001Okay, I'd like to call the February 4th specialing to order the United States of America. Okay, jumping right into old business, which is the budget discussion. Dr. Willlet, would you like to give us a bit of a review of what we're reviewing? >> Sure. So, what I'm going to do here is um you know, you remember that we added this meeting because you the goal is to have you be ready at um the February 11th meeting to pass a budget and adopted budget. Then you then move on to the town. The ordinance says that that must happen by that week. Basically, the 14th, the 11th is your last meeting before that period of time. So, typically you would work tonight to give me direction. I'll create the budget and the document and bring it to
002you on the 11th and then ultimately you do your final look and you would approve it or hopefully approve it at that point to be moved on to the town. So you're in that sequence tonight. What I did do is um I'm going to encourage you to um use your dashboards versus doing that tonight because that's people watching want to check it out. So I didn't say your deliberations, but those documents for help are not actual finalized. They're more like my notes and the working documents based on what the board asked me to do. So I think for the purpose of your deliberations, we want to just be using and looking at those working documents. I sent them to you um in your uh your dashboard updates. So if you're not sure where that is,
003jump into your email, take a look at it. that can be going to be at the very top. There's a bunch of updates, but the top top top update is the one that relates to the meeting tonight. And it has two links. It has the working document SPB to BOE and it has the FY27 DOE FAQ. Um, those are both, you know, the FAQ is obviously the question and answer. BOE working document is what we'll be looking at tonight. If you open up the working document, um, couple things to notice on it. Uh there are some internal components here. So I I have certain fields that kind of are the engine of this thing. Um and we're going to have to kind of take it slow tonight and just when you talk about something, if
004you want to move it over to what I I call custom 2420 26, that can be what you've decided. Um but we have to be careful because um the iterations that you asked me to create, I did my best. I came up with the 4%, the 5% and a 7%. The 7% um has the social worker and the PPT facilitator as asked, but you'll notice that there are tradeoffs as you move down from a 7% down to a 5% down to a 4%. And that as you would expect, the reductions get more and more severe when you work from the five to seven to the five to four. The swap are items that were put in the swap area. Basically, you're not doing, you know, if you're doing ads, it's going to add cost to
005it, but I assume there weren't going to be that many ads. So, the swap tab has a few things in it that you could swap for some other things. Frankly, you could swap anything out of any budget and move it into your final budget. But, I want to do it carefully because I want to make sure there's no duplicates, that I don't accidentally put something in twice because that that will work well for us. So, I'm going to walk down from the 7% to the 4% if you'd like me to do that. One thing to notice I tried to highlight in yellow or highlight in green if you have an ad if you have a reduction that off yellow or the personnel um impacts and when you uh go down from that to the 5%
006to the 4% what I tried to do is highlight in red some of the things that might be different between the seven and the five. For instance, you'll notice there's one and seven that's red. That's something that is in addition to um or different than what's in the five. Um in the five that goes away and other things go in. Um the red is typically stuff that went in in that percentage that might not be reflected in the percentage prior to it with the exception of that that one and the 7% area. So typically, this is just a, you know, typically those reds are going to be something that you know was added into the personnel reduction that you did not have in there before on the higher percent. Does that make sense? So as
007you move down, the red is the newer stuff and it gets longer obviously because you're going from a seven to a four and you know about $450,000 per percent. So going you know seven you're doing 1.2 2 $1.3 million reduction between the seven and the four. Um so at the seven you'll notice in the green additions area you are adding a social worker and you are adding uh PPT facilitator. You'll notice in the yellow kind of reduction area things that were in the superintendent's budget um came out. Uh you asked me to prioritize security and prioritize um as few staff future reductions as possible. um focusing only on if they're deduction simply uh it being students it being a position that uh is a retiree or a resignation and so under those parameters that's what
008these were you know designed for okay so if you look at it takes out of those things that were in the superintendent's budget the AVIS it takes out an MTSS CIA um you know we had a conversation about impacting administration something reflected in here for that. Uh there's an instructional pair educator reflected in here. Um there's a district um reorganization of of technology. These are personnel related items. Those personnel related items are yellow at the top and then the other items are at the bottom. Um as you scroll down, keep in mind, you know, look carefully at these items. There's Windows 11 upgrades. Um reduction of the counseling transport stipens, reduction in the transport line. Mr. Bod had a few questions about that. That is the differential to the actual um reductions in clubs. That
009brings the clubs back down to the model that they are this year. Um I did what I could with insurance based on the conversation um that we had the other day. Um Mr. Thompson brought up a few things. I tried to take that down a bit. Um, retire. I had a meeting on insurance this week. We still don't have all the numbers, but I'm, you know, I'm taking some risk and putting some figures in um with some anticipation. Retirement differentials were discussed. Um, the special education lines, we try to generally stay away from them, but some leaving some in there for any kind of potential outplacement that may occur. You know, you always want to make sure you have some in case an out placement comes in that you weren't anticipating. But this um reduces
