions. She argues that providing devices is not the same as teaching computer science, and these cuts reduce student access to critical 21st-century skills.
  • 5:31 Adam Tishok
    A parent who believes the reconfiguration plan is not ready due to a lack of inclusive communication and logistical planning. He questions how the district can achieve its diversity goals without a clear transportation plan and fears a rushed process will fail.
  • 5:34 Nicholas Boggs
    An ed tech and parent who questions the elimination of the district's only regular education behavioral strategist, wondering who will handle those duties with increased class sizes. He also asks what the plan is if student population begins to rise again after a school is closed.
  • 5:36 Peter Wetzel
    The middle school computer science teacher whose position is being cut, who asks for more transparency about how the district got into this financial position. He questions what processes will be put in place to ensure it doesn't happen again.
  • 5:39 Ishmeel Daniels
    A Kaler parent who asks if the decision to close Kaler has already been made and questions a potential conflict of interest with a principal being on the decision-making council. He urges the board to think about the social-emotional impact on the children being displaced.
  • 5:42 Jessica Crowley
    A parent who asks the board to hold space for the great loss the community is experiencing through the cuts. She urges them to make space for long-term goals, increased transparency, and rebuilding with a vision that will lift up the entire community.
  • 5:44 Lauren Shapiro
    A resident who calls out the inequity of industrial properties like the tank farms being systematically undervalued for decades, shifting the tax burden to residents. She argues the city should use its fund balance to keep all schools open for one more year to allow for proper planning.
  • 5:49 Julia Edwards
    A parent who argues that placing the entire burden of closure on Kaler, one of the most diverse and disadvantaged communities, is fundamentally unfair. She advocates for a bolder, long-term vision of a single, unified elementary school at the former Mahoney site.
  • 5:54 Carolyn Nishan
    A resident and parent who points out the district's mission is 'quality learning for all' and questions how the current disparities between schools meet that standard. She supports reconfiguration (Option A) to avoid multiple transitions for students and to better prepare them for the large shift to middle school.
  • 5:57 Morgan Kerr
    A Kaler parent who points out that under any scenario, it is the Kaler students who will be the 'yo-yo,' losing their community and support systems. She argues that if closure was a possibility, more time should have been put into the process to avoid leaving these children in limbo.
• 5:59
  Public Comment Q&A

  Chair DeAngelis closes public comment and begins to address some of the questions raised by the public. The administration clarifies that a decision on Kaler has not been made, that votes will be public, and that the Mahoney site is not viable for a school due to cost and code requirements.
• 6:07
  Adjournment

  As Member Richardson begins to ask about scheduling more meetings, a motion to adjourn is made by Member Smith and seconded by Member Feller. The meeting is abruptly adjourned before further discussion can occur.