Budget Review: Application of Override Funds (30 minutes)

Transcript (~43 min @ 16:00)

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▶ 15:48 Jennifer McAndrew: for purposes of discussion is there a motion to approve warrant s2004 so moved second made by mr salm seconded by mr o'connell any discussion on that warrant

▶ 16:09 Jennifer McAndrew: all in favor opposed abstain and that carries with six in favor and one abstention thank you

▶ 16:18 Jennifer McAndrew: five sorry five sorry and one absent my mistake thank you i'll do better at counting from here

▶ 16:34 Jennifer McAndrew: on in our next item is the budget review on the application of the override funds for fiscal year 2020 and before we open this up for discussion I just thought I'd frame this with a few comments about where we are this discussion tonight is on the document in the packet is the fiscal 2020 budget as approved last spring and updated to reflect the current distribution of funds for staff and supplies added or restored as a result of the fiscal 2020 budget and therefore as a result of the override investments this is an update and a discussion among the committee not a vote tonight but before we do i just wanted to review a couple of salient points i think for the public and anyone who might be watching at home um last winter and spring as you all know we conducted a fiscal 2020 budget process that was unusual in many ways principally that we presented the community at large two budget scenarios one that reflected the possible override investment that was being considered by the community at that time and one scenario that would have been that would contained possible cuts and changes to our school system that would have been required had the override not passed this was the infamous budget a and budget B discussion that went on for many months I would also just add that last year's process or last spring's process followed years of difficult choices in front of this committee and previous committees including cuts that were made in previous fiscal years and so we were as a district in a place where educator positions and instructional materials and other vital supplies would need to be restored before they could be built upon after the community made the historic decision to support the operational override in april we moved toward a fiscal 2020 budget that included these investments and restorations however at that time we noted appropriately that while the overall budget reflected this funding work remained before the funds would be distributed across the various school line items and department line items most notably because of two factors the hiring of staff in key positions as a result of the override investment and the completion of the contract negotiations with the teachers union which was completed in mid-june and went to into effect july 1. in may we noted all of that and we agreed to add to the agenda this update sometime in september and so here we are tonight so in the packet we have a brief summary of the override investments and how they've been applied and then spreadsheets for broken down by school and then major department with notations in blue text where override funds are impacting that line item um finally i think it's important to say before we start our discussion that this is not the end of our budget oversight process that is an ongoing obligation of this committee of course and one we all take seriously i know we care about the outcomes from this budget as well and we want to lift up opportunities to hear those stories we also i believe truly want to hear from the community about what is working well and what concerns may remain and i hope that later in our discussions tonight when we talk about our goals and the action items associated with those goals that we will continue this conversation going forward about how we are going to lift up and discuss those outcomes so with my apologies for that lengthy preamble superintendent do you have anything to add before we open things up for questions from the committee thank you

▶ 20:23 Speaker 3: miss McAndrew again this is an ongoing process certainly you don't expend all your money within the first month of school there are expenses that come up during the year, and you will see a couple of line items where we have pools of money that will be expended over the year, namely supplies, curriculum resources, professional development, because those are line items that play themselves out over the year. The other thing that you should note is because of the laborious nature of this, the raises for teachers are just buried in the salaries. didn't highlight every line that has teachers listed as to how much their salaries went up we tried to capture those line items that were a difference between our previous budget and our current budget the last thing i will say is it is what i have said to many of you in private this was a restorative override it brought us back to the levels that we needed to be at prior to cuts over the past several years most importantly restoring the the middle school model restoring the directors adding additional teachers to lower class size when we can adding the social workers that we need to service our students so it is very much a restorative override at no point did it enhance us to a level in which we have a lot of extra but we are certainly more comfortable than we were a year ago and where we were anticipating to be this year if we had not received the override so I hope that's captured in this and that you and THE PEOPLE AT HOME UNDERSTAND WHAT A DIFFERENCE THIS HAS TRULY MADE.

▶ 22:20 Jennifer McAndrew: THANK YOU. ARE THERE QUESTIONS OR COMMENTS FROM THE COMMITTEE? MR.

▶ 22:24 Speaker 4: O'CONNELL?