010some of that um reduction in an additional two buses. It takes the fleet down now at total of six from the point of the contract. Um and remember that my directives were to avoid the security stuff and avoid you know features. So there's only so many places you can go here and those are the things you're falling on. Um the entire TMS athletics program ICMA is a small reduction in how we hold money aside for non-certified employees. In a five-year range you have to hold money aside. Then when they hit the fifth year they get money. So um this is just money held aside that we could try not to hold aside this year. There's some severance. If we reduce the seance line male carrier we would reduce the male courier. We've had a really
011bad year not having a male carrier. So, we're trying to put the mail courier back because it's been kind of a real problem. Um, so we're trying to figure that one out. And then this is advertising, taking down the advertising lines um that we use to advertise for positions and so on. Trying to do our best to find ways to do that. So, that whole thing, everything in here, um, but adding the two positions brings that to a 7%. Now, moving to a 5%. Now remember that you know >> can you check the reading? >> Yes. >> Sorry. >> Thanks for reminding um so the next >> All right. The next iteration here um we'll notice that in the yellow these are personnel. Um now this going from a seven to a five you're picking
012up another $900,000 of reductions roughly I mean roughly. So you'll see that these um these positions would be impacted. Um as you go through the list many things are the same but notice that the ths athletic program is in there or um you know an impact for this particular budget at 5%. And a lot of the other lines are kind of the same, but I tried to highlight, you know, what what the big impacts were as you get from budget to budget. So those are essentially the very big differences here is now you have TMS and TST ths athletic programs impacted. You know, one option is you can go to an absolutely completely parent guardian funded model. Um, but that's going to be as expensive as it would be for you to have any other
013sport outside of the school district. Now you're looking at extremely expensive amounts for parent guardians. So that's you know that's when you get to a 5%. Now remember the directive was keep all the security and keep all of the you know all the FTA teachers. Now once again there's only certain places that you can go. That's that's how it's going. So that's you know do I want to see any of those programs disappear? I absolutely do not want to see any of those programs disappear. This is how this this gets kind of managed. Now remember on this you're still going down by additional buses a total of six down from the entire bus fleet from the beginning of the contract and other things that were in there before plus um plus the athletics. >> Then
014you go to a 4% check the reading room again. Oh yeah. >> Sorry. People just keep texting. >> No, it's okay. It's good that you do that because I'm not I can't not looking at both when I'm doing this. When you get down to a 4%, the impacts are even more significant. Once again, you have the now there's pancakes in there, but that's basically made a word. Um, if you take a look at the yellow highlight now, you can see these positions are getting even there is even more um that are in there. However, um note that at this point there was no way to bring this down uh to a four without without impacting staff that are not retirees um that are teachers that are not retirees or resignations. though that you'll notice in
015red those are the additional ones from the five to the four and these are obviously staff none of which I want to see go at all but um in order to get to a four this this is the kind of thing that we'd be doing if we're not doing it somewhere else and we're not doing any tradeoffs um so if it's going to be a 399 or a four this is what your budget looks like um at this level and I really don't want to do this but at this level there are other significant impacts. Those are those staff impacts, but there's also um the added impact of a lot of materials. U this is a very this is not a good thing to do in my opinion, but you know there's that see the
016red the materials line there. I would try to back build some ERF if I could. um that ERF, we probably have to pick up couple $100,000 of that, but you know, try to offset it with ERF and make that a reduction. Um but that that's what gets us to a 4%. So there's all those materials, all those positions, plus everything else you saw before, plus um the athletics, you know, impacts and and so on. Um, I would direct your attention for a moment over to the FAQ just now that we've hit the 4% bottom. Uh, I just think this is interesting. You know, there's obviously a lot of answers here on a variety of issues and I tried to get everything answered by tonight, which meant that I had to use some data that I've
017been compiling. um some of which is you know compiled up to today but some of which you know is to 20 year or fiscal year 25 is related to certain things that that's what I had the data for and I'm you know still gathering some data but if you look at it um one of the things that I think is interesting is the the actuals from you know 2015 all the way through 2026 about a roughly 10 or 11 year period if you look at that last one BQ46 and you look at what the actuals have been over an average of this case because the data set is 11 years. Your average is 1.65% over 11 years. People have thrown out Ellington a couple times. Ellington has an average of 3% over that time. If
018you look at the amount of money that is a the differential between the budgets that you've had and say a 3% you know level budget, you're looking at at least a almost a $6 million difference. So when you look at the kind of budgets that I'm giving you, you know, one of the questions is historically what's been the superintendent budget? If you look at the green chart, it goes from superintendent budget to board of ed adopted budget to the budget allocation after the referendum. And you'll notice the average from me is about 4.5%. It's kind of skewed by that last, you know, previous year where it's 11%. But if you look at it, that's the data I had to work with to kind of work across the lines for tonight. But if you look at
019it, um, that's what was presented, you know, and you look across what what I've asked for typically is about a 4.5 when I start and what we get is about a 1.6 and between and a three is about level. So you've been about $6 million underfunded over that span of time. Now, you can't be $6 million underfunded and not have me start at a 9.9 if you want the MTSS stuff, you want the security stuff, you want, you know, all the stuff that is in that superintendent's budget is what you you've asked for either prior board to this board. So, and then if there's a, you know, directive not to make any reductions or anything like that, where we're at is I mean, you have a five six million differential between a town that's been
