Burrell and the architects of where they think certain spaces should be and then even which I feel like sometimes gets neglected like civic engagement right you know building a playground that's all inclusive for everyone like what does that look like so it's really exciting you know and really that's where our moving forward for us kay for our extended to do money will really delve into that next year yeah so you would ask I think more you'd mention also it's just some other examples of seeds of ideas that teachers will come up with so in addition to like there's the building project we're referring back to an first grade Bridgewater chocolate so there's a little bit of a session obsession with chocolate and the fact that Bridgewater is there so you know we've looked at we started talking about math units and just addition and subtraction is what that we know what does what that kind of we're asking kids to do and solving word problems in someone you know when we talked about like what is unique and special term to Brookfield you know we talked about again we have this this Chocolate Factory in this company that is you know like things known throughout the country and so how can we now you know use the skill that kids need in terms of you not only being fluent with addition and subtraction and you know all of the the nuances of taking apart putting together all the comparing of numbers and that kind of thing but also where did we talk about our persuasive writing you know I mean how could we could students write and if there are certain design or chocolate or something that they would like to persuade the bridgewater people to actually start you know developing or how would they market to their their friends who you know like when there's this new product what would that look like so there's a lot of speaking and listening involved that a lot of literacy involved it's just so it if it offers opportunities for any learner to engage with the standards in a way that is not just sitting and receiving instruction so it's just another way to look at in kindergarten and one of the things we've been talking about is creating a book store so you know kindergarten there as you know if they love their they're learning to read like these symbols actually means something you know it's not just this nonsense on a page so they're really starting to write their own books and and and your books and and publish them so you know we talked about you know like what is a book could a kindergarten bookstore look like and we have books say on your way Book Fairs twice a year so how could we have a section of kindergarten writing and what would that look like in terms of you know just the you know not just the writing itself but also you know how much would you charge for your for your book and are you going to include an illustration do you want to do a book talk and how do you know so there's lots of you know components that really will be our kind of next step moving forward and that's this is where now we are only limited limited by our creativity and and how we want to move forward so it's really this this is where a lot of the time comes in though because it requires research and we need to make sure that there's there's continuation from grade to grade and classical you know me so there's there's just a lot of work that goes into it but we're very excited so and how much is each of the building spending or do you have a combined total no so currently I have asked for about seventeen thousand for next year around twenty four thousand twenty four thousand for Center and eighteen thousand eight hundred fur ok included also money for science and social studies so all of the work that we've done for especially starting I think we've talked about how it starts in kindergarten moved this way out yeah so we have the curricular tools again in place especially for science now we need to make them ours so we're not just teaching the curriculum we're making them Brookfield and what that's going to look like so that's worth a lot of that extra money came into is also looking at the seed three standards and how are we aligning everything we have a cohesive approach the schools are very well positioned came from eight I'm sorry the schools are really well positioned K through 8 to move into that the science work and that's not going to be it's gonna be a lot of work but it's not gonna be as heavy a lift as the ela and the math and then next year we're hoping to really focus on the further development of real standards aligned social studies curriculum and bringing in from the pilot that Dean is doing with the the Arts Council seeing how we can really just have the social studies to really come to light not only through the Khan the contextual piece but also through the arts and when we say that the arts we're talking about like in the units that they're gonna be working on at the Middle School with American history and seventh grade thinking about and believe me I I don't know anything about this I'm not pretending to be an expert I'll give you my simple little example so if they're studying the Revolutionary War like what what was what was the music and the art in the Revolutionary War so how can we use the text from music as a primary source document to give us to have kids be thinking about why would somebody write this ballad like what does it have to do with whatever they studied in in their their content and then what about paintings we can access on the internet we don't have to be able to go to a museum to see the painting with paintings of that period or paintings that were done about that period and what do they tell and then bringing in through the grant money through the grant that I wrote bringing in visiting artists and seeing if we can get them like in residence for a week to be co-teaching with that teacher the other thing that Dean was exploring we'll be exploring is how do we make it work when kids are rotating through those specials because there we can't say we're going to teach so this part of social studies and in February we're teach this unit and we're going to be working on this type of music because everybody doesn't have music or art at that time well do we do we do that in eighth grade if it's as if they're using those sources as primary sources text music painting in seventh grade and then when they go to eighth grade the eighth the teachers can say when they go through their rotations whenever it is last year's in social studies you studied X Y see now we're going to take that piece of music or we're going to look at that that style of art and we're gonna do whatever it is they do that aligns with the standards we're hoping we're very hopeful confident almost that this is going to really work out big time and then we're gonna want to do similar things and the other grade levels in social studies to really make that connection for kids so that this the they call them specials they really their content areas that they're not viewed through that lens of something extra they're really part of the curriculum and I think that speaks to what some of you were speaking about before so any questions thank you so much I like what mr. bland has said and I really you know I'm passionate about the fact that the curriculum work that we do is really the heartbeat of the school district I mean everything else everything's important it's hard to when you look at that list of questions you like how can you get rid of anything and that's a hard job that the board has to do but the curriculum is really what what we're here for and to have our teachers be so engaged and to own the curriculum and to be so enthusiastic about what's really tedious work is a credit to the people that we have working in the district and I just like to pay you back off that you know Rosa Jenna and I have really had great opportunities of past two years to really witness that firsthand even though it's usually the Blanda show [Music] we've seen that come to fruition for the past two years and I'm the opportunity of being on Cape so you hear teachers coming here come to talk thank you and I think one of the things just to remember if you look at so the amount of money we're spending it's realtively little this is really and I think you did a great job of reminding us how sophisticated this work is and it this is what makes us a system versus just separate schools or separate teachers sort of working in isolation in order for us to be to go from good to great we have to work as a system and without a fully aligned curriculum we'll never operate as a system and it's like a moving target though so you have to keep on visiting and visiting it and you're never done which is exhausting but that's the work and if we want to be great that's where we have to put our energy Africa and as a final statement to build on that the that's the reason why we're using Rubick on Atlas platform because in days of old when you had we probably still have it's a place on our website the little chart where it says you know every three years you're going to revise you know certain curriculum because that's how it's been done forever that's that's history if if if you're if teachers are teaching something a unit and it's not working there's the bare minimum that those standards the the code the building code that has to be covered but they have the freedom to make something that isn't working work right there in the moment because we don't want we have a class of third graders and the mentor text which is the book that the teacher uses not that the students use in the curriculum map is XYZ book and it's about baseball and she's got a bunch of kids that are like crazy about dinosaurs and you can teach what you need to teach using the dinosaur book don't use the baseball book you know you can switch it right up everybody the bare minimum the the insured curriculum is very different from the operational the curriculum that's operating in the classroom that can change but everybody is going to get what they need and what they're supposed to get nobody's gonna get shortchanged this it because we value our teachers they shouldn't be slaves to a binder of printouts that somebody who they don't know put together and just one other thing I think is really exciting is to hear all the talk about the authenticity of the tasks and students have authentic audience and things like that and you can tell that the work is going to be a lot more meaningful and I think it would be great for us maybe in a future meeting to eat when those units get developed and kids are doing those authentic tasks those would be great to share oh absolutely thank you so just just a question on running the curriculum program all right so I've watched this now over four years I had the joy of it by the way and I agree with you what you see in the Cape committee is just it's just inspiring how do you measure progress on completion of I mean we have it's never done well that was I would expect that answer but there's a kind