▶ 22:27 Speaker 1: THANK YOU VERY MUCH, MADAM CHAIR, AND THROUGH YOU TO THE SUPERINTENDENT. SUPERINTENDENT, CAN YOU TALK A LITTLE BIT MORE ABOUT, AND THIS IS MAYBE A BIT OF AN

▶ 22:38 Speaker 1: AMORPHOUS QUESTION IF THAT'S THE RIGHT WORD, WHAT IS IT LIKE? What's the scene now for teachers, for students on a day-to-day basis in terms of the impact

▶ 22:45 Speaker 4: of this override? And I guess, you know, I'm assuming we're seeing smaller class sizes, I'm assuming we're seeing more resources. I know that's reflected in the spreadsheet that's been provided. Can you give a sense of what that's like on a day-to-day basis?

▶ 23:03 Speaker 3: So as you know, at the elementary level, you're not seeing smaller class sizes, and that's both a matter of staffing and space. But we certainly have expanded our options for specialists. We return library media specialists to the elementary schools. We have not seen those in many, many years, and that's become a specialty for all students. We expanded the digital literacy specialists down to the K-2 level. We were not able to do that before so that we can be working with our young students on their digital safety, their digital awareness, and how to be good digital citizens. We were able, due to the contract, in the previous contract, elementary school teachers got a total of 150 minutes prep a week. That could have been three days, it could have been two days. One year, it was one day for a certain staff. Now they are guaranteed prep every day. That allows them to have collaborative planning time. The specialists are in the room. I think that has gone a long way, not only for teachers working together and cleaning curriculum, but also for the flow of the building and for the general climate of the building. We love when our little ones have something to do other than academics every day. At the middle school, obviously, the return of the full team model has allowed them to meet a number of student needs. sizes are more manageable the staff there are certainly feeling that they they can do what they feel is important to them under the team model concentrate on that group of a hundred hundred and ten students they may have as a team and not be divided between the seventh and eighth grade team at the high school we just met with mr. Merrill this morning we are seeing smaller class sizes better than we were in the past we were able to sustain a lot of our electives i would remind the committee that we in an effort to give students choice and voice many of our electives were proposed by students and if we did not have enough staff we could not run them i still said if they didn't have enough enrollment we didn't run them but we certainly have a very robust program of studies at the high school that our kids take advantage of so you're seeing a lot of

▶ 25:39 Speaker 3: those type of enhancements reluctant to use that word but benefits to our students the the important thing about returning the directors is every department now feels they have a director that is a content specialist for them, working with them on developing their curriculum and instruction. We've added a great young director for science, technology, and engineering that came to us from Newton. She's out of the gate with energy and very impressive immediately. Staff are responding to her. We took one of our own as the new social studies and history, Tim Daly. The science person is Melissa Rice. And Tim, of course, came up to the system. That is a goal of ours, to grow our own people. We were thrilled that it worked out that way. And he really has a vision, having not only grown up in Melrose, taught in Melrose, had been a social studies teacher, he has a real vision. And he's very engaged with the new social studies frameworks that we're implementing. The most important part is what many people don't understand, again, is the education evaluation system. we we evaluate every every staff member all 300 and whatever i am up to on teachers and probably 350 marianne every year at the same time i still only have 20

▶ 27:07 Speaker 3: 24 evaluators that's a lot of work and having those two directors makes a difference in in being able to do a better job growing teachers getting into the classroom every day giving feedback mentoring modeling lessons it gives us a lot of ability by having more of that middle management hands-on in the buildings it's also a great support to the principals we moved two of the directors over to the middle school as you know the middle school is 800 plus students but we only have one assistant principal there and we moved two directors over in the middle school so that would there would be more administration in the building and they all tell me that they love it they feel it's been making a big difference and it's very supportive for the new principal there so the same end we added three full-time vice principals at the elementary level we know we were we had what 1.5 now we have well we actually have 2.5 now again tremendous difference you can see the difference in the communication to parents communication to staff with the involvement in the staff having that extra administrator in those buildings makes a difference off the top of my head i think rosie's our biggest right now probably pushing 435 then lincoln's around 420 425 and winthrop is at 410 maybe 415 i'd have to look at the most current numbers so those have gotten to be pretty big schools with a lot of kids and you need adults and you so all that is being realized right now and i think most parents will tell you that is making a real difference in not only um the operations of the building the safety of the building but in overall in the climate and the culture

▶ 29:01 Speaker 4: of the building yeah I mean that's exactly what I was hoping to get at because it you know looking back on where we were last year and even the year before we were under it as a school district under a tremendous amount of stress and pressure and we were sir as a school committee certainly seeing that reflected and some of the testimony was coming before us whether it was members the public parents caregivers but also teachers and I think at one point even at least one of our student representatives so I think it's important to hear and I'm happy to hear that you know that climate of pressure and stress has changed and it sounds like it's changed already markedly and we're moving in the right direction in that regard and as you point out superintendent it's got to translate ultimately into a greater likelihood of success for our students both academically in terms of their social emotional well-being uh madam chair may ask a follow-up question um sure uh you know what i'll wait it's unrelated to that topic so i'll wait thank you

