That's why we still have them. Um uh and and that was critical in keeping in keeping those things moving, you know, keeping it uh going. Um okay, Carolyn, you said that you saw this as being hiring someone from the outside. I think so. Wouldn't it be more beneficial to move somebody from our district up who knows what's going on and what's been happening with the IE? It does because you said it's going to be a year of training. So, why shouldn't one of our teachers be getting this training to do it? Well, okay. And and Barbara, that was a consideration. Here's my thought process on that. Uh, if we were to move it, we would either need to move a principal into this position and now I've got a new principal at a site again. Okay. And we've had lots of turnover in principles. It would be nice to have stability there.
Um, uh, I think it would be awkward. And in fact, having been having been offered this kind of position in the past, several years ago, uh, it would be really awkward to to promote one of our excellent coaches into this position and now be the coach of a principal or of principles. That would be awkward for both. I think even more awkward if it were a teacher. Beyond that, I would say without insulting anybody, there's no intent of insult insulting anybody here. We don't currently have a teacher in the district who who would be ready to be in that position. Frankly, I think it would it has to be somebody who has been a principal to be able to coach principles. Okay. Um, and and principles do coach coaches and coach teachers, but I think it has to be somebody who has at least been a principal in the past.
Um, so your question is absolutely legit. It's a conversation that Jen and I have had several times and kind of thought through that whole process. Um, and thought h there's some there's some awkward there's some awkwardness there. Um, and then and not to mention maybe credibility or jealousy. I mean, people's emotions enter into all kinds of things. Oh, no. Oh, you your coach. Oh, we don't need that. We don't need that. Okay. Um F is um we we I would like to have one substitute custodial position and this is purely part-time and only as needed. I'm not sure we can find anybody to do this. Uh but uh Mark has talked with me about this because if we have a custodian call in, especially if we have a lead custodian call in at six in the morning and say I'm I can't come in today.
We need somebody who can go do that for that day. It might be just one day a month. We don't know what it's going to be. Uh but but that would be a valuable position. Okay, more good news. I know this is our second longest meeting ever, right? Okay. Um, uh, we have a fund called, uh, instructional improvement. I've known it was there, didn't know what I could do with it, just didn't know about it. U, we get funding into it each year. The funding has been collecting over the last four years, and right now, uh, at the beginning of this school year, uh, the fund had, uh, $670,000 in it, and, uh, during the course of this year, $163,000 is being added. This is a state fund designated specifically for schools that are trying to improve instruction and improve student outcomes. Um, and so it's a grant in a sense.
It's it really is very much like classroom site fund. It's a legislative directed uh pool of money um uh that uh is designated for this kind of thing. The allowable uses are up to 50% of each year's amount can be used for teacher salaries and benefit benefits. And um and you notice I have the asterisk there because as I told you last week, probably don't remember, but there's a very definite definition of teachers now in terms of what the legislature says and AD says. Um, and then the rest of it has to be used for instructional improvement, which is professional development and instructional programs. Tada. Charlene gets it right. There you go. Okay. So, we have the carryover of 670,000. Uh, we have the 163,000 from this year. I'm recommending to you that uh we use 137,000 of that for an immediate $750 stipened to our teachers immediate this year.
Uh that would cover uh salary that $750 plus the benefits for that. So that's 137,000. Uh, and then I'm recommending that the uh that 650,000 be designated for uh uh part of our uh contract with instructional empowerment. Um, and so with with uh the what I originally uh indicated on page one of 350,000 in M and this amount would put us at a million dollars. That's not quite enough, which is why I will come back to you later for a little more to uh for the instructional empowerment piece. Uh but u this would still leave us then with 46,000 just short of 47,000 for carryover. And that's significant because I anticipate that next year's instructional improvement money will be about 150,000. I can't afford we can't afford to give another another stipen to teachers a $500 stipen just on that 150 because then it would be more than half of the $150,000.
But when we add the $46,000 in, then we can split we can say a $500 um a $500 teacher stipend uh uh in the fall out of this money. um uh and that would cost us about 92,000 with benefits. So, we're looking at now uh some additional funds for our teachers out of this funding. Um and then that would leave us 104,000 in there. Um um which I would just kind of recommend that and we could spend part of it maybe on some instructional improvement, but I'm also kind of saying roll it over so the next year we could do the same thing and still have the $500 or maybe $600. Who knows? Um, and we don't know if and when this uh this is a grant, so you know, in a way it's a grant, so we don't know when it might go away.