of an initial whole rollout we're going through and we want to address our curriculum across the board how far along are we and how do you measure that so we have this document it's very long in fact it's a pain in the neck when you're waiting for it to load because it's so long oh let me backtrack two years ago all the administrators sat with Murray I was on the computer because that was when I had my surgery and they made a timeline of what we could expect what we needed to have done and how we'd have done and so then our what we call the Brookfield learning plan was developed based on that timeline now the timeline needs to be altered from some time to time when you find out well we didn't we really didn't expect it to take that long and so we adjust things we monitor if you want to use that term or measure how far we're going by looking at we're checking in they can tell you how much we check in checking in with where they I saw that with where they are on on the timeline and what products are in Rubicon Alice so we can go in well many of us have act the principle set back we can go in and we can look at any course that's being worked on and see exactly what's in there so you should therefore be able to say to me I'm thirty percent done or I'm twenty three percent done or I'm and on but this plan the way it's going I'll get from 23 to 35 percent done wouldn't you be percentages I would say that the expectation was that we would have everything all the standard standards bundled all of the standards alphanumeric coded for blah blah blah you know whatever course it is and tell you which stages of work should be done by one yeah I know I just I'm hearing a lot of descriptive and I'm kind of trying to get my head around how far along does this path are we and and what does this budget take us to as we're thinking about telling the town that this is a good investment and we're proceeding along the path and I just don't know how to articulate that I am short short short of a long too long a discussion yes I got a math curriculum question yeah I'm sure I would get a numerical answer but I know miracle but I'd love 20 even if it's a qualitative well we have it's by phases and you know what I'll send you the I'll send you the document because there's phases of curriculum development and there's four phases and we can tell you where the courses are in terms of whether they're in phase 1 phase 2 phase 3 or phase 4 I mean but it's not it's all one I know I'm just trying to figure out how to communicate this to the public a little bit I mean like very simple terms what would you agree to say that the misconception is often well how do we need all this PD why is all this neat money needs to be spent on PD I think that's the MIS exception outside I think they're gonna say that that's the question that comes out that I hear year after year but I'd love to be able to say look how well we're progressing right that's what I'm that's what I'm feeling is we're making progress but we're not talking about it other than you know to our term can't do that in the elevator pitch like what are terms that a layman would understand yeah yeah well I mean like if you think about it you might argue that when you started maybe we were at zero or maybe we're a point I'll give you an example like kind of continuum of ten even like I think that would be not on too unkind to say that for and I'm looking at you joy or ela and math it was a resuscitation okay not what not revising okay they had a start from the beginning for science okay and we had a lot of gaps that we had that we had to deal with so it wasn't a lot of really heavy lifting messy messy work it was also the PD was necessary because we need to get all that get an understanding that like teaching reading isn't philosophical it's actually scientific and having everybody understand the scientific principles of teaching reading so you have to have that basic understanding first let's move over to science science was we knew that we were behind in terms of where the state had developed an outline in 2012 of the five-year rollout to get everybody to NGSS we weren't there so we only start we had to giddyup and get science going and you know we had a lot of back and forth over the expenditure for the curricular tools for science and we we so we were starting what we weren't we weren't undoing a lot of stuff because it wasn't a lot of stuff there to undo we were starting anew with this new curricular tool and the new standards we did PD with the standards and if and without even having a full implementation we have test scores that we can be really proud of on NGSS we just got the state the state's I think I announced it last time that the state percentage of students who are at 3 or above for fifth grade and eighth grade was about 54% and our our fifth grade in eighth grade we're at 75 and 76 and we haven't even fully implemented the curriculum and it's great progress given we haven't gotten notes of the so so we're not so but but we we didn't have a lot of like undoing to do we were kind of starting new because it wasn't much there so so so if you're looking at you know if you were gonna ask me when would you predict that we're gonna have these amazing s backs course I'm gonna be really honest I can't tell you that's not what I'm asking I'm just asking if you were walking up to Joe or Mary in the supermarket say we've been progressing let me tell you in two minutes how we've been progressing and they don't have time for the all the knowledge that you have how would you boil it into some simple metrics we've got to find a way to stable to talk about that right it's and it doesn't have to be too numerical you know there's four phases we're about 30th you were about 80% of a phase I'm fine twenty percent through the second phase we're not even started on the third phase right that's it that's simple message yeah I mean you could look we can look at rue Cana we could come up with something like that just think there's we're not we're not talking our story well and and there's progress to be made right every time we go to a budget it's about progressing it to the next step right and and we're doing it without spending a lot more year-to-year right which is good but progress is important and to be able to look though for example the Board of Finance and the Board of Selectmen that we're only 30 percent of the way down this path and we've got more to do right don't don't slow us down is a very important simple message to have and we're not telling that message it's too it's too complex to digest so we just think about that don't have to answer tonight but people on how would you tell that story and I use percentages because I'm a math guy she she pegged me oh but but it doesn't have to be that it could be phases and were halfway through this phase and yes I mean that's the only way we can talk about the phases of development and where each it's about simplify subjects like really the complexity is that like each subject is not you know might be it wouldn't have to be it's by grade by course is it everything is different I like how you said the elevator pitch though I think about who our audience would be someone who doesn't understand curriculum at all it doesn't want to and it doesn't care - yeah and how can we tell them that we've made significant progress but we have still a lot of work to do and it's important and we have the foundation in and the first floors framed so something to think about I think like those are good things for us Bob to think about for lots of different things because that we are the voice of the budget and the more opportunities that we feel comfortable explaining things in a simple way the more successful a little bit yeah I think we we we are the voice of translating a very interesting and challenging and exciting environment that all of us in this room are working on - a group of people who are thinking about this as how much am i spending on education and my kids getting a good education right and that's it there there's more science and art in the in what we're talking about then the average everyday Joe's ready to absorb act right and we just need to work on that that's a that's a that's a I had a boss at one point in in IBM when I as I've worked there for many years we used to say Bob ducky ducky horsey horsey right and his message to me was keep it simple tell the simple story and you'll get 90% of the way where you need to get with the people who aren't in you in where you are ducky ducky or see yours my voice my boys remember to your point pub just living in this town looking at this number of 6.8% I just don't see that flying with the taxpayers and so are we in a position where we just have to look at I mean I stand behind the budget I don't see anything fat to trim personally I mean I like to keep everything in here but living in this town and being a taxpayer knowing what the taxpayers I just don't see this number anywhere near this number being approved look at it as I liked it and however historically do you look at it I was like will we push this forward anyway and then when it comes back the Board of Finance and they say well I thought I think our primary responsibility is to the education of the students in the district so if we I think we believe that this is you know this is where we stand and this is what we need assuming everything else lines up to our values we we need to be comfortable with standing behind it thank you so and just as sort of an aside to that you know I think we need we definitely need to do a better job of communicating the curriculum work because I mean it is it is everything that we're doing and nobody talks about it none of the parents ask about it and it is the most important thing and clearly I know we could talk about it for a really long time but you know it's when you you think about not just the professional development some some people will go there but it's also administrators too and I would like to thank all the administrators both that are here and they're not here for doing this incredible amount of work because it is and it's your leadership that makes it work so thanks for noticing that Rosa and I want to take a moment to share my pride in the instructional division which is all of these folks and the effort that's gone into this the vision that's gone in into all of this work and I don't think three or four years ago and Bob you were on the board at that time that you would be able to hear presentations from our principals at the level of instructional leadership that you heard this evening and that you've heard over the last few months the development and the capacity build that's happening with not only our administration but our teachers has been incredible and you know I'm just very proud of that work and I do agree we do need to figure out a more cogent way to express what's going on in much simpler terms perhaps horsey horsey ducky ducky Bob I've learned that pictures work well in newsletters I understand