▶ 30:12 Margaret Raymond Driscoll: very much are there any other questions comments from the committee mr school um i think there were two things that one the superintendent touched on that I think are really important here when we think about how education has changed since we went to school and we think about you know in elementary school and you had a teacher who was the second grade teacher for 35 years and retired it seems like that is less and less prevalent because our workforce is changing and becoming more transitory if you will looking for different opportunities for a wide variety of reasons but I think having those opportunities for growth within the district content leadership ability to participate in a variety of contributory ways around curriculum and development you can see that in the professional development plan from April and in your strategy overview you're you're looking at how to include lots of people in the conversation who are teachers. I mean, people who are really boots on the ground people that give them different opportunities to grow. And it seems to me that when you look at what the OVRI was able to do, it's able to support some of those efforts that are inclusive. So you can certainly correct me if I'm wrong through the chair to the superintendent, but it seems that having that ability to grow as a leader is very important to teachers and you're giving them that by the way this committee has funded some of those positions it really has paid dividends

▶ 31:45 Speaker 3: as you know sometimes we've done such a good job we've lost them to other districts where they've been hired as vice principals or directors or whatever but I think it really has made a difference that we made a commitment several years ago to try to build out into this district pathways for leadership development to the point that it culminated last year where we joined forces with Salem State University to give an on-site two-year program at CAGS in educational leadership we have a number of people in that and you can really see the difference in not only how teachers come to understand how decisions are made but their willingness to participate in that decision-making and ultimately that resulted in the decision in this year's contract to build in systems for distributive leadership all of which we're getting off the ground this week so I think it I think it's a good model for other districts as well and hopefully there'll be some bumps in the road it's a learning curve but I'm really hopeful for the future with this model and if I

▶ 32:55 Margaret Raymond Driscoll: made just one other thing that I think is sort of invisible in all this but from a stability and financial perspective I think it's important to note that there was $750,000 in this override correct me if I'm wrong that negated the need for us to hire staff implement programming purchase materials without the money we waited until October until our tax dollars were certified by the state and then it was made official that that money would be transferred from the city to the schools so there was always the question about what would happen with the economy this year would that money be available was there something else in the city that was of such dire need that the city would have been unable to make the commitment that they had made in April to fund the budget that the committee had approved and this override was able to take away that worry if you will in that you are we are starting the school year with that money in hand it's not like some of it is going to come later it's not like paying your mortgage from your your tax refund so having that stability is a gift that the community has given both to the city and the schools so that we know what we have we can make commitments in completely good faith to those we hire into the work that we're doing without thinking in October gee I sure hope everything comes out all right and I think that was really important in what this override

▶ 34:45 Speaker 5: accomplished thank you any other questions mr. mr. Ozzie Thomas thank you this is really for the

