I I call that a savings. Ideally, it would be money we can reallocate. I mean Reinvesting, shall we say? Sure. Okay. And and they're our students, right? >> Reinvest the money, however you want to talk about it. They're they're our students. Our job is to educate them in our district. That's our number one That's why we're all sitting where we're sitting right now, right? Our job is to educate all of our students in our district. Yeah. And that And that's our principle and that the state's principle is least restrictive environment, right? You keep the student in the the environment that that that provides the least restriction. That's always their home district. Um students' social emotional always do better in their home district if you can keep them in. There are students you just can't accommodate their needs, but keeping students in district is always always always preferred.
So um you're going to see a lot of focus on ELA and math and it's less about the content and more about the skills. So how do you get to the skills to build those skills to help the students so that then when they step into those English and math classes they're better set up for success. >> Okay. Some of it does include um making sure that they're staying on top of like study skills as well. So, organizational skills, um missing assignments and and things like that, but we don't want it to become only that. So, making sure that there's a combination of supports in there. It's a little bit of everything. >> Okay. Thank you. You're welcome. I just know I'd heard advisory. I'd heard it gone gone away, but now you're saying it again. So, I think we we change all the time.
That's the reason why it's only a yearly process now um to bring forward to the board. Moving forward as we develop those those processes to read, uh we'll also be bringing up bringing those to the board as well. And do we have a way to um to show that you know, to demonstrate like the materials that are being used are helping improve student outcomes? Supplemental materials are a choice that that teachers and sites make to to to use with students based on their professional judgment of what students need and will this material in addition to our our district adopted materials provide additional support for students in their learning. As such we do not track the the use of those supplemental materials and and and and really do not have a solid that there would not be a solid way for us to identify the impact that it has on learning because it is a professional judgment.
Other questions for us? I have a question. So, looking at page 32 and 33, so there is a specialist teacher for BMS and BES, and then on the priority two three, there's one as well. 30 to 33? 32 and 33, there's one >> last slide there. So, Sorry. So, Jess, that is our specialist coordinator. So, we have a couple different terminologies that we're using on that, but that's but About third third from the bottom on the The specialist teacher on priority one? And then two is on page both pages. Yeah. I so apologize. Um one of those was supposed to come off. I I apologize. Yeah, that was a redundancy by me. I'm so sorry. I we caught that in another iteration of it, and I forgot to take it off. Um I believe that's a priority one. Yeah. Yes, it should have it should have come off of It should have come off of priority two.
I mean, >> or call something something else now, right? >> Yes. Yes, that's true. I mean, it's I I will say when I got elected to the board, I kind of thought I was going to be here to keep things the same. I didn't want things to change and then I realized that if you're not changing, you're falling behind. So, we have to we have to continually change. >> Perfect. >> Any other questions or >> questions before the next line change? >> Switch to the next goal. All right. >> Well, I'm very impressed with the graphics on this presentation. They look very sharp, but also the numbers. I mean, you know, the the jump, >> the surges are just amazing. >> It really is a compliment to the work of the teachers in the classroom, parents at home, and the students are getting it's working.
A lot of these you'll find our teachers that that what we have just isn't cutting it and they've gone online and they found an open education resource that that they believe meets the need. And that's where our committee comes in to to identify is this genuinely going to meet the need that they've identified and is it a is it appropriate for students to be engaged with and so that being able to identify metrics and track that would be very difficult for us to do. Okay. Thank you. I appreciate the time and effort in this as well especially for those folks who volunteered their time to come and do this. I'm also appreciative that you guys are thinking about ways in which you know to maybe tackle how long that supplement supplemental material list is. I would also argue again from a teacher perspective and I can only speak for myself but what tends to happen a lot of times as well is that after a couple of years things feel old and that it doesn't keep the kids engaged in the same way or it doesn't do the same things as as technology constantly changes or especially if we have new curriculum coming out you might find there are different supplemental materials that are better for that specific curriculum and so you know when it comes to the sunsetting of some of these things maybe we don't use some of them anymore because they were best for certain types of curriculum and everything else and that again is labor and time and effort and we already put a lot of labor and time and effort into all of these things.