not a lot of we like pictures and newsletters less words John and more podcast I'll make sure there's Bob Cassie you know it's funny our parents don't come in and talk to you about what are you doing on curriculum every now and then you see our one who does it but I had an experience that I was in a social event and the parent the pipe never met before says oh you're on the Board of Education what have you guys done and I'm like oh boy oh my god am i 1200 because that's how those usually start she said my oldest child is a good student and in kindergarten and first grade he could that he learned to read me learn to read well my second child who's three years behind him can decode the newspaper he can pick up words he can sound them out my older child can't do that what did you do and I'm like oh let me tell you about curriculum foundations and all of the investment that we made to fix basic literacy and reading and writing at the elementary levels to that moment they weren't talking about curriculum but they were talking about it right and that was just visible to me and and I just love to love to see that night that's I thought that is a credit to everything that was in Bob I've been here now through it through this is the third board yeah you know that I've been and it doesn't happen without the support from the board this doesn't happen so and you're the liaison to the community in that so this is this has been a team effort with everybody here it's incredible work this was really useful thank you and thanks to Devin Maureen for presenting that it was really glad they put that together for us yes we do so does anybody have any anything else that they want to have you know anything major that they need sort of administration to have another round of comebacks on before our next meeting we don't have I mean if there's something that comes up I would still like tomorrow or something like that's okay but you know is there anything that you don't want board feedback on anything we want to discuss openly [Music] we will the one item we need to have lots of more discussion on is the meeting where I'm a special meeting on next week so yes I think we have that well underway but the whole discussion especially with the Florida Finance and the Board of Selectmen on our special ed both both known and unknown risks is really important and it really it's um really getting close a lot of evaluations have occurred meetings that happen and like I was saying earlier missus why God expend a lot of progress with that so we'll be very close next week well we have a chance of the Finance Committee meeting to review that wasn't Asia our intention is to go through all of that with the Finance Committee on Monday night prior to the meeting on the 15th and just for the board just as a reminder of those dates so typically and I think people newer to the board kind of understand that we try to keep our Wednesdays free so if I need a special meeting or something like that so next Wednesday's taken with the Board of Finance Board of Selectmen meeting that's the 15th the 22nd is the following Wednesday that's a regular meeting so we could certainly have budget discussions there but the the timing again the following Wednesday is the 29th and perhaps we might need a special meeting on the 29th to finally approve the budget depending on the discussion on the 22nd but if we are if we don't have comebacks tonight for the 22nd and then we arrive at the 22nd we have some conversation there's not we have to have a special meeting if we don't make a final decision on the 22nd and so and in the time it gets shorter and shorter to delve in and make adjustments or you know if anything like that's going to a car so just it's important to go over the next three weeks and everybody's head so you can kind of see that what we need to do thank you thank you thanks for the support yeah I'm just thinking about our next meeting we've had a lot of learning and comebacks I think we all need to come to the next meeting with proposals that we are ready to put on the table that we all consider ok we can't keep just talking around it right I think that the next meeting is each board member has to come in within a point of view with either I'm ready to support the budget as is which is a point of view or I think the following three things should be considered by the board and we ought to start with just let's get the list of things to talk about on the table and then we can deliberate right because the more specific instead of talking around it we can be the better we will more effective will be as a board so just it's hard right you know and and but we're at a point where it's gonna be okay are we ready to make proposals right and so that's I ask the question kind of rhetorically early are you making a proposal but it but it's we have to reach that point soon right so we can bring it forward and a week I don't know if you want to do anything further on this tonight but I think we could start our next meeting with that it would be probably gives us a chance to let the what we digest what we got tonight Bob do you feel like in order to do that it would be helpful to have a number in mind you know what what percentage increase are we okay with you know I think you're I think if there is any sort of reduction it needs to be a specific item or items that you're proposing are being reduced because we can't just give administration nope just give us the five because it's our purview to say what goes in or out of the budget so and frankly if we don't know tonight if you were to go in sometimes we've done that can you find X amount of dollars in the budget and we go back and scrub the budget and come back with a list of suggestions frankly we've done that so many years in a row there's not many places to go be very candid in fact we've had to bring back some positions that we eliminated because we couldn't function without them properly that takes time to do so if we wait til the 22nd right now we've only really got it probably a week to do that yeah I mean do we should we be looking if we have to come with a list next meeting of programs or whatever am I looking for you know $500,000 in programs am i looking for a million dollars in programs and staff you know what I think and this is just me personally I think you should right now in this budget process I think we are only at the point where we need to make sure that this is a whatever we put forth to the town that this is a reflection of our values so if something is not if you believe something is not in line with that then that's what I would imagine you would propose to reduce but you know aside from that good good could I make a thought yeah that might work cuz I there to kind of gather what you did I actually don't think it's the board's job to walk into the next meeting trying to fit a number right I don't think that's what we oughta do we ought to go in saying I'd like you just said it's about our values right so we ought to think about programs that are in there that we think might be you know something that we're we think is an opportunity or areas of spending that we not I do think it might be valuable to get to give the administration a bogey to say what would you do if you had to do this right and and I and it's not it's not always easier fair but it helps us understand where priorities would be in John and his team's point of view right and he may come back and say oh my god I just can't get there right and that's that's short of you know cutting programs but I do think there's always value in doing it I'll call it a pounding case right on the downside and the what sticks in my mind you know if I'm looking yeah here we have three point seven seven percent in the base case short of the enrollment and special ed and the investments right so if the answer was tell me how you get 377 down to three right or you know that's that's a not an unreasonable bounding type of case I don't what's 0.77 worth yeah so three to four hundred thousand dollars tell us what that would what that would look like right that's not the end of the world right it's not millions but boy way to give us some insights into more than just the seven of us right and how we might think about it we could make it do it you know we did a case of one one of those exercises where we started at 100 and we increment it by hundreds right and went up we could go up to five hundred six last year the year before but you kind of got to the point where we were able to gauge our level of pain right relatively quickly out of that right because it was that that was the case when the governor was gonna yes take all the money away from right the town and we went to the Board of Finance saying we did an evaluation at fifty thousand here's what you have to take out at six a hundred thousand here's what you have to take out a two hundred thousand here's what you have to take out and we drew our line here right we're not with a board we can't advocate any more than that that was really powerful because the Board of Finance could buy into that right and the Board of Selectmen could buy into that because they could say oh I don't want a double plot you know I don't want to add the class sizes I don't want to do this and it was powerful as well I would suggest we do something and that one of those two range either give you a bogey or give you know do a gradiation at $100,000 a shot you tell us what how painful each of those is and then we have information in not well I think Bob I think we may have just answered the question because I think the gradiation if we want to call that every 50,000 or $100,000 up to a particular number it gives us a framework to work that exit to exercise that problem and then we can come back to you with that it was effective last time is my point so better because I'm afraid of this thing where are we gonna come back next week and all advocate for like or not but programs being eliminated like yeah I don't like that I like where that's going so I like Bob's suggestion because the administration can look at perhaps a variety of different things and say well if we cut this a little we cut that a little and we could get to a hundred thousand two hundred thousand and I think it would be harder for us to say cut this and that a little because we don't know it as intimately as they do we could say things like get rid of this program and I don't you know that's pretty tough I think you guys know the budget in more granular sense if you give us some advice to think about and-and-and we ought to be reacting to that input as opposed to us all showing up with I got Milo hoppin I got little my little now we might have hot buttons I mean we've known that at our board before but we've we've you know we've had people who come to the thing saying I really don't like that program let's get rid of it right and we've had lots of feedback on that over time right man I walked in here and said I just want to get rid of Interscholastic sports I mean mr.