020funded at 3% and a town that's been funded big. So that means you have to make up something or find it somewhere else. Um so that's more or less where you are. Now take a look at that little graph below it. That's the impact of the debt service you've been paying. So for those years fiscal year 20 21 22 23 24 I just grabbed a couple of years. That's actually what your budget was if you subtract your debt service. That by the way is typically capital but that you were getting taken out of the board budget to the tune of about 670 690,000. So your actual budgets, even though it says 1.65, they've actually been lowered with that because it's been tied up in debt circles. Some of those budgets have been your debt service,
021which typically boards don't take that service. Um, it's kind of so it's just those are things to understand as we're walking in like when you look at these reduction lists and you think how could it be like this, but we're not taking you know staff in different places and I don't want to. That's how it looks like that. Um, also if you look above, do you want to look how we compare to other towns? I did not have time to pull the latest, but I'm doing it now. And not every budget is all the way through the process. Um, it's hard to compare budget processes because some budget processes already engage their finance boards. In our town, you go from the board of ed, then it gets handed over to the finance board, which is
022the town council, then it gets put up referendum. you're pro, you have a step where the board really deliberates on this and you have a lot of impact on it. Um, some towns go straight to this finance board piece and so you can't really compare the budget I'm giving you to the one that you're going to have in about a month. The one that you're going to have in about a month that you guys adopt and then goes through the town process, that's the equivalent of the finance boards in some other towns. So, you actually deliberate a little bit more in this case. But um if you take a look, these are actual percentages. This is the the actual percentage that was approved at referendum. So look at Talin's average compared to summer zington. Now
023these are the ones I could grab, but somebody had asked, you know, what does it look like compared to some other towns? I I'm getting the most recent data, but that's what it looks like. So, not only when you compare it to a level service of 3% are you at a $6 million deficit over a period of 10 or 11 years, you're also looking, you know, comparatively these other towns have had significantly more, you know, in terms of their budgets from percentage point. So, it's important to kind of consider that and looking at where we are, you know, and so looking at that and maybe some of the other data points as you go back. Um, I tried I think I got all the way through everybody's question as best I could. There were probably
024came in today while I was, you know, working on these other things. I tried to answer them um with what I could with what I have right now, but I'll keep expounding on it as I go along and add some things. However, um keep that in mind as we go back to looking at the um the working SP to BOE document. That's how we got here. So, if you want to look at the swap, you told me not to touch security um and so on. If you want to swap security officers or something, that's in your swap column. You want to dump things out of other budgets into this, you know, that's we can do that. Um, but what I'm hoping to do here is I'm going to try to take the customized column and
025things that you would like to see reduced. I'm going to try to move one by one into the customized column. Um, and you know, I'll watch that budget, you know, kind of go down as you, you know, as you decide something should stay or go. Uh, and I'll I'll do my best to keep up, but I, you know, try to remember like there's a lag in here. When I work on this computer, it doesn't happen like that. Sometimes it takes a minute to paste and copy and so on. So, we have to move carefully from item to item here. Otherwise, I I don't want to miss anything. So, I'm sorry. I know it's a very hard task. I did the best I could with the, you know, directions I had and this is where they
026>> Oh, yeah. Can I say something first? just for all of us for discussing purposes. The first columns and all of the things that are in yellow, um let's not read what they are, say what they are. Let's talk about column numbers, line numbers, um because those are positions. So, we don't want to we don't want to say what or where or anything like that. So, you know, let's really try and be conscious of that. Just just speaking line numbers, columns, >> and which area are you speaking about? >> The the yellow areas. >> Oh, okay. And on on all of the >> on all of the lists. >> Yeah. >> To explain that this is not a final budget yet. So, we don't want to create panic or concern um amongst our staff. >>
027Okay. Thank you. Yeah. Um, all right. So, I'm going to go to questions or comments. Brian, I think you were the first one. Do you still want to go first? >> Oh, I was just trying to clarify. Uh, so I know at one point it's so can I just I just want to clarify a point. So, are these inside these budgets are those capital ideas that we had are those in here? Are they out of here or what's the status of that? I know Walt you had concern about you know the window of time of when capital is um uh the process technically is but we were you know looking to see you know if they can provide the security and I don't know what else what it was computers or something else um I'm
028a kind of a separate uh line item so to speak is that inside this budget or that hasn't been pulled out >> so >> security has not been pulled out >> security isn't is within this Right. So like every single percentage security is in there and yes it is my intention to the west town council to cover that security cost >> and do we have a number on that just as >> 150,000 >> 150 for the address it's 220 >> it's all about 330 >> well I got three people I'm sorry the the budget if you're going to have it fun all three right so that that's going to be about you know it's like 90 135 705 you're in the you're in the 200 to 220 range >> and that's three sets as one
029SR >> three sets as one MSRO but just as a point of order you have to pass a budget on February 11th and you cannot make an assumption that you are going to have funds that budget then not be viable at all. So my intention would be to from my vote would be to include those in our percentage right with the intent that we put over x number if they're covering that they're going to reduce the number that they the percentage that they get. Okay. But I think I mean >> I think we have a better shot if we include it in our percentage and then adjust after than if we don't include it in our percentage and ask them to add it to whatever percent. >> Yeah, I'm just trying to get numbers here.