▶ 34:48 Speaker 3: superintendent I would like it just to remind the public a little bit and anyone who's here if you wouldn't mind going through the budget offsets a little bit which is on page 21 of 22 okay so this is basically an explanation of other sources of offsets for the overall number the numbers on mine don't coincide with the numbers on your so just sorry okay it's that little chat okay yes yeah okay would you mind Can I just explain that? Excuse me, yes. Thank you. So basically, the city meets their obligations to us. I actually, I asked Ms. Farrell that in the course of doing our end of year report to determine how much above net school spending we are this year and try to project how much we will be above next year. As you know, last year when we went into the override, we were only 104% when the average in the state is approximately 129% or 126% over net school spending. So one of the ways that we always funded our budget was through other sources of income, for lack of a better description. So we charged athletic fees to pay for our coaches, our refs, and our programs to some degree. Circuit breaker is the return we get on special education out of district placements that are above a particular threshold. So I've explained to everybody how that works. Does anybody need me to explain it again, how to circuit break it? It's not, you think I should again, Liz? For the benefit of the public. Okay, thank you. So basically, the state says a threshold up to which we are responsible for an out of district placement. let's say I think this year the threshold was 48,000 anything above the threshold is reimbursable a to a certain percentage that percentage can vary depending on the state's decision how much to fund I've shared I've seen everywhere from 42 percent to 75 percent in my career so let's say we have a child out of district for $60,000 circuit breaker is applied against $12,000 and it could be a percentage 72 percent 75 percent of the $12,000 we get back so that's where that circuit breaker comes money comes from as the school committee knows Marian and I always calculate circuit breaker low we don't trust that we will get the 75% even though that's the intent of the law so we calculate low facility rentals our buildings our fields are a great source of income to us so in there is BB and there is BB and there is Ripley the auditorium the gyms the fields school choice which is we no longer are engaged in school choice but those children who were taken under school choice have a right to stay with us so until they graduate every year you'll see that amount of money diminish until it zeroes out music revolving we give music lessons during the day parents pay we pay for the music and structure through those fees transportation revolving we charge a little bit our sped vans pick up some other districts so we make a little bit of money there education stations is our great moneymaker we have anywhere from six to seven hundred children's and after-school programs and we take the money from that program and and use it as an offset. METCO, the METCO grant contributes to us. Basically it's an offset against teacher salaries for the 127 other children that attend the district. ECC revenue offset because we manage the ECC's tuition programs. We use a piece of their tuition to pay for office staff at the central office. There is some money from E-Rate that's variable every year, depending on what the federal government has decided they will pay for. Stay and Play, it was the Ed Stations after school program that's been rolled into, I mean, excuse me, ECC's after schools program, it's being rolled into Ed Stations this year. So that line item will go away, it'll be part of Ed's. Drama music fees, we voted a couple of years ago to add drama music fees mainly because these and the calculation we use was anything that uses a bus title one again pays for itself we have our title one grant every year that has diminished over the past several years because of the form changes in the formula as to what qualifies for disadvantaged youth so but that pays for itself and special ed 94 142 or 240 depending on who you talk to that is our federal special ed grant that we receive that pays for we use it mainly from the out of school out of district tuitions so those are some of the ways we supplement the money the city and the state gives us so that we we can eventually get to $36,141,650. And so these are estimates, these are estimates for what we think will happen this year. Right. And they're subject to change over time, and they're best guesses in terms of what we think we're going to be offsetting. Well. They're pretty steady. They're pretty, well you see the ones that are asterisked. Yep. Okay, so we haven't received all the confirmation on the federal monies yet. circuit breaker I think the ledger at the time we did this chart we were waiting for them to vote the legislature to vote they have voted circuit breaker at 75% so that should be okay and the rest were based on numbers from the end of last year so again what what I would say to you in terms and I understand what you're thinking is Miss Rosie Thomas I would not call those baselines for next year that's like you know if I got a $1,500 tax return this year I'm going to get a $1,500 tax return next year I wouldn't count on it so that but that you know we do use the offsets to the best of our ability we also can continue to keep some money in reserve because as we all know there are unexpected costs and we have to be prepared for those as we were last spring when we had some unexpected special ed costs and we had the money available thank you thank you and if I could just add a couple of things on

▶ 41:50 Jennifer McAndrew: that just to remind the committee that at our last meeting we added to the rolling agenda a discussion of the revolving accounts and the revolving account balances something I know members of the committee are very interested in hearing about to the October 15th meeting so that on the rolling agenda and that will be so we could have a more in-depth discussion about that but I think the point is that these are revolving funds that the fund itself goes across fiscal years and they're used for specific purposes within the school budget when you roll them up they are an offset to the overall budget but their budget numbers as it's everything in this document not actuals right at this point in the school year okay thank you

▶ 42:44 Speaker 1: mr. O'Connell I think you were next thank you very much and through you to the superintendent, please. Superintendent, can you just, we've restored positions,

▶ 42:53 Speaker 4: we've added positions, we've increased pay

▶ 42:55 Speaker 1: for several positions. Can you give us an update in a general sense

▶ 43:01 Speaker 4: of where we stand in terms of hiring and filling positions? I'm hoping the increased pay,

▶ 43:09 Speaker 1: while it's probably not gonna move anyone

▶ 43:11 Speaker 4: into a different tax bracket, is helpful in terms of getting more people. Has that been the case? Are we able to fill positions?

▶ 43:20 Speaker 3: We're still struggling on paraprofessionals. The paraprofessionals increase in pay, which you voted on recently on the side letter, was not available to share when we went out to post. Because again, you can't advertise a pay scale that you haven't approved with the union yet. So that now has been approved. So we were still struggling on paras. I think part of the reason we struggle in Paris, again, is it is a full economy still. And it's harder for us to find people. But that's probably our biggest challenge right now. A couple of challenges on drivers and crossing guides, only because we've had some illness among our people. The people that take those jobs are usually often retirees who are doing a little extra income. and sometimes they're subjected to some health challenges. So we've had a couple of problems there. But as for our teachers and everybody else, we're fully staffed. My biggest problem, again, continues to be parental leaves. I think we have nine right now, Mary Ann? Nine starting the year, so you're looking for interim, long-term subs. You're trying to hire qualified people who can carry on with the curriculum and instruction. And that's a challenge in itself too. We did raise our substitute salary to $90 a day. So that was a good bonus out of this as well.