Um, um, so, you know, we don't want to project out too far. Um, and then finally, uh, proposals for classroom site fund for next year. That will be in that plan that gets presented every May. Uh, because that plan is developed by committee and, uh, has to be approved by 70% of the teachers. Um, but you've already seen that I'm recommending rolling three positions into there and according to the law and the way the plan is currently written. Uh, I can do that without the approval of that of that committee. However, I don't do things that way. Um, I met with the committee and I said, "This is what I really would like to do. It's really kind of what we need to do uh uh to make things work for next year." Now, that was before I knew about this extra money that was coming back to us in our budget.
Um, but they were all agreeable to that. So, um, uh, so it's not like they're blind, uh, to what I'm proposing. Now, you said that uh, from this instructional you have 650,000 for IE and then we have to take 350,000 on our M for IE for a total of a million. But you said you don't think you think the contract's going to be more than a million. When I met with Kevin yesterday, he brought in a proposal and uh um and it was uh it was over a million three and I said, "I can't do that." We talked about what the pieces were in that proposal um and uh and made some significant cuts. Um but I don't want to cut the heart out of something. Okay. Um, so, uh, I think we can do a million two. Um, but I don't have that proposal ready to bring to you, uh, for, so that's one reason that I want, you know, you consider this the way it is.
Uh, and then I would have more, uh, more information about that. Keep in mind, uh, if you would please, I don't want to beat a dead horse here. Um, but, um, the first year, um, nothing, we we paid nothing out of our budget. It was all grants, right? uh the current year uh we paid we've paid 900,000 out of M and the rest came out of ESSER uh ESSER grants. Okay. So a significant piece of this year's came out of grants. I was really happy when I realized what I could do with with instructional improvement because it's in a sense that's a grant as well. And so uh uh regardless we still would be coming in less out of M um uh even even if it was 550,000 as opposed to 350 because this year it was 900,000 out of M. So, um um and then we and we wouldn't take critical cuts in that program um and and build in uh the training for our the MOI coach because going into our third year, I mean, couldn't some of the cuts be like I know their guys are here every month or every couple of weeks we've got them flying into.
couldn't I mean by now our teachers and our instructional coaches I would think would be able to maybe have them just come in once a month and visit and be able to you know cut down costs that way and stuff. Well, here's part here's here and that's a really good that's a really good analysis, Barb. Um uh in the plan already that the um because they've been coming uh 36 days 36 full days a year. Okay. Um uh for each school for each school. Yeah. Okay. 36 days full days. Okay. the um uh already in the plan that Kevin proposed was to drop that to 36 half days. So they would still come as many t as many times but they could do two schools on a single day instead of you know so so they wouldn't because let's face it travel and and hotel and stuff are a significant part of these costs.
So that would cut down to 36. Uh but that was part of what still brought made it still made it a million3. Okay. Um so we sat and talked about it and he's not the one who makes the final decision but he had you know he has some say in it and had some numbers. Um uh so to make it to make bring us down to a million2 um uh it would be instead of 36 days it would 36 half days it would be 26 26 half days. Um but We're talking a million two. Yes. From a million five. But we've added in the training for a coach. Okay. They've added that's a new piece. Um and there were other there were a couple of other things that happened in year three. The um team coaching. So adding in that um practice adding in a Yes.
adding in a community of practice for coaches. Um you heard the you heard the principles talking about the videos. Uh that's been that we didn't did we have that last year the videos? Okay. So there are also virtual training. So Barb even on the times that they don't come in person. Uh we have 10 uh our our coaches and our principles have 10 uh in not together 10 separate for you know for each one um virtual uh trainings that they can do. So no travel or anything built into that um and uh a number of other uh things the um data pieces and and those kinds of things. So um uh you know that's I was not willing to go less than the 26 days simply because you know at some point I mean that's cutting a third off already to get to get to there.
So um but I don't he didn't have the hard number hard and f you know hard numbers because he doesn't get to decide that but he can certainly make the recommendations and um uh so and he knew I was presenting this plan to you tonight. So this is the current plan u but I didn't want to I didn't want to say okay do this and not and then come back later and say oh by the way I need another 200,000. That just would be wrong. I don't do things that way. Um and um uh so you know and and I will talk with him and find actually get an actual uh contract offer from them. So that's a ballpark. Now how many total hours do they actually put in here? How many total hours do they actually give us each year? Manh hours. Have I added them up?