030>> No, I'm just trying Yeah, I'm just trying what my thought process is. And then the other one was what was the technology cost that that was potentially going to be asked? >> It was everything that we can ask for them to put into capital regardless of where we are in the capital process. All that is out if you look at some of these lines. If you go to the 5% >> um >> the edtech initiative is yeah >> that's out of the 5% >> reduction of the edtech initiative that's that is >> how much is that >> 5% 216,400 if you combine that with Windows it's 320,000 but the point is you had discuss whatifs. Yeah, I I want the whatifs, though. That's all that's that's what I was just trying to as a
031clarifying point. All right, that's all the quick things I have at at this moment. Thank you. >> Wait, can I just I'm going to bounce off Brian's. What? Um there is something pulled that the Windows 11 is pulled out of the 7% though too. Yes, the 104. >> All Windows 11 upgrades is out of the seven, >> right? So that but that is part of the 320 total number. >> Well, yeah. when I is the seven also has seven because you're not touching anything else. >> Mhm. >> Seven has all Windows 11 and all that tech initiative. All right. So, >> K1 and K15. >> If I want to ask the town council to take on our security and to take on our tech, that could be capital, then I am asking for we already
032have the 220 in all the numbers, but I'm asking for an additional 320K for 5%, right? And then an additional 1048. Yeah, it's 321200. >> If you're looking for all of the Tad Tech Initiative and all Windows 11 upgrades, it's 321200. >> Okay. >> And that that is >> to go into the 5% and >> that's in the 7% that's in the 5%. Yeah. >> Oh, it is in this. >> It's in both. >> Oh, it's out of it's out of both. Okay. I'm sorry. I thought the 7% didn't have >> no they all they all all of these have that because there's again you know this is it's difficult when you have to see this and it's obviously shocking but remember that the directive was not to touch I there's not anything else I
033can do except hit those kinds of things like the edtech initiatives the buses those are the other costs >> I have a couple other is that okay if I some person sorry I had I paused and said to move on but I'll take that move on back. >> Yeah. >> So yeah. >> So he just so speaking of the uh the two additional buses. So do we I haven't seen we're in whatever February the first week of February. I have not yet seen any kind of panic or huge frustration emails so far throughout the year with the reduction that we had made going into this year. Um, is there any I'm just just as an additional of removing two additional buses. It was has there been discussion with the bus company in regards to that
034or um how's the the feeling on the street so to speak with removing these? >> Well, we're combining more buses now. >> Okay. So people are seeing that the difference between some of you that were around for co you had a kind of un you sort of as we transitioned from co there was um you got a false impression because we were sending messages every time there was a bus issue to the entire population. Now when there's a bus issue we targeted at the bus the the people that have that bus the parent card. So you you know in the co times you saw bang bang bang bang and coming out you saw some but not as many. So some of you might be comparing it to the co time which would be a not
035applesto apples comparison. We do have more people having issues right now than we have. It's because we reduced buses. Most times it's combined buses and you know people who are listening at home they know you know you know who you are because some people have been silently you know suffering and other people are not. they're they're letting us know. Um if we reduce two more buses, I think we're you're going to start seeing things come in to the boards the board's email now because I think what has stopped it um or helped it is first view >> to some extent people have not been as concerned because first few is that tech kind of tells you where they are. So you're not standing at a I mean some people still are. I'm not meaning to
036take away anyone's suffering per se here, but the first view tells you a little bit better about where, you know, some of them are sometimes. So, they're not standing out there forever, whereas they were standing out there. And when there's fewer buses, they run longer, there's issues, that's when they get really mad is when they have no idea when it's coming or not. So, first has helped a little bit. But, um, this is this will make it very hard and it it's been hard on us. Um, our staff has had to to make a lot more accommodations. Even yesterday while I was trying to run the wellness meeting or Tom Swanson came in and one of the buses had to be combined and Doris was reaching out to me at the last minute and I'm
037trying to run the meeting and usually we'll get his message out and I had to have Tom run you know send the message out. All that's happening while we're trying to run the wellness meeting which is a state statutory meeting you have to be doing every month. So that's how it impacts us is it's it's just you know when we're trying to do other things it becomes like an emergency here or I mean let me let me rephrase it becomes an urgent matter here urgent matter there because uh oh we have to combine these glasses uh oh that one's not you know operation we're short on this run so it reduces your staff's productivity on the other things we're trying to do and they and your colleagues if you do start I don't really want
038you to do this if you do start asking around at the hockey games and the football field and the soccer feels you'll hear some people saying, "Oh my god, yeah, this was late." Or they had to combine a bus or so. It just gets I'm not looking forward to that. Um if that's the way we're going to go. But I will say I'd rather have that than losing, you know, staff. I really I don't really want to lose any administrators. I don't want to lose any teachers. I know and neither do you. So I would rather take two buses than lose anybody like that. But um Okay. >> You know, or anyone else for that matter. But that's yes, it'll have an impact and yes, we'll have to deal with it. But like I said,