croto for those that have been assessed the liquidated damages how difficult has it been to collect those that mr. president members sourcing well it has not been very difficult actually we we provide them a pretty straightforward email and through before we bring it to the board that that needs to be settled either with the reasons and the documentation or the payment before we present it to you to accept their resignation so we have not struggled to for those 17 it has not Minister and mr. president sorry bill it's also our practice that if they owe it that we would withhold that from their final paycheck so $1,000 is typically within that let amount of their final paycheck 7500 would probably not be in their package any more discussion compromise only because - I mean I think it's important that the board is unified on this I think it would I think it would maybe send the wrong message if the board is split on how we approach contracts so if if there's a I mean if there's a way that we can come together on this I think it would be beneficial way or the other I agree especially when it comes to money it's it's one of those things where or we definitely need to be unified and look at these things as a group I can see you know obviously simplicity a thousand is you know the paycheck and and it makes a little easier but I also think that there is a direct impact it costs money to recruit and cost money to to get teachers and to retain them and we take pride in in our efforts and our our our recruitment efforts and I think that in doing so I think there has to be a definite message that's sent and and I think that the $2,000 is a reasonable amount in my opinion I have one additional question I don't know whether you have a data there or not but do you have data around the types of teachers that have broken contracts in other words are they the basics you know math reading science or are these per taps you know an extra or special type doing Spanish or banned because those types of teaching situations it's it's much more difficult for a class when you have a substitute multiple substitutes or a long-term substitute coming in there perhaps doesn't know Spanish or Japanese or music when you have those situations those those students seem to be impacted much harder I know in with my kids for instance they've gone through that and it's pretty chaotic and depending on when in the year that happens it's a very big impact mr.
ball would jump out of his chair and come beat me yeah but because I will never do that because I'm a believer in sports like I am with all the other things that make a full program for our kids so please don't take that wrong but the I do think having us react to ooh well thought out here's what would happen if you had to reduce I will just tell you the thing I'm sitting from my experience on the Board of Finance they will understand enrollment driven they will understand special ad they won't understand 3.77 right that'll that's and they'll want us to go manage that this is a street but this is a straightforward number right no I understand what it is see the three seven seven has a lot of drivers in it we had some surprises on insurance and we had some things on there there was a lot of things in there but I mean to reduce that number the only way to do is to reduce stuff I don't know let's like let's see what the administration tells us well little extra says it yeah we can exercise it mm-hm that's that's a you might be right and the answer might be we're stuck with it we don't we don't advocate that mm-hmm right but I think that's up vote that's the decision we can make happy with a more structured presentation on here's how you might deal with the first 50 years I need to deal with a hundred you guys choose where the clips are not logical to you but it's to to frame our work because we can we can work all the way to forty four million dollars if you tell us to so um should we stop at four hundred thousand dollars three hundred thousand umber four hundred four hundred and forty thousand dollars as one is odd but here's here's the way I would judge it John when you get to the point where they got that they're silly right they're just not even things that we would have to consider it'll be obvious okay that's very good right you but you might find I'll just give you a for example for the board instead of having a big question about class sizes you might have a little question about a class size right so maybe if we did one fifth grade teacher we could live with that but we can't deal we don't want to do it for everybody I mean maybe I made that up yeah but that's more thoughtful but that's a hundred thousand dollars right you know that discussion they need eighty nine thousand if I reserve and so that that's a different discussion and we could understand the implications of that discussion I remember when we did the thing on the governor's exercise we got up to about $300,000 and it was we're just shaking our heads right there wasn't a single one of our board members because it really became personnel at that point it became key to cut this big program and that's too important but I I'm sorry I'm talking and talking no so we're happy to do it twenty seconds would you guys everybody okay with this as an approach yeah you're cautiously I'm cautious because I don't I don't like prior to being forced to make any reductions to our budget I don't like publicizing possible reductions that might be communicated or it might sound as if well we might be okay with a 1% reduction to this and having another entity saying oh then we're just gonna shave off one percent in essence giving them sort of a menu of items to pick and choose from and really that is entirely our discretion it's not anybody else's so that's that's my only fear I to allay the fear they're making the decisions on much bigger dynamics than that they're looking at they're not taking where most in their budget to I understand yes so they're starting from the taxpayer right that's that's what the board of finances job is right our jobs advocate for inching the best education for our kids in a reasonable way their advocate their their jobs to advocate for the taxpayers and against the services and have the best services for the lowest taxes it's a very they're different jobs and you we just ought to recognize they have a job and but they're our partners they're the other side of the same coin that's why I think I think if it if it gets that point they should be the ones to ask for okay then after we've already presented adopted and presented our budget to them there should be the ones to say okay you give us the scenarios of 1% 2% 3% reduction muscle get ahead of it I also but however though perhaps this exercise can help us better understand and advocate for the budget because we could see with two hundred thousand dollars less like a scary number what scary scary effect what so we better understand why if we feel that what we've asked for is appropriate by taking some away it might give us a better understanding of what might happen if we don't happen yeah and I would want to focus on the implications of such cuts more than almost as much as the budget impact about cotton right it's not you know here's what will happen it's just take that anyway some things are obvious but I think back to when we cut the some of the staff right and then we had just had to put some of that back you know understanding that implications is very powerful so I think for John and Ken maybe what would make me more comfortable and you guys tell me if you guys sort of understand but so investments those are clear maybe you could come back with sort of what would be the implications of if we had no new investments this year I know it's scary but rather than say like a specific number and things that we might cut like sort of across the board the things that are controllable our investments I don't know if there's anything in that inflationary contractual number that's controllable but I mean I don't know is there anything I mean it's inflation and contracts and so now you look at anything is controllable if your think your salaries right well you can cut positions right but we've are there are consequences to doing that yeah and we've already exercised those so I feel like we know the implications of that I don't think that means that we'll come back by contract by law we have to adhere to those increases in salaries we don't have can we really as much as everybody wants to pretend that we have control of that that's collective bargaining in Connecticut that's the law so we have to do this so the only way to control salaries is to limit right so I don't think that needs to be a comeback because that's that's already been exercised and we have that in writing shows what it would be includes class sizes of yep the enrollment driven increase those are our extra teachers in first grade right yeah one less at huckleberry and then three more or Center so you could tell it maybe tell us what the classes would be if we just didn't get those teachers the outliers special education tuition and transportation again not controllable right note one our best to minimize it of course so I mean other than saying like what happens if we don't get these new investments I mean what other comebacks did you want to see what about something like benefits you know I know we we can't change salaries but as can we look into different benefit providers or see things