I I am so sorry. Um that's that's entirely on me, and a very good catch by you. Thank you. If my math is correct, all of the priority ones would be an additional $500, 6,500 dollars. Sounds about right. Do we know the numbers of but what that would be For each town? Uh I I would very roughly go 65% 35% Bolton to to to Berlin. Yeah. That's that's the uh the split that the elementary is more like 63 37. I I don't want to I I don't have it in front of me, so I don't want to speak to it, but it's a I think it's a little less. I think it's a little more towards um Berlin seems to be trending up a little bit. I'm curious with like the tech support and all the district equipment stuff. I know it's it's increasing part time and full time.
And so, that's what's really validating is to look at some of these numbers. It's validating in the work that we're putting in and seeing across the partnerships. And thank you all for the support. That math with a new curriculum, too, is unreal. >> It's great. I mean it's just awesome. All right. So goal number four future ready graduates. Uh in this one we are trying to ensure that our students are prepared and successful for life pass GPS. So mainly focused on college and career. And I think sometimes when you uh hear that you think this is mainly a secondary goal. However, we've worked really hard to try to incorporate this goal K12. Um one of the key components that we that helped us do that was thanks to our data and research department. Again, they created a U K8 early warning system and an at risk dashboard for both elementary and junior high so that our counselors, administrators um in at the elementary level, they can use those Tableau dashboards in their BHT teams in through their MTSS pro process.
And so, I appreciate I also appreciate the explanation of each one. That was helpful um in terms of, you know, going forward. I'm I'm I want to play around with the science one, so that sounds awesome. I appreciate it. We good for everybody else? This will bring us Thank you, Ms. Davis, for your time and Mr. Berkshire as well. Um we have action item 7.1, tentative approval of fiscal year 2027 maintenance and operation budget.
Is there a way to look at that to say like if we did the textbook like at least one more hour a week, like what would that cost line or like the district spoke numbers, what would you bring out the 0.6 FTEs? Jessica, the Yeah, we're at um Sorry, which I didn't say. >> we have a lot of items, but at this point we have to. Sure. It's it's also though time and people that are going to do that, right? So what are the >> gentleman that's working with us right now who is high quality, right? And we have him only X number of hours a week. When he does our spoken, it means we have to take that off of servicing our kids and servicing our district. We're going to lose him, right? He's he's going to go somewhere else with the quality that he's at and get a full-time job making a heck of a lot of money than we're providing.
Um Julie mentioned the transitions between sixth grade and seventh grade and from 8th grade to 9th grade. So again identifying students sooner who might be at risk of falling behind and not graduating on time. So, if we're able to do that by putting in action steps to help particularly with those transition processes at adding uh re we've added reading the reading classes back at the seventh grade level and some at the nth grade level as well as math labs. Um utilizing the uh attendance and behavior uh data to try to make decreases in those as well. um using the grad tracker. When you look at the on track, the 90% with complete four-year plans, training our counseling departments to look at the grad tracker and utilize that and make sure kids have a 4-year plan in there um starting their freshman year already and making sure that then as we continue through kids continue through those four years, we're identifying them right away and that there are options for them to get caught back up.
Any questions or comments from the board before I motion? I motion to tentatively tentatively approve the fiscal year 2027 maintenance and operation budget to allow for the issuance of contracts for employees for the 2026-2027 school year. Second. That would be Ms. Schultz seconding. Please vote via our thing, maybe. Oh, there it is. Um that was fast. Yeah, motion carries five to zero, it seemed. Is that I saw correctly? All right, great. I must have put in my the five. This brings us to item 7.2, approval of 2026-2027 salary schedules.
So we're also trying to have some sustainability with our staff. Some of these part-time employees get a part-time No, but he wants higher for a $35 an hour. Yep. So I'm just trying, you know, arguing both sides here, like Yeah. I I understand that. I would I'd love to give all of 32 and 33 pages to our student nurses, you know, but um Yeah. Yeah. So now that you're included in the one in the in your total, the the increases that you had on the other slide, Joe, the one that has like the Mhm. Sorry, my computer died. So the Yeah, what what was presented was level of service. This is above. So we this would be adding on top of that. That would These would be on top of that, yes. Yes. >> know why I was thinking that was in there. No, I'm sorry.