▶ 45:00 Speaker 1: Great, thank you very much.

▶ 45:02 Speaker 5: Thank you, Mr. Sam.

▶ 45:04 Speaker 6: Thank you, through the chair to the superintendent, actually before, I wanna thank you for the introduction. That's well worded, both verbally and written. that through the chair to the superintendent first and foremost well documented the number of new addition and new positions that's appreciated for a while here in this chamber we went through contracts after contracts after contracts if you would please at what you are able to share i.e. that that has been ratified and is made, already previously made public for the benefit of the public, just a quick synopsis of the contracts that we have approved, the, how competitive they have become, and how it's been received.

▶ 45:59 Speaker 3: Okay. So, I don't even know where to begin on that one, Mr. Zell. So the first, let's start at the smaller unions. So our first goal was our very small unions, our crossing guards, our drivers, to make sure they had at least $15 an hour. That was a commitment we made as a district so that people would be above minimum wage. We were able to do that through side letters with those unions. With the paras, when we met with the MTA on that, they represent the paras, a lot of good conversation about how best to raise their salary and we eventually settled as you well know to raise every step $1,000 for the year so they're at the at the lowest step they are above $15 an hour so we achieved that goal for the smaller units there was no negotiation with the administrators unit that's kind come up I think next year is there on the rotation we we raised non-union administrators principals assistant superintendents to be more competitive as well again maybe not the top of the pack maybe not able to compete with Lexington who was taken from us but certainly very competitive with our neighbors Wakefield Stoneham Malden the most significant increase was with the

▶ 47:51 Speaker 3: teachers and a lot of conversation about where we had to do that best we had been slowly trying to get more competitive with our teachers contracts as you well know three contracts ago we raised steps one through five two contracts ago we really steps five through ten we only go up ten steps this year we took a very different approach we looked at how do we retain people and how do we get people in the top current quadrant so when you look at the step and scale you have you new people you have people who are going across this way because they're adding degrees but then at the bottom two quadrants you have people who have been here for a long time and want to stay here so we really worked on how do we raise that probably that bottom fourth quadrant the most so the raises went from anywhere from three and a half three to three and a half percent depending on the quadrant to try to adjust that those salaries we also added a masters plus 75 for the first time our people are very good about professional development that you know staff would say to me Cindy I have a draw full of PD certificates nothing to do with them you know I go to the PD because it's it's it's important to my job it's interesting it's helpful to our kids and and so we added a master 70 a master 75 to again with the caveat you know you had to have been here a certain amount of time doing the courses you know you can't go pulling out the drawer so that's what we did and we think we are probably solidly in the middle on competition at this point again we have be realistic about who we are our ability to uh increase funding long term but i think we are

▶ 49:52 Speaker 6: probably a lot better than than we were excellent uh and may i continue sure thank you thank you madam chair um a follow-up uh you had mentioned uh that net school spending last year well PUBLICIZED WAS AT FOUR PERCENT AND THEN YOU HAD UH YOU AND MS FERRELL HAD CALCULATED OUT THIS YEAR

▶ 50:12 Speaker 3: AND FORECAST NEXT YEAR NO WE HAVEN'T GOTTEN THAT FILE YET YOU HAVE NOT NO WE'RE WORKING ON IT

▶ 50:23 Speaker 6: I THOUGHT I HAD MISSED WHAT EXCELLENT THANK YOU UM AND I RECALL EARLIER IN THIS CHAMBER THERE WAS DISCUSSION OF UNEXPECTED SPECIAL EDUCATION COSTS IS THAT REFLECTED IN THIS DOCUMENT UH THIS IS NOW

▶ 50:36 Speaker 6: reflected in this document so at this time we wouldn't we have no cause to expect that there would be unexpected short of somebody moving in everything

▶ 50:51 Speaker 6: we know about is with related special education costs no I would I would not

▶ 50:53 Speaker 3: make that assumption we have some kids in the pipeline is the best way to put