039I'd rather keep people in place and deal with that. That's what we're going to do. >> Okay. Um and the other question I had was I know you had mentioned the um uh pay as you go or something with the regarding the athletic program because I doubt anybody really wants to see the entire Taho school systems every single sport just gone. So what was so what what what does that entail and what is a cost or or how how would that even >> well I to speak >> I don't I don't want to see it come but they would be fully funded by parents so you're looking at at least quadrupling you know or tripling or quadrupling the cost. >> It's it would be what we pay when we pay any other outside you know
040organization for it. So you're not paying 300 if you're asking them to fully fund it. you're looking at, you know, double that something in there more like what your kid would play, you know, a swim team. You know, that was a thousand bucks for or maybe >> that you're looking at those kinds of prices if if we're not having any any board share funding of it at all. >> But again, this is what happened. This is all I have to go to when there's nothing else that we can, you know, go to that. So, I'm not recommending that. Um you'll notice that there are budget iterations here who do not have high school sports impacted but the the lower you go more things get impacted then we have the middle school gone as well if
041you >> yeah there's there's budgets there's definitely the lower and lower and lower the greater and greater the impacts and they're not great. So, the middle school is 63 and then the uh high school is over a half a million. All right, I'll I'll pause or move on. Someone else can get a shot or what order. Jen wants to run those. >> Thank you, Mike. Your budget that it is passed forward, if there are things that might be negotiated after the fact, your budget could be I mean anywhere in a range, right? I'm just going to say, you know, you're so if you have some things work you're working on, we could pass the budget across the board at a certain, you know, pass it out a certain range and then there could be negotiations
042to take it down by X, Y, or Z. So, you know, you could do something higher than a four or five and and let those negotiations play out some of this other stuff. Like assume if you did a six and you soon certain things might be negotiated out, that six is actually a five or a four. But like I said, you can't count on it. you'd have to pass the six or the seven. >> Has there ever been a year you've been here that the town council after the town council reviewed the budget that you haven't had to come back and and negotiate the number that we gave? >> Maybe there was one >> in how many years >> in 20 years. >> 20, right? So likelihood is we're coming back to this room to
043renegotiate our number anyway. >> Yeah. >> All right, Dana, you had your hands. No, I was going to do a point of clarification before we started, but Bill had already mentioned that, so I'm okay. I can I'll let her. >> Yeah. Um, I just wanted to say uh thank you again uh to Dr. Willlet for um all the obvious hard work that went into preparing these scenarios and answering all of those questions on the FAQ as thoroughly as you did. Um certainly as somebody walking through this for the first time, um I appreciate the level of clarity, uh that you've helped her into what is obviously a very complex process. Um I manage budgets for a living and this has been really humbling so far. Um so um I appreciate all of you uh kind
044of bearing with me. I have a couple of um clarification questions if I may. Um the I I just want to understand and make sure I understand what um the insurance reduction is representing. So that's like an estimate of of what we could reduce once Echip disbands. Is that what that is? >> Yeah. >> Okay. >> Yeah. Yeah. And EIP is a complex matter. Yes. There will be timelines and releases and triggers and >> there has yet to be a negotiated agreement which we're working on now. So I'm just projecting a potential uh utilization of fund or reduction but I I have to be careful how it not to be to think that it would be more than that you know. >> Yeah. And then the um the sports do we know what that would
045translate to into cost for parents? I did not uh I mean I didn't uh I didn't have time to break that out granularly, but I can say that you know you're at 300 now and if you had to pick up if they had to pick up say high school sports a half million then divide that over roughly you know 400 athletes or something just rough numbers very $583,000 to run that program in its entirety. So over $1,000 per per character. >> I mean, you're looking at the kind, like I said, the only the best estimation they give you is you're looking at about the amount you pay for a travel team, >> you know, that because that's what you're doing. You're actually funding the whole thing where you might fund the majority of a travel
046team or something or a swim team. >> Yeah. Would that be t Are you using the same math for TMS as ths? >> TMS does not cost as much if you know, but you're not going to have a middle school. You're not going to have no high school team on no spec. So, you know, you're looking at the same general methodology, but it's it's harder to to nail that down. It would be more expensive for middle school. >> Thank you. >> Yeah, it's it's in there right now. That figure is there. >> Yes. >> Students is that middle. How many middle school students do we have involved in sports? >> I want divided by about 50. 665 divided by >> I'm just saying you're looking at about a thousand. So I mean same thing either
047way roughly. >> Yeah. >> Sorry. Go ahead. Um and then the ones in red um are the ones that you said are are people. >> Well, what I tried to do, it's kind of complex, is the ones in yellow highlight are are positions, right? And from seven to five to four, I tried to highlight what is notably different. So for instance, seven, you know, has these, right? And then five, see the reds that's added from the seven to the five are these additional red. There's those that are were in the seven and now there's the red, right? Yeah. That we're now looking at and then you go from the five to the four. Those red are things that were not in the five are now unique to the four. So I'm looking at the seven