So, we've added inter sessions. As you all know, there's always been summer school, but we've really tried to streamline some of our alternative pathways such as Canyon Valley, um, Global Academy, um, to give those students the support that they really they really need. Uh we incorporated counseling impact checks so that counselors were aware of how to take a look at those dashboards and really identify their students who are struggling and provide options for them to get them back on track. Um so really that action step that's listed on this slide is the early warning system and that was the the first action step with this goal. Our second action step had to do with grading beliefs and practices. And again, we've done a lot of things in those areas to streamline uh their grade books, their PLC processes, um their syllabi, um district curriculum being utilized and making sure that administrators are checking on those things and making sure that teachers are uh Kristen Robert talked a lot about the CUAS and using those within our PLC processes to identify kids that are struggling and trying to identify ways even at the secondary level to get kids back on track to retach and make sure we're just not moving forward um when they haven't when they haven't achieved that standard.
Any questions or comments from the board before I motion? Yes, Madam President. May I Okay, thanks. I just I wanted to make a motion. Uh I'll explain it, we can discuss it, um but uh for the certified teacher salary schedule, in the contract language, it's it suggests that uh we can offer up to uh $350 a year for up to 10 years experience. Um I wanted to propose to to move that to 15. I'd make it 20 if I could, but I think 15's a good compromise. Um the reason being that $350 a year, if you if you get teachers that have been around for 15 years, I think we're at a disadvantage when we don't people end up in in school districts and they and they never want to leave. Even though we're losing enrollment, we're also losing teachers. And that's a national problem.
So So we already tried to make the disclaimer. So the only thing that's in there, right? So we just got to make sure the only thing that's in there is that fifth grade teacher. That's the only thing that's in there. And that's a conversation that we need to have with you guys, right? So it's to Beth's point and even to Megan's point, right? The title's gotten hit the last couple years. So are you telling us that you want to support that biology teacher position and that ELA position and not the fifth grade? Those are conversations that we need to get from you guys because I agree with what you said, Beth. I agree with what you said, Megan, that we Thomas has gotten hit. But, where where where are we stopping that? And I will make the note on slide 31 bigger. Maybe I can make it flash and strobe or something to make it I I understand.
So I think that's it for this slide forward. >> I I had one question on kind of relate to this. How do you um you know some schools might have a larger issue with attendance or even graduation rates um if like the district goal is 95% graduation rate. How do those schools you know create their you know their own goals from where they're at too? Um you know like if a school is maybe a lower percentage than the average in the district. >> I think each school would identify that's part of their continuous improvement plan. So they're identifying their areas of need. So there's so many pieces to this that graduation rate that is entered in. So they've done a really Christrista has done a great job with the CCIs, the college college ready career ready readiness index. Um I don't like to use the acronyms because then I don't know if everybody knows what they are.
So I think to give us an advantage to hire people, pay them for their experience. When you you know, when you're in your first 10 years, a lot of it is is survival. I mean, once you get the year seven, you know, used to be year seven. I think it's probably higher now. You were with us for till retirement. So I would say that somebody that has 15 years experience, we should pay them. And it's not that much. So in other words, for that extra five years of experience, it's another 700 $1,750. It's really not much. In the old days, when we had salary schedules with cells, it was hundreds, sometimes even maybe over a thousand dollars when they were moving cells. And when we give a teacher a raise for 3%, that's not even it doesn't even equal $350. So that might entice some really good qualified teachers who are going to have, you know, a lot of experience in the classroom.
It's not like like we've had conversations about like how do we express this without people misunderstanding that these might be in the budget. Um and we're trying to be as clear as possible. We don't want people to think we're being non-transparent, things like that, but these would be huge lifts. I think what Sorry. I think what Jackie said, getting a dollar figure at the bottom of that would be good so we don't have to do the math on that. Yeah, and also like yeah, is it clear Was it just me that missed that those were I would make that a separate file. Yeah, yeah, yeah. No. Cuz then you're going to have people clicking multiple files, getting confused, having to go to Was anything unclear that these were not included? I mean, on page 31 it's pretty it's pretty big. Could we include that on page 32?
Um but that has that isn't even an action step anymore because our our schools are getting full points on that every year now. But before you probably what 5 years ago >> they weren't. So there's all these indicators that add to that graduation rate. So one while one school may be you know increasing their um you know just in test scores or in their their ACT performances or in their um all I you have other examples of that that might be better. Yeah, I like what you said about how it becomes the sites. >> They they dive into it from their school p data. So we provide like this is our district-wide goal, >> but your to your point like there are some schools that maybe their attendance is worse or maybe they're they have more students who are off track. So then the schools look at that and then that becomes their action step.