Pembroke School Committee Weighs New Social-Emotional Program Amid Budget Constraints
Proposal aims to keep students in-district, potentially saving on costly out-of-district placements
PEMBROKE - January 21 - The Pembroke School Committee is exploring the implementation of a new substantially separate social-emotional program for the upcoming fiscal year, despite facing tight budget constraints that may impact new educational initiatives.
During a recent meeting, elementary school principals presented a proposal for a program aimed at keeping students with social-emotional needs in-district, potentially saving on out-of-district placement costs that can run up to $60,000 per student plus transportation.
"We have spoken about students that we feel would be a better candidate for this type of substantially separate [program] versus the one they're currently in," said Ashley Cross, Hobomock Elementary Principal presenting the proposal.
The proposed program would start with one classroom and require a full-time special education teacher, a full-time registered behavior technician, a half-time behavior analyst, and a half-time social worker. The estimated cost for staffing the program is $208,000 annually.
Committee members expressed interest in the potential long-term benefits of the program but raised concerns about funding in a tight budget year.
"I think part of what we've got to be careful of with stuff like this... this sounds awesome and we go and we make an investment, it's a substantial investment, and then the savings don't materialize," said Patrick Chilcott, committee chair.
Chilcott suggested exploring creative funding options, including seeking legislative support for program start-up costs. "I don't know if it's possible, but it's worth it," he said.
The committee agreed to refer the proposal to the budget subcommittee for further analysis and cost-benefit evaluation.
Erin Obey, superintendent of schools, noted that the district has been considering such a program for several years. "Pre-COVID, we started having conversations about district-wide programs," she said.
Proponents argue that keeping students in-district provides benefits beyond potential cost savings. "We want those students and those families to feel that sense of community," Cross said, noting that out-of-district placements can lead to students losing ties to their local community.
The proposal comes as part of a larger budget presentation from elementary school principals, who outlined several priorities for the upcoming fiscal year. These include maintaining previously funded initiatives such as reading specialists and social workers, as well as new requests for math specialists and behavior specialists.
Principals reported positive outcomes from recent investments in reading specialists, with data showing increased support for students in grades K-4 across the district's elementary schools.
"I can't say enough about our reading specialists. They are just like rock-solid, amazing humans who do so much for our staff and students," said Jennifer Simmons, Bryantville Elementary Principal.
The committee also discussed other budget considerations, including potential staffing adjustments based on projected enrollment changes. Some grade levels may see reductions in the number of classroom sections, while others may require additional support.
Obey cautioned that the upcoming budget year is expected to be particularly challenging. "FY26 is going to be really tight and it's going to be really difficult, whether it's from a school perspective or a town perspective," she said.
The committee plans to continue budget discussions at its next meeting on Feb. 4. In the meantime, the budget subcommittee will analyze the social-emotional program proposal and other funding priorities.
As the district navigates these financial constraints, committee members emphasized the importance of balancing fiscal responsibility with meeting student needs.
"I think as much as we can include kids in their own community, I think that leads to less isolation for that family, and so it really is an important piece that I'm appreciative of you bringing up" said committee member Katrina Delaney, highlighting the potential long-term benefits of keeping students in-district.
The meeting opened with Chair Patrick Chilcott addressing a recent open letter from the Pembroke Teachers Association addressed to Superintendent Erin Obey.
Chilcott made it clear: The committee won't tolerate any bullying, intimidation, or harassment directed at the administration or their team. He's particularly frustrated with recent communications from the teachers association, claiming they're full of "half-truths" and "spin."
The chair pointed out that the committee had no prior knowledge of the personnel matter mentioned in the letter, as it's under the Superintendent's jurisdiction.
"We're going to keep responding to these issues until they stop," Chilcott stated firmly.
He admitted the district was slow to address teachers' accusations from November but emphasized that a fair and objective investigation was carried out. They even brought in legal counsel to conduct thorough interviews with multiple staff members.
Chilcott accused the association of trying to pressure the superintendent into a specific outcome, calling it "pushing, intimidating, harassing, and bullying."
In the interest of transparency, the committee plans to add a link on the district website with information about teacher negotiations and related incidents, as far as legally allowed.
"Taxpayers and townspeople have every right to know the full, truthful story," Chilcott said.
Despite the current tensions, the chair stressed the committee's commitment to working with the teachers association leadership to ensure fair treatment of teachers.