048in I10. >> Okay. >> And it's red. >> Yeah, that's a unique one to seven. It's a reorganization of >> that department. >> Okay. >> Which would mean some people don't do that. >> Okay. Thank you. Thank you, Jen. >> Okay, James. Go ahead. Um I just one question for now and then I'll have some more in a little bit but it was related to Brian's uh discussion about buses and I before I ask this I want to reiterate this is not necessarily what I want to do. I'm just trying to ask the question so we get the answer and figure it out from there. But obviously the buses when it comes to the buses every student has to be accounted for. Every student has to be offered a seat regardless of if they have
049their license, if they get driven to school, whatever it is. Right now, obviously, there's a lot of empty seats and a lot of different buses, blah blah blah blah blah. What would be the threshold of we have just enough buses to make sure every student's accounted for compared to where we are right now? >> I mean, the thing is it's it's really not the empty seat thing is kind of this um hard thing to articulate. I agree. It's not what people think it is because I think they see they they see they see buses at different phases of their routes and the buses have to go to all the extremities in town. So if you have um 10 kids, you know, spread out over three roads and you have five kids spread out over three
050roads, you're still stopping at the three roads. Whether you have five kids at those roads and 10 kids and it goes down a little but not a lot. So it's just a matter of the the the basic, you know, analysis or math is the fewer buses you have, the longer the routes, the less flexibility. And so we lose two more, we go down by six from the contract, the routes are getting longer. When there's problems, we have to double up. And that is what people are seeing now is we do have combinations fairly regularly. Um, so it's just it's just a matter of ride time and, you know, that type of thing. There's no magic number. It's just you'll see the more the the fewer number of buses, the greater the frustration, the longer the
051routes, and the more prone more issues are going to happen. >> Sure. I guess I'm I guess I'm asking which is very difficult to ignore all of those prospects of it might mean longer bus routes and it might mean, you know, earlier pickup times and later drop offs in the evening. I I which kills me to even let come out of my mouth. But ignoring that for a second, ignoring that part of the conversation, we still would have buses that can provide transportation and all these things blah blah blah blah blah. >> I mean, they're there because I would rather have you do that than take a position for instance. But but it is right to create what I described or those issues. >> But again, my question is right now, let's say we have,
052you know, 30 buses. I don't know what the actual number is. I'm sure we could find it somewhere or whatever it is. Is it actually 18 buses that or you know let's say 23 buses that we are meeting the threshold and we'd have to make longer routes, earlier pickup times, later drop offs. I'm asking again ignoring the the reason we added buses a few years ago. What would what would that you said it's hard to just pick a number, but there's got to be some sort of number of buses that okay, we had got enough buses to serve all our students. Now we just have to edit these routes and make them longer and instead of 45 Go ahead. >> There is a critical mass upon which we are no longer legally functioning. You know
053we're not not living up to legal requirements. >> What is that? >> I mean that you you go down until you hit it. I mean basically we're not there yet but every iteration down reduces the productivity of your PV. >> Yeah. And every iteration down increases the frustration, the routes, the problems, the combining things, all of that. So it's just a matter of these this step down and two more buses will further reduce the productivity of your administrators and your secretaries who will struggle to manage the combinations, the breakdowns, the long routes, the complaints. There is no magic. You know, we don't want to hit that number. Do I think two more is going to bring us to a crushing, you know, halt of of loss of legal ability to maintain, you know, what is
054required of us? I wouldn't have it on there if I did. However, we are going to have a lot of problems. We're going to have a lot of problems. The board will probably hear about it. >> Our productivity will constantly be interrupted. You know, in the afternoon, we're trying to do our tasks, trying to get things done. and it's going to be cut from this one's, you know, I've got this problem. This one has to combine. This one's running late. This one, you know, was a sub now that ran into Wellington. You know, it's going to be all of the stuff that you hate hearing about. Um, so do I think taking it down by two is going to knock us off legal threshold? Not quite. But we are getting, you know, precariously close to
055that. Would not want to do it again. Um, do I want to see teachers or something go in lie of that? No. I'd rather have more problems I have to deal with than those people. But you know, I can't give you the magic numbers. >> I can only tell you that the issues will become more credible. >> So then can I ask you a different question? >> Is there a is there some sort of bus and it might be you so you can tell me. Is there some sort of bus main bus coordinator? Somebody doing that role of managing you know, hey, we got this this bus broke down. We need to combine these buses. or is or is that literally you and the principal of that school as you mentioned before doing it in
056the middle of it? >> It would be Doris Manning who's our first student contact working in conjunction with the principles and meram Espinosis our chief financial officer. He also is assigned transportation by me for various things. So it's a team of us that work on it. Gotcha. Um, but you know, it it ends up it ends up taking a lot of all of our time, respectively. I try to take what I can off the plates of the admin and buildings, but that's impossible really. I do everything I can to try to ameliorate or balance out what they're getting hit with, but >> um I can't take it all away. And so, we all suffer on that one. And when I say suffer, I don't I mean, there are people horrifically suffering in this world. I