that's all contractual but the provider itself is like Blue Cross versus Oxford versus well we're in the Connecticut partnership plan right now along with the town and we have to we have to maintain the same benefit level so right I don't think there are better pricing around for that level of benefit that we have I mean I just think the fact that matter is that we can't control most of these expenses it's like a very some less than I mean 1% that we can actually control so to exercise a what-if is sort of automatically going to those scary places and we're most likely gonna have to do that anyways yeah but I don't think I I don't know if yeah I don't know I don't know uncomfortable sort of giving scenarios as to what might be cut at a 1% reduction or a 2% reduction because we don't know that yet and exercising it ahead of time you sort of handing off a little bit of control because we're now sort of giving that the Board of Finance sort of a comfortability level and giving them the cut what are they comfortable with I don't know it also shows that we're looking at things carefully - it also says we if we feel that 6.8% is appropriate we feel it is because if we cut on two thousand two hundred thousand right that's not gonna that's not gonna be and I just feel like the administration can look at that number in a different way than we can I to be on the Board of Finance if the Board of Ed had come in with a six percent increase and not exercise - I would have I was cut them more because you weren't crying you weren't thinking about it you weren't doing your duty right and and that's an easy thing to get into is because we heard it tonight at the the public forum is what are you all working on right and that's gonna be when anyone sees 6% increase that's what they're thinking is well what do you what what have you thought about right and if we don't even haven't fully exercise that and walk in with us well it's not controllable we can't do anything about us yet guess what they'll find a way to force us to do it and it actually gets worse by DNA so can we circle back then then that then that supports them why is it off the dome I'm not saying is off the table but going back to the world language program if we're advocating for the education of children then we need to sometimes look at programming or go line by line like we said at the round table to find opportunities for savings that are not hurting education because are we really is it a program that's benefiting the education of our children it is I don't know how I will vote on that but that's kind of on that spectrum we've analyzed it it should be on the table right and that's a perfect example why we brought it up we just want to propose that's a perfect example of it because it doesn't align with what you believe should be in the board value so that's something that should be on the table yeah I would like to propose that is yeah we ought to talk about that and we ought to actually consider voting on that and because I think that I think so I'm not afraid of that that's that's so that's exactly the discussion that the Board of Selectmen and the Board of Finance would want us to be having and I think you know Rosie you said that how can we take anything from the inflation contract in increases and really that's where that would come from ideally but the problem is that it might net out to not be not much of a reduction if we have to fill that with we'll go to answer that for you I mean yeah if there's a backfill like I talked about in that example we would actually have a you know a very high-level initial proposal idea of how some of that back felt would have to happen sections new programming you know that kind of thing and then what's what the real savings would be in the actual savings I think the discussion too could help us sort of solidify what our values are too because we can look at some of those things and John and his team are gonna share some of their priorities through the decisions that they make and that's something that we can look at and think about how how well does it align with what we think we should value so it could move us in maybe a consensus building type activity well I mean certainly if the majority of the board is comfortable with that and wants the administration to exercise that then we maybe we should also flush it out a little bit when what our Finance Committee means yeah right so if we have we have three of us there with the administration give you guys a couple of days to think about how you might go approach it and then we can flush out kind of a structure to a little bit and you and I are both there so that's that that would be a good good point counterpoint on how we might attack the question I have I have a question actually on the the contract increase as opposed to class size I think class size we'd all be on the same pages we want to keep those as low as possible but do these numbers reflect this especially in kindergarten first second third grade Paris as well like how many how many kids per educator not necessarily kids per teacher students that is it's two per teacher so I mean what the what do the numbers I mean I'm kind of curious on what the numbers look like student to educator per room I mean what does that what does that look like because I would imagine that joint I would had the pentose I border that's up you know what para or uh an aid is cheaper than a full-fledged teacher oh yeah so so but I'm not sure what the either the question anymore supports in place interesting question yeah because I worked in a district when I was a kindergarten teacher we had 26 kids in class and we had we didn't have our own pair of but the pair of you know floated between two classrooms depending but you we just had different schedules of when we were doing certain things because it was one pair for two rooms okay it was different you know in my district we our numbers are much much higher but we have pairs of TAS we have floating early intervention Paris that support the kindergarten first grade teachers as a way to exactly I think the first and foremost the you know we want to keep the numbers low but is there is there an opportunity to carve a little bit into that you know that what 350,000 is at point seven percent of the to get closer to three is it something let the class lives blown up a new more do more Paris however many Paris you might come to me and just say you know with a paraeducator contract the average para with the benefits and everything else total costs about close to fifty thousand dollars I think two years ago we used 48 thousand dollars so I mean it just continues to go on so just fifty with benefits forty that 48 to 50 verses 89 90 right so it's forty thousand has no and we have to keep in mind that the budget increase is six point eight not six so it's almost set can I ask a question about special ed transportation how does it work like does are there opportunities to put multiple students yes buses and go to different we do that our own students who might be going to the same facility and we also share with the local towns that's one of the big initiatives over the last two years we've been working on with the western Connecticut superintendent's group and the special educators from those groups is that kind of regionalizing the services and sharing services with the special education transportation we've to say we've saved money would probably not be the right way to say it we've avoided a lot of costs and you'll actually in our discussion next week you'll really see where jean has been able to do a lot of ride sharing with the students and when you see the increase in tuition there's not a commensurate increase in transportation which usually we used to kind of band the about and say well it might cost fifty thousand dollars for tuition but don't forget transportation is gonna be about fifty thousand that was always kind of a loose estimate that we would use so people would understand that an outplacement is about a hundred thousand dollars she's really doubled up on transportation and tried to make that really work as best we can and be as efficient as possible and I have to thank the folks from Ed advance for helping us coordinate that as well so that work is significant cost avoidance I could tell you we also do that with the AAAS magnet school and with nonno again with ship hog okay and with the special it with more students being out placed does that or could that possibly free up more Paris we've asked that question and we've had several students just in the last two weeks move in with ie peas that demand paraprofessionals okay so when you say when you do that and you find oh maybe we'll have a para and I I hate to keep saying it that way as if we've exhausted every day as we say we asked the same questions you know we really we really keep exhausting this and trying to save everything we can it is an attractive town - it is it really is and you got you got it you know we talked about it in the in the public forum that a lot of the changes the turnover of the houses I mentioned that you know you in our street we had you know four houses turnover it was about nine kids right now I kept thinking about amongst nine kids with the ratios that we're going you're likely to have at least one maybe two you know just given the percentages special everything's some could be severe some could be locked but if there's that kind of turnover and I got one Street with nine kids