No. I mean there Okay. So this year 36 hour 36 days. So they're there the whole school day at five sites. Okay. So I guess I mean if I sat here with my calculator, you know. Yeah. No, I 3 36 full days. So it's 5 time 36. Yeah. 5 time 36. Yeah. So then you double that because we get that for the coaches, we get that for the principles. They help us do training. They come and do other trainings. Yeah. Well, yeah. So, uh you know, we're talk we're talking lots of hours. They're here the whole school day and sometimes longer. I mean, they're here as long as they need to be. They do the virtual training. Um uh they meet with they train us and I'm not sure we've ever said that to you all. Um uh they train Jen and me. um you know we have we have regular regular training with them because we can't support our principles if we don't know what's going on.
Now do we get 36 days? No, we get what four maybe four four training days or whatever. So um uh you know can you put it back to five minutes? So 36* 8 36 Yeah. Well, yeah. 36 times 10 would be 360 days, right? No. And then but then we also have professional development at every site. Um, we have action. How much are we paying per hour? Yeah, that's never figured it out by hour. And because because if we were figuring it out by hour, then we would also need to subtract out and we'd have no idea what their expenses are for travel. And there's also the resources and all those resources. I mean that all of those videos, all of those things that are available to us. Um and um and uh my understanding is after year three those would those videos would continue to be available to us.
it was purchased. Oh, okay. So, um and there are some other elements in there. And actually, when I bring you the contract, it will have it all spelled out exactly what it is that that we're getting. Um uh you know, for the all broken out now by hour, we can calculate that. We can calculate that. Yeah. I have $418 per hour, but that doesn't include any of the like stuff like the books and the teacher resources and things that we purchased, right? So, because that's separate the over total overall cost divided by my estimate of ours that includes their travel. So, it's about what $500 an hour if we rounded about 400. Okay. 40020 $400 an hour. Is that including on eight hours a day? Yes. How how many last night they were here till 6 o'clock? Yeah, they were here till 6 o'clock with us last night.
How many teachers in our district work 8 hours days? Oh, they they work eight and a half hour days. Yeah, they all work 8 and 1 half hour days. At least at least what I'm my point is is that maybe 10 hours a day would be more realistic. That's what my point is. Oh, I see. Okay. Well, I will tell you they're they're here the full workday for teachers. So, our work days for teachers are eight and a half hours. So, but you also cut this down from 36. Yes. To 26 and it's a million2. Yes. Or I was figuring this year. She was figuring out this year this current year what we need this year. I didn't figure out and I'm not asking you to approve the million two tonight or their contract with them. I want to bring that to you separately, but I wanted you to know how I was looking at paying the million, you know, so that we didn't have as big a hit on the M.
Um, and and it's legit. I mean, of all things that would be legit, paying paying the 650 out of I out of instructional improvement makes perfect sense. Makes me kind of happy that I didn't spend that money earlier um so that we had this piece for year three. Can I uh offer a rabbit trail here for a moment? Okay. So, this fellow had an problem with his electrical system at his house and he was talking to different people and trying different things and trying to figure out the cheapest way to get the thing done. And he finally found this fellow who could said he could fix the problem. And the guy says, "Well, h how much would you charge me to fix the problem?" The guy said," $400? He says, 'Can can you guarantee me you can fix the problem for $400? Guy says, 'Yeah.' He says, 'I've done it before.' So this fellow was at his wits end.
He agreed to it. And he hires the guy to come over for $400 and fix his problem. So the guy's there for half an hour and fixes the problem and wants his money. The guy says, "Well, wait a minute. Wait a minute. Uh, that means I'm paying you $200 an hour. Guy says, "No." He says, "You're paying me $400 because I knew how to fix your problem. So, we're paying i.e. all this money because they know how to fix our problem." And it, you know, is the hourly rate worth it? Good analogy. Let's let's look at the end of the third year and see the improvement in our students grades. Let's see that that that MP just dwindled down to nothing. Anyone students have social skills that they are severely lacking because they're on tablets and cell phones and they don't know how to communicate with one another.