057don't want to use that word. we lose our productivity. We lose the you know in their worlds they're you losing their core opportunities to work with kids and you know every amount of time they spend on this is time they cannot spend um doing community outreach or doing data processing for MTSS or working with teachers or you know creating quality PD or we're becoming more and more of a triage situation on a day-to-day basis. You know, I have about 50 things I'd like to do for this district and most of them keep just getting pushed back and back and back because of the the triaging we have to do every day on on the basic, you know, immediate needs. And the more of those kind of things we have happen, the more urgent immediate um,
058you know, problems have to be solved. You you become far more day-to-day managers than you do leaders, right? you're just managing one problem to the next. Um, and you're not really leading anymore because there's absolutely no time for it. So, that's what happens the more and more we trade off those things. But again, you know, to reiterate because you have to make hard choices tonight, I would rather have those problems than lose people because our people are the the most valuable asset to us and to our kids. So, you know, it is what it is. Um, >> is is there a pos and again I'm not not asking these questions because I this is what I want, but is there um a position that with the money that's saved from eliminating even more buses, is
059there a position that could be implemented into the school school side of it, so not for student, not you know that could take this burden off of and I say burden you hopefully you understand what I mean by that not anything negative but in this case I mean it's negatively impacting people. Is there a position on the school side that could take that burden off of the your shoulders and the the school the specific schools administrator's shoulders and we could fund that position through through some of these cuts to handle the influx of of this bus broke down. We have to merge this. Here's the plan. Here's the communication getting sent out to families. Yeah. >> Well, I'm going to put it this way. Um, >> no. I've been here a long time and I
060care a lot about this town. I love the town. I love the kids in it. >> I don't want to go anywhere else. >> So, I I preface it by saying that there's very little you can do anymore. >> So, no, you know, we're here because we care about the town. We're not here because this is manageable or anymore. A lot of this is not manageable anymore. A lot of it is, you know, minuteto minute, problem to problem, issue to issue. We're doing management. We're not doing leadership. And I want I want to be here and I'm going to stay here and we're all going to stay here. Like you look at these people, they've been here for a long time. You look at some of them, they actually live in this town. They're they're
061here because we don't want to see this place, you know, you know, bound. We don't want to see any issues uh overwhelm this place. But at this point, um yeah, I I you know, transportation is up there and two buses are up there. I put that up there knowing that's going to make our daily work even harder and there's nothing you can do about it because you have a you have a budget you need to pass here that has to reasonably you know be handed over at a level that will pass and that means that we have to do things that are going to make our day-to-day life more like managers and less like leaders and that the teachers hopefully we can preserve as many of those positions because they're the ones interacting with the
062kids same things nurses you know all of there I don't secretaries all of those positions you know they interact with kids daily so if our lives become a little harder to make sure that they can you know remain in the system that's what we want to do but there's nothing you can do to help us with that because unless you can get5 6 million back you know I guess the kind of thing you can do is you can look real hard at the data points and you can decide where you want to start to put your end because the data points are there those pages are there for a reason. They're not just serendipitously thrown in for no particular reason. They're the stuff that, you know, bargaining units use to assess ability to pay and
063things like that. You know, there's data in there that's useful to you. Um, your people will work very hard for you. But, you know, what has to happen in order to make something different would be something beyond what you can do like right now with this. Right now with this, you're presented with this absolutely horrible task of telling me which of this combination of yuck is going to end up in the budget that you want me to move forward. And I, you know, none of it, none of this is anything we want. And the only way out is to look at those data points and find new ways to have this process work. So, I'm just being pranked with you. But, um, we care about this place. We care about you. you're giving your time
064as elected officials. I really respect that. So, I'm doing my best to, you know, what whatever you want to do, I'll work with >> respectfully. I I I understand that part. I I will never second guess. I guess my question is ignoring all the bad stuff. We're we're turning staff away because of whatever problem that might exist. There's great people in our buildings that I have gone the last four years reiterating that the the only reason I think our school district our school district is sustainable today is because of the people who either run the district on a day-to-day basis or who are who are in the schools running the schools on a day-to-day basis. So that has not changed. But as painful as it is to say, ignoring all the bad stuff that comes