rolling in we got it go on and around Brookfield and a stream of new kids showing up needing one-on-one para may be needing outsource out placement may be needing pairs in the classroom I think it's gonna be a theme for the next two or three years I hate to say I just cuz I think it's what's happening to the demographics we're facing and it's not that kids are more healthy or less healthy or and more needy or less needy it's just we're having a shifting demographics going on with a lot of young families rolling into town so we just got a deal with them and I've by the way I think the Board of Ed and the Board of Selectmen oughta know that that it's something that's not gonna go away well one last thing and that you don't have to say the answer now but sorry mark the math intervention interventionist of high school is there data to support that there's an either okay I know we probably went over FS yeah I talked about it being just briefly that we wouldn't ask for if we didn't think we need yes I got every single position that we that we asked for in the budget when the principal's brought and we discussed it we didn't put it in there unless it was something just hire Bob to do that Joey as I know you've asked about you know what one of the principals submit in their budgets this and that they will assure you that unfortunately they don't get everything yeah but everything you see they've asked for more and so that's we really prioritize in trying to time what we're asking for and this happens to be a year where we've got this almost 2% extra with the overage in special education which will carry forward to next year right is there anything else on the budget discussions all right so anything else that's really major that you need administration to sort of work through ask me email to them like this week okay so let's just move on then to the new school building project that's just an action and really there hasn't been much of an update since our last meeting you know Christmas and the holidays and really nothing nothing took place nothing new the only new big thing to sort of talk about is the end of the schematic design phase of that project is has to be completed by this month and the Board of EDS approval is needed to close out that phase and move into design development so in order to do that we have to aim to not only adopt our budget at our next meeting but also approve of those plans now I know you guys need to see those plans and be comfortable with it so the NBC has invited us to come to their meeting on the 21st that's a Tuesday and that at seven o'clock at in room 133 at townhall it's at the Town Hall I'm not sure which room um yeah I have it as room 133 in Town Hall but I'll send another confirmation of that before we before we get there I believe at this point we're just sort of attending to receive the presentation it won't be sort of dialoguing I have to just double check on that if if there's a quorum if if there's any sort of issues with the next hour meaning is the very next day so yeah as long as as long as it's okay that we that we discuss board matters if we're if there's four of us I think that the only issue is if we discuss amongst ourselves if all of our discussions of with the NBC just asking them questions that's for a clarification it's probably fine and we can have that and if we're deliberating about banding things as a board on our decision I think that becomes a problem we can have those discussions the next day but it's just sort of there to receive the presentation and so if you could be there that would be good I just looked at my calendar all three that night Rose if I can add on the new school project we're having now two more user group meetings so our elementary teachers some of our specialists mrs.
president remember Densmore I do not have that information here I can tell you by dealing with all 54 of these are that it's a variety of different positions and not just teachers in that count is also social workers anybody that is certificated and that pays liquidated damages is in that count so as we look at items 2 4 & 5 this evening they all have liquidated damages in them so that is across the board on every category so it's not just teachers but I can get you that information if you'd like it this might be an unfair question because I just had of it so I didn't get it ahead of time but do you do you recall like what is the difference as far as percentage of how much we we pay our teachers versus how much extra it costs to have a contract teacher come in to cover a class it's significantly higher can you repeat that yeah sometimes especially like in special ed though they may not be able to find a teacher whether it because they didn't fill their contract or it's just vacant and then you hire a contracted teacher those are usually more expensive but I don't know how much I've always been told it's a lot more money to cover that then number perjur'd I can comment if it's all right I learn we do use some contracted teachers you get them from a you know a company it is significantly more expensive and we we try not to do that I think the standard approach is when we have a vacancy is to recruit and fill that and we don't go to contract it first certainly but yes it is more expensive anything else they entertained emotion mr.
Fitzgerald mr. Baldwin media specialist regular ed teachers the principal's dr. Ruby mrs. Ferris over the course of two different days one is the 14th next week the other is the afternoon of the 21st when techn on will be in town and they'll be in town for the 14th and the 21st to go over the design give any further input let people ask questions you know all those pieces you know show what has been incorporated from all of their ideas so we're pretty excited about that to make sure we get that final input in just thinking about the sign-off um I think we need to ask the administration for their agreement with a and that's input docile support yeah right that's something John you could yeah in a more formal way say we've reviewed and we're signed off on on it after you've had a chance to do the detail review because there's only so much we can do at that meeting but your input because you got so deep into it is really critical to us as a board I think anything else on that thank you okay we can move on to three main points Oh the budget I don't know maybe there's too much there I don't know you're wrong what do you think I liked how Monty was telling us all about the midterm Support Program yeah that would be great they seem like very extensive sure I don't be cool from you know on the main website or on I will say since we do such a bad job of talking about our curriculum work we should talk about the curriculum that's a good idea so maybe dr.
president if I can drum just a reminder that the motion needs to have the liquidated damage amount as well as accepting the contract has handed out tonight for the school inter or the psychologists in turn excuse me that's right okay I'll try it um and we can discuss I move that the governing board approved the certificated and licensed employee contract line language and the school psychologist intern contract and benefit packages to include the $2000 liquidated damages for the 2020 2021 school year all ii well said by the way she's typing fast sorry yes I thought it clicking now stopped but she's still going thank you [Applause] motion passes all right go ahead and move on to j-3 recommendation for renewable or renewal of eligible certificated and licensed staff and authorized to issue employment contracts for the 2020 2021 school year dr. Kellis mr. president members of the board members of cabinet mr.
Rubin is Debbie's presentation yeah what was the third and oh we all right right I mean yeah that's pretty updated so just you know deliberated on the budget the administration is going to exercise some of the little status for continuing to exercise by the way here's the two hour segments that you can here's the meeting there's a link to the meeting start off on the high note about the midterm buy review program yeah yes darling monitor star Monsey huh all right so um okay upcoming events over the next two weeks we have Center elementary school students are participating in benchmark assessments over the next few weeks on Tuesday January 14th there's a PTO meeting at 9:30 in the cafeteria Friday January 17th is a PLC day students will dismiss at 12:20 and Monday January 20th school is closed in observance of Martin Luther King died at huckleberry Hill Friday January 17th PLC students dismiss at 12:20 Monday January 20th school is closed for Martin Luther King Day Tuesday January 21st and Wednesday January 22nd our auditions for the fourth grade play after school at 3:25 in the gym at whiskey near Thursday January 9th is the winter chorus concert at BHS on Monday January 14th of math team Broadview middle school Thursday January 16th the winter band concert at BHS Friday January 17th PLC day students dismissed at 11:40 and Monday January 20th school is closed in observance of Martin Luther King Day and Brookfield High School Monday January 13th is the midterm prep for freshmen which is sponsored by the peer counselors from six to eight in the library Wednesday January 15th midterm study night for all grades from 5 to 8 in the library Wednesday January 15th the all sports Booster Club will meet at 6:30 in the staff lunchroom Thursday January 16th coffee with principal Belinda at 7:30 a.m.