▶ 51:05 Speaker 3: it we had some move-ins that came with programmatic requirements in their IEPs that we do not have in our district we're trying to work with them to see if we can meet their needs because you know our preference is for inclusion in in district we don't know if we can quite honestly we're making a valid attempt and the other thing is you just never know what's going to happen I I would

▶ 51:38 Speaker 3: tell you that Patty just ran statistics for the administrative team that I'm going to have her bring forward that I think you'll find very interesting as to where we're running into out of district costs and she ran it for the administrative team in order to so that they wouldn't understand how the the process is working we were finding challenges and what we expect from them

▶ 52:04 Speaker 6: in response to those challenges thank you and one final question as I recall there was approximately $675,000 set aside for classroom and infrastructure related needs where is that reflected in here infrastructure it's part of the

▶ 52:26 Speaker 3: override so it's it's not it's not infrastructure like buildings it's

▶ 52:30 Speaker 6: listed as classroom space and infrastructure the initial discussion was around the BB estate but as we're not necessarily getting the BB estate

▶ 52:42 Speaker 3: this school year no there's 250 there's $250,000 in the budget to in the the override to replace the loss of BB rentals that's in the budget and then there is the money to replace the structural deficit and to take it out of the calculation as Margaret was referring to so that we don't have to go every year to the ultimate and get the transfer so so that that money so money came money from the override made us whole for lack of a better term where we We used to get, we would go to the alderman, get our budget approved, and they would basically say, but you have to come back in October and we'll give you the difference. Okay, so that's now in the override. Yes ma'am, I'm aware. Okay, and then, well, but of course, you know, also talking to the public here. Sure. And then there was 250 for the BB loss of rental. And if you remember, last spring, We decided that we would have a, within the facility's revolving account, we would have a sub-account in which that rental money would go and sit until we need it for the BB. So that's where the- That's where it is, it's in the facility's rental account in a sub-account. That is not on here. No, that wasn't part of the offset, the offset's from last year's money. money's building as of July 1 okay because it hadn't been collected it

▶ 54:19 Jennifer McAndrew: hadn't been collected yet and the other 200,000 in the 450,000 that you mentioned is the technology line which is on page 20 in the packet document

▶ 54:37 Jennifer McAndrew: yeah okay thank you any other questions I just had one more that I have we haven't quite discussed if you don't mind you mentioned the the challenges we have around hiring paraprofessionals but if we could talk about how they're used and previously because there were there was funding for paraprofessionals in the override and as we can see from the document there quite a few positions budget now whether or not they're filled at this moment in time I get is a a different set of questions but can you just talk about how paraprofessionals are are used being used everything from special education paras to how they're used in our kindergarten classrooms there's a lot of positions in the budget especially at some schools so the seven new paras

▶ 55:26 Speaker 3: in the budget and the seven new paras in the budget are building paras they're floaters they are to be used by the principal as needed to cover a class to give an extra set of hands if it teaches at a meeting or if something is going on in the classroom that teacher may feel I need another adult in the room so those are the floaters the kindergarten para is we have approximately one kindergarten para for every two case those are general ed paras they're there again you have the little ones you need an extra set of hands lots of activity lots of help needed so you have the kindergarten paras special ed paras are paras that are required because of special education caseload we may have X number special ed students in a class we need a para you may have special ed students who need a one-on-one para that is in their iep that is the difference between them the special ed paras because they are in the special maybe in a student's iep are a legal obligation to provide those paras the general ed paras that are in the case are our choice as a district to provide there is no mandate that says k's have to have paras there is no mandate that says you have to have building paras these are choices we have made as a district about how to give extra supports to our students and our teachers

▶ 57:15 Jennifer McAndrew: yes thank you okay any final comments questions seeing none our next topic is the student activity account annual review

▶ 57:31 Speaker 3: this is can I circle back to something I just realized what Mr. Stone was asking are you asking about the money from technology that was in the override 675 000 that was listed

▶ 57:37 Speaker 6: as offset for loss of bb rental in classroom infrastructure and materials I think only 250

▶ 57:47 Speaker 3: was the offset for BB. I think it was just, it was parted, it was parted, right. So 250 was for the offset for the BB. $200,000 was for computers, computer licenses, you see it here. On page 20. On page 20, okay. Part of that money is underwriting the licenses we have to purchase for the one-on-one, okay. And the other money, I don't remember from

▶ 58:20 Speaker 3: the original override document and some of it was the and some of it was the structural deficit repair that was separate that was separate because I'm not visualizing the original document but but the technology money is on on

▶ 58:35 Jennifer McAndrew: page 20 and 200,000 is curriculum materials and 200,000 was curriculum