Amherst School Committee rejects budget over staff cuts

AMHERST — The Amherst School Committee is asking school administrators to go back to the drawing board with its proposed fiscal year 2027 budget, concerned that planned staff reductions would eliminate about one-third of specials teachers and a handful of math and reading interventionists.

Following pushback from families, students and educators over potential cuts to art, music, library technology and gym instruction, committee members are requesting a revised spending plan that prioritizes student support.

“I can’t support a budget that only affects our students,” said committee member Laura Jane Hunter. “Our job as the school committee is to support students first, and literally everything we heard tonight is that these cuts are going to adversely affect our students and disproportionately affect our students who are most vulnerable.”

The $29.41 million budget — an increase of 3.85%, or $1.09 million, over this year’s $28.32 million budget — includes $821,258 in reductions below level-service funding. More than $500,000 of those cuts target specials and interventionists to meet guidelines issued by the Town Council.

Hunter said she wants to see a new budget that funds all needs in the schools and to avoid cutting any student-facing positions.

The budget accounts for Fort River and Wildwood schools being closed in the fall to make way for the new Amethyst Brook K-5 school. Under the plan, Crocker Farm would also become a K-5, alongside an early childhood education center, while sixth graders would move to the Chestnut Street Academy, housed in a portion of the middle school.

The hearing comes in advance of a committee vote next Tuesday, March 24, which will then go to Town Manager Paul Bockelman by April 1.

Even though committee member Sarah Marshall said she understands the need to find efficiencies through consolidation, some of the planned cuts are troubling.

“I’m very concerned about math instruction and supports, because we know what large gaps exist already across student groups, so I’m concerned the proposed budget will not be able to offer the same level of support for math in the classrooms,” Marshall said.

Tonya McIntyre, executive director of Student Academic Success, gave an overview of the budget that she described as realigned and recalibrated for 1,049 students, with 28% who have disabilities, many who need specialized services, and 10% English language learners.

“Sometimes those needs are high and we have to do all we can to ensure that despite enrollment drops, that we’re meeting those students where they are, and making sure we’re attending to their needs,” McIntyre said.

Finance Director Shannon Bernacchia said the budget plan reflects the reality of efficiencies and consolidation, but also the cost of living and step increases, rising health insurance costs and out-of-district placement and transportation.

“To still keep the services we already have intact, but knowing the services change when it consolidates into one building,” Bernacchia said.

Specials

Crocker Farm Principal Derek Shea gave an overview of the major changes, with $335,475 saved by cutting nearly five specials positions. He acknowledged this will be painful.

“They’re bringing such a diversity of experiences for all of our students, lots of hands-on learning and a lot of cultural knowledge people are sharing,” Shea said.

He said the specials team will be smaller, with some moving between Crocker Farm and Chestnut Street, throughout the day. This may not be the best approach, but there is a lack of money for a different approach, he said.

McIntyre agreed with this assessment. “As we look at the consolidations, it’s not what we want, it’s where we are,” McIntyre said.

Wildwood Principal Allison Estes said specials teachers will be able to handle all the student lessons, but each one will be responsible for 30 classes at Amethyst Brook.

“It is accurate that our adaptive specials cannot happen with that model, and the culture, the climate work our specials teachers do, is not possible,” Estes said.

Estes said she also expects that specials will not able to handle technology needs, and projects like library shelving will not be possible and will be sacrificed.

Committee member Bridget Hynes said some form of tiered restorations for specials and other positions needs to be presented to the committee.

Committee member Deb Leonard said she doesn’t see a program built out that meets the committee’s guidelines, and doesn’t understand how one specials person can teach 30 classes. “I can’t even imagine what plan this would involve,” Leonard said.

“I just am lacking any ability to support this budget, not because I think it’s bad, I just don’t see what program it is,” Leonard said.

Committee member Andrew Hart, too, said he needs to understand how specials will work for so many classes.

There is $182,000 in savings from eliminating 2.5 reading and math intervention specialists.

Shea said the schools are thriving with iReady implementation, now in its fourth year, and there is no longer a need for a math coach in each school. Instead, there can be a districtwide math coach. “If we had zillions of dollars, then we’d say yes (to school-based math coaches), but obviously we don’t,” Shea said.

Fort River Principal Tamera Sullivan-Daley said a math coach and math interventionist at the school have meant progress in closing achievement gaps.

The budget also eliminates three classroom teachers, saving around $210,000, likely from retirements. This will reduce the number of classrooms from 55 to 52 in the K-6 classrooms. With 943 to 945 students, the average class will have around 18 students.

“All teachers who are currently in positions will continue to be in positions somewhere, which I think is marvelous,” Shea said.

The budget also retains nine English language learner teachers, with a .2 full-time equivalent cut, and eliminates four non-program special education teachers, for a $280,000 savings, with caseloads at seven to eight students.

Public comment

Much of the feedback was critical of the budget, with some students speaking to their concerns about how their education would be affected.

“When we heard that you might be cutting instrument lessons and specials, we were upset and concerned,” said Juliana DeVore, a student at Wildwood, adding that she appreciates school librarian Susan Wells’ book recommendations, and she has learned to play flute with teachers Lincoln Smith and Ariel Templeton.

“We shouldn’t cut music lessons. In fact, we should have more days of group band and orchestra lessons,” said Lily Cohen, a student at Crocker Farm, offering praise, as well, to school art teacher Cindy Ferrer.

Annika Prindle, a fourth grader at Crocker Farm, spoke about music instruction where she has learned about Puerto Rican-American composer Lin-Manuel Miranda and Brazilian transgender musician Liniker. “This helps us to see how music connects people across different cultures, backgrounds and ethnicities,” Annika said.

Three of those whose positions may be affected also addressed the committee.

Smith said the same number of students are being taught, yet there would be 10 specialists next year instead of 15.

“The very premise that any public school is overstaffed is ludicrous,” Smith said. He called on both the University of Massachusetts Amherst and Amherst College to step up with more support for the schools.

Laura Evonne Steinman, art teacher at Wildwood, said there is urgency to get a revised budget that is functional. “We must invest in all of our children, not take away from our most vulnerable children’s education,” Steinman said.

Wells said she has already seen the library program get whittled down, losing a paraeducator a few years ago and causing circulation to drop from 28,000 to 21,000.

Jenny Arch, a parent, said specialists staffing levels should remain intact, observing how her daughter, Lyra, has benefited. “I’ve seen how the music program has been just amazing for my daughter and so many of her classmates,” Arch said.

Shannon Applegate, a classroom teacher at Wildwood, also advocated for the specials and the comfort, confidence and feelings of success they bring to students. “I’m afraid that if we lose some of those specials teachers, we’re not going to have those opportunities for the kids next year,” Applegate said.

A letter from the entire Fort River staff asked the committee to not eliminate or reduce the math and reading intervention programs.

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