croto will introduce this item thank you dr. Callas president Leonard members of the board superintendent Allison cabinet the next item is a motion to approve eligible certificated and licensed staff for reemployment and authorized the issuance of the employment contracts that you just approved for the 2021 school year thank you any discussion one question mr. Cotto crowed crotteau sorry that's okay math doesn't work um do we currently have certificated staff that do not hold the proper certification president Leonard members lawyers think bill we do have a few that do not hold the proper certification but they fit into the loophole of getting proper certification so they are under for instance we could have a teacher that needs to place math on their certificate they are eligible to check under a cap planned to get that on there so they are eligible by the Arizona Department of Education they just have some discrepancies or deficiencies to get on their certificate so kind of a gray area answer to that one hopefully that answers your question do we have teachers that are not certificated appropriately some are working on it but they fit under the loophole of the State Department to be in the classroom so they would get it they would to get a certificate or a contract based on that yes okay okay what is loophole mean or provision sorry I guess it's a bad word number Bridget there are certain certain tools that we can use to make sure they get certified they hold a teaching certificate and maybe they need to get a certain subject area on that certificate so the State Department allows us what they call a cap plan to work with them in order to give that up placed on their certificate appropriately so I guess loophole is a bad choice of words a provision or a tool for us to use to aid in getting them the proper certification they need and mr.
in the staff lunchroom Friday January 17th PLC day students dismissed at 11:00 Monday January 20th school is closed in observance of Martin Luther King Day and midterm exams begin on Wednesday January 22nd and end on Monday January 27th Mr bland oh what time is the winter band concert on the 16th that's W on us that's yeah yeah that's at seven right seven hours s7 yep Oh tomorrow's course at seven you know in the sixteenth is band at seven you should be done okay anything else okay thank you for a productive evening without objection meeting adjourned thank you yes these are always the hardest meetings for us [Music]
president miss Pritchard those cap plans do have deadlines and if they don't meet the criteria by the deadline then they are removed from the classroom okay thank you any other questions all motion to approve the eligibility certificated and licensed staff for reemployment and authorized and authorized the issuance of employment contract for the 2020 school at 2020 2021 school year motion made by J Leonard seconded by mr. Pritchard Castro boots motion carries go ahead and move on to jaipur recommendation to approve interim certificated employee contract language and benefit package for the 2019 2020 school year dr. kaylis mr. president members of the board and members of cabinet mr. croto will reduce this item thank you dr.
Kellis president Leonard members of the board superintendent cabinet the next item is to improve or approve an in terment racked four certificated employees this is for the current year by law if you begin work in our district as a certificate employee after the 90 second day of work which is today so starting tomorrow you will be placed on an interim contract that is what you have before you one thing we have set out is the motion we'll need to have the liquidated damages you would like to charge remember this is current year we're under a thousand dollars but we do not have that approved contract so if you would like we provide you to switch that to the two thousand dollar limit starting that but these contracts will be for people that start work tomorrow as certificated teachers in our district or tomorrow on through the end of the year so if I understand you correctly we need to put the liquidated damage number in there or leave it at a thousand president Leonard that is correct we left that choice up to you to the governing board to direct us on how what you would like to charge if you want to be uniform for the whole year or you'd like to go with the new amount that you said tonight okay any discussion on that ice agree with what dr. Kellis had shared earlier that we should keep it the same for all employee groups and in saying that would you like to keep it a thousand for the rest of the year no meaning that if we approve we just approved the one contracts at two thousand so we should have everyone's contract reflect the same amount mr.
president with Richard and a amended motion would then have to be to approve the continuation of one thousand through the end of the 2019 2020 school year and implement a liquidated damages of two thousand dollars beginning with the 2020 to 2021 school year keeping it a thousand dollars for this year which was the 1920 school year but the $2,000 for the 2021 school year which mr. president mr. Seng bill would take effect a year from about today correct this contract sorry mr. president this contract is for this year it's not the interim contract for next year yeah so this would be the 1920 year correct this is not the 2021 school and so we'd be voting for the rest of the year yes so in this picture just to understand I just want to make sure I understand were you looking to do the 2000 from this point forward or were you saying that you wanted it to go to the to that or the keep it at the 1000 that we're currently at for the rest of the year until those contracts expire and then it would go into the $2,000 I was thinking that this was also looking forward like the rest of the contracts for next year as well but no to keep it again fair with everyone else everyone else is at a thousand so I believe that this group should stay at that thousand through the end of the year okay I appreciate that clarification anybody else oh just real quick how many average ballpark do we have on interim contracts ish president murdered members so I think Bella I do not have the answer for that actually I know we have to waiting right now and not being here last year I can't give you a number of how many were issued so I I can something and find that out of your neck I'm pretty sure we have several any other discussion anybody want to wordsmith a motion I know that the governing board approved the interim certificated employee contract language and benefit package to include the $1,000 liquidated damages for the 2019 2020 school year second motion made by mr.
Sawyer sync build seconded by down Dinsmore mine had an error so it's a yes and just in case motion passes motion carries thank you let's go ahead and move on to j5 elimination to approve administrative employee compensation and benefit contract language for the 2020 2021 school year dr. Kellis Thank You mr. president if the board would allow me to give some historical background on the administrative contract about 15 years ago there was a benefit provided to administrators that covered medical benefits for the entire family soon after about 2009-2010 a statute was put into place by the Arizona Legislature that made it so that it was illegal to provide that benefit to a any select group of administrators so what many districts many government entities did at that point was to roll the the benefit of the family coverage into a stipend that was then a an additional benefit as part of their their compensation package for many years that stipend which was at the time the equivalent of the medical family coverage benefit carried over a year to year with every administrative contract renewal however over time and I will say at that time it was also stopped for all new administrators over time there's been quite a bit of attrition and to date there are only ten of those administrators that are still employed by the district the concern has been raised and checked with our attorneys who have advised us that as we continue to make close alignment between the administrative stipend to Family Medical as a benefit that we are dangerously close to putting the district at risk of a violation there to the intent of the statute that was passed back around 2010 also with some store history previous administration took some action to put a freeze on the stipend there were several employees within that grandfathered group that had life changes with increase or decrease of family spouse employees the increase in decrease in cost of of the insurance benefit so over time there has been a variation to the stipend amount even within that group of grandfathered administrators administration is recommending to really be transparent and to address the stipend issue on two cases these contracts that you have before you are labeled a B and C contract a is for those ten employees only contract B is for the remaining administrators in the district who are not grandfathered don't have the grandfathered stipend benefit and contract c is for cabinet members it's the recommendation that the stipends for those who have been grandfathered from year to year in contracts under contract a we moved to contract B and the that stipend be rolled into their base salary and that they continue within the base salary no longer be a stipend to avoid the the risk but also to really be fair to the employees because there have been many have been subjected to to the ups and downs of just administrative actions life happenings and the whim of law as we have experienced so while this benefit was eliminated the the family medical benefit was eliminated by statute many years ago I believe we don't want to put any of these grandfathers of employees in a situation that is deemed as unfair because that was the conditions upon their their employment at the time that this suggestion would would satisfy that that need at the same time there's a stipend in contract C and I would also recommend and being consistent that that stipend be rolled into the base salary and that out of true transparency that we no longer have stipends that have questions what's it for how's it managed what's the conditions behind it it's it's just not something that is fair to our public or to the employees and that with these two suggestions we would be able to do some very healthy cleanup of the contracts by doing this contract a would be eliminated and we would only have contracts B and C also the contracts B and C if the board goes in that direction the board would need to approve the motion if you follow along with the suggestion to make those changes but also to implement the liquidated damages on those remaining contracts with that I will ask mr.