065with it, is that a possibility of reducing more than two buses and with the savings from that adding a schoolside position that manages the chaos of the of of of the delayed buses? It's a it's it's more of a yeah, it's possible, but not manageable based on everything you just said. Or it's a no, it's not possible. That position doesn't exist anywhere and it's also a terrible idea. So either way it's a terrible you want me to give you a yes or no answer there's nuance 115 if you hire a position it's going to be at least what 50 70 you'll negate that with like >> you know half of that will disappear in the position and frankly I don't see a position being able to >> to make >> you're not going to have
066a magic you know like it's I'm trying not to be glib there you can't a person doesn't fix a resource problem right you can hire a person to watch it that they're going to watch fewer buses get fewer, you know, take longer time. Um, so I I would get no. No, it would not improve the situation to reduce two buses and hire a position to mandatory chaos. >> No, because they're just going to be watching fewer resources getting the same number of kids in. That would be impossible. If I hired someone and said, "I want you with fewer resources to make everything work better." >> That would be a hard position to hire for, >> right? or you're gone or >> they'd say, "Oh, great. Yeah, fewer resources. Uh, you want me to make it
067roughly the same time, you know, I mean, with certain parameters, like the legal parameters?" Um, that they would that wouldn't be fair to somebody. >> I completely agree with you. I'm asking whether it's a possibility or not. Whether I want to do it or not. >> I guess if I'm doing yes, no, I'd say no. >> Gotcha. Okay. No, that and and again, I I'm not just taking your no. I'm taking everything you just said on top of the no and here's why. And so everything you you gave the why before. So I I appreciate just I guess summarizing it at the end of just no, not a good idea. We should not take more um away, but >> I appreciate the idea of creative thinking and trying to come up with something that would
068offset ours, you know, our struggle. I appreciate that. Something I wanted to recommend. Um, but I guess again it wasn't necessarily asking you is can this position fix the problems. It's more so can this position take that off your hands now because there's going to be more problems if we reduce even more buses. Can it take it can it take the load off of the principal's hands? Or are you very crucial in that process? Is Mr. Swanson very crucial in that process of communicating to families? or could a new position handle those responsibilities, all of those responsibilities when all this chaos breaks down? And would I ask somebody to do that ever in my life personally? Would I hire something? No, because as you just said, that's not fair to somebody. >> Well, I mean,
069they there could be a person who would take the phone calls and, you know, manage then people escalated. It's still coming our way. The issues happen at each individual school at the time that the buses are engaging in the routes. So I suppose a position could be in between me and the you know the principles and the public and you know go there and talk about combinations and receive the complaints and we're going to but that that would um not improve the functioning of the of the logistics. It would just you know be one additional step before reaching me when someone's upset. So there's no way of taking >> So I mean you could you could do that but you you you'd uh you'd limit the reduction amount and um and at the end of
070the day the logistics would be the same. It's just somebody would be in between me and the public or the principles and the public when they come to complain. >> So there's no way to remove you or the the school administrator from that process essentially. >> I mean not not any more than what I've described. You know, it would just be it would not improve the logistics. >> Yeah. >> So, it it's not going to make the kids rides better and we're here for the kids. It might make my life slightly better because there would be someone else to complain to, but at the end of the day, the kid is still getting there late. You know what I'm saying? It's not improving the kids experience, which is poor operating responsibility and mission. So, you
071know, I would say that I wouldn't recommend doing that. Um, although I appreciate the desire to to set a little >> Yeah, I mean to be clear I would and again I'm not endorsing this at all. >> And if it meant one more teacher, I wouldn't want that either. You know, like to have somebody to manage that in between us, that's not worth losing a teacher or anyone else for cost benefit analysis doesn't really match up there. No, that that makes sense. Everything again that is not something I I would ask. But I wouldn't want my students 20 minutes down the road getting home 2 hours after they got on the bus. Right. And that's that's just a looking out for the kids you care so deeply. So from a professional point of view, trust
072me, I everything you're saying >> Oh, I I don't I know you're trying to find creative solutions and you're being kind and trying to find a way to offset impacts on, you know, the management. You know, I'm just being candid. I'm not expecting you to solve the problem that we have right now of having more of a management responsibility than leadership one. It's just where we are. >> Um you I if anything I empathize with the decisions you have in front of you. I empathize with this with you because I know this is difficult and I what is this now almost the 11th or 12th time I've gone through this with a board and it's never easy. It's it's always hard. So sorry. >> Thank you. >> Next question. >> Good evening, Dr. Will. Once
073again, thanks for all the hard work you put into these three new proposals. Um, I just have just real quick I want to thank Gaza Espinosa and Suzanne Waterhouse who helped a lot with this too as well as others in the office. So, thank you. Wasn't just me, it was them, too. Thank you. I'm sorry to inter um for the for the Windows up or Windows 11 update. When is the drop dead? You know, are we experienc another Y2K that if we don't do this now? You know, >> every year they make it more expensive to reub the Windows 10 stuff. >> Yeah, I know you said that all fall apart in a year, but