croto if you have any other information to share president Leonard members of the board superintendent Cal's cabinet no that was well said I have nothing out I'll be glad to answer any questions but well that was a great fiction of of the plan so my understanding of this is this is all as insurance and insurance programs and are changing over time this has been something that has been a been a benefit in the past insurance programs have changed been adjusted and then as they do so they changed some language and then the school district has tried to keep up with keeping these these benefits that were offered in the contract consistent with what they've always done over a long period of time and now it's getting to the point where we need to take action to adjust these and make sure that there's no questionable stipends that are out there is that kind of suppressors that is correct okay and again just to be fair right now if we look at the variations the the largest stipend is 15 160 thousand 116 so the ten would be rolled over those tycoons would be rolled over at 5200 okay as there as the increase in a total cost that would be about twenty thousand dollars okay and to make sure that everybody is treated fairly and equally the the interest there again is that we honor the intent of the benefit when it was originally put in place for these ten employees recognizing that laws have changed and the variations will continue to happen and it would not be right to subject them to these variations in the future - any questions I just I just really want to thank you for articulating all of that I think that's very fair I think that it was it was disappointing to learn that that those funds were frozen or that that agreement was changed somewhere along the way a couple years ago and those employees weren't given the full amount that they were told they would receive and just as we said in a previous item where you know it's it's the contract is your word it's nice to know that we're in a district that it goes you know the opposite the opposite way as well where we said we were going to do something for these employees and we're making good on it and it's being done in a fair way a very transparent way now I'm hopeful that you'll be able to gather those employees and let them know that it's not that it's being pulled or just so they can fully understand what's happening tonight that their contract isn't sound like we're not making good on it we're actually making it better and we're holding true to what we said we were going to do so I think you explained it in a very clear way and again being able to speak to it tonight and eliminating the stipends again just for transparencies sake I think that's that's always the best way to go very clear and I just appreciate the way you did that all time thank you so just so I'm clear I'm assuming that with deciding with the liquidated damages the everybody was pretty much set on the 2,000 just because I don't want anybody confused so I want to go on record and say because I do not agree with the liquidated damage like amount is why my vote will be the way it is not because I don't want the district to be transparent and fair and so I just want to make that clear that that's out there I hate that it's all lumped in one because I fold support what you're doing as far as the new contract so I really appreciate that appreciate all the work that administration has done to make that happen and echo a lot of things that mr.
Pritchard said but please don't misunderstand so did you have something on this part of the liquidated damages you didn't agree with or no I mean I I agree that if it's set at 1/4 it should be for all employees I just do not agree with the amount so that's why I'm sure be approving a different amount on this or is that mr. president I believe miss tanner is explaining her vote yeah I'm explaining before I vote because after I vote I can't explain it so I'm just I was just I just I wanted to make sure that I understood that this is still being consistent with the $2,000 yes liquid damages and you don't agree with the $2,000 and that's why you're changing correct not changing them correct okay I just want to make sure we didn't have a different group that was getting into a different yeah no I just wanted to make my vote understand like understood thank you and we are also eliminating administrative a that contract as well mr.
president mr. sourcing bill that is correct any other discussion I just have a question on so under the fringe benefits item 4.2 so I understand that we're going to be moving the the stipend into salary versus a stipend but the stipend is is itemized for payment of insurance premiums membership dues and professional associations annuities or automobile expenses so by moving that will they still be able to get reimbursed for these items or will this all of this language be removed Madame president stands more there are professional I guess you could say legal responsibilities that if an employee incurs costs for travel for example if they are on professional business that there are actually quite a few rules that apply to the reimbursement of of travel some of the other things it's just an expectation that those on contract see are traveling about the district they pay for their own gas they pay for their own cars their insurance many districts have what they call a white fleet which they come and pick up a business district car and they use that for for district business here we do not have a white fleet and so that benefit was intended to cover those costs so those would not be itemized separately in the contract see that would all then be just inclusive within their base salary so they would not be reimbursed for that know is that for mileage is that no right so they wouldn't be submitting mileage expenses on an expense report or a professional association fee miss Dinsmore mr.
president stands board that is possible the it's never happened before okay to say that it wouldn't happen is I can't say that okay but that language would not would not be in here that's correct okay well as far as we just make sure I understood how that conversation went so um not to say that it wouldn't happen but really if we're including that stipend into the contract and that stipend covered auto expenses then I mean I'm assuming that would be the superintendent that would sign off on whoever maybe mr. Hicks signs off on the expense report so those employees wouldn't necessarily miss Pritchard you are correct that all reimbursement requests are submitted to supervisors I'm not sure the rest of your question is I'm not sure with the rest in the middle of that conversation scientist you would said I can't I can't tell you what wouldn't happen that's what kind of caught my ear so I'm just trying to understand what you meant by that so if cabinet member are people under contract see now that such stipends moving into their contract and part of that old stipend covered auto expenses what I'm saying is now if it's rolled into their contract those people wouldn't be submitting mileage reimbursement because that money was already incorporated into their contract great um mr.
president miss Pritchard is again the same response is it could happen it hasn't happened because it's not itemized as a separate benefit means that it is not explicitly covered otherwise it's mr. president members of the board I do direct our staff and let them know about the cabinet members received this so they're not allowed we don't reimburse any in-state mileage reimbursement in that sense if this rolled into the base that that rule would still be in place now the board could codify that a little bit more with language in the contract but I believe that rule would still stand just because if we take that away I would still adhere to the intent of that my assumption is that we do have a current policy that covers mileage and explains when mileage is reimbursed how it's used in the appropriate steps to get reimbursed for a legitimate mileage expense mr.
president members of the board we do and that is really school business and supervisors signing off on that and approving it which could entail that if this intent was this for those automobile expenses not to be reimbursed which we don't be reimbursed now and it rolls into the base that we would be open to potentially submitting for mileage verse ment and if the wish of the board is to hold to that intent I would still hold the cabinet would not be submitting any money in state mileage reimbursement but basically when we make this move if we move forward with it as it's written they would just fall under the policy that we currently have in place and this would be non void the expectations or explanations over the last 15 or 20 years on what this money could have been used for goes away because it's part of their base salary and now that's part of their base and so we're not going to we're not going to try to justify it but we're also going to allow them to be under the current policies procedures that everybody else is under mr.
president madam are members of the board yes but I think I'm hearing multiple different verses from the board so I think maybe the board could be clearer in their intent I know that we're we're focusing you know on the automobile expenses but I want to just make sure that we're including all of this so as of right now before a change is made all of these items would not be reimbursed today they're not now not now correct okay okay thank you that clarification any other discussion all right you try my best welcome to being president all right I move to approve the administrative contract B and C with the following changes employees currently on contract a be moved to contract B with a $5,200 base increase which reflects the grandfathered stipend previously awarded in contract a contract C stipend be moved to the base salary and the stipend be eliminated contract B and C liquidated damages to be set at $2,000 for the 2004 mm I gotta get back to that sorry for the 2000 for the 2020 2021 school year ii was there so motion made by j leonard seconded by don Densmore all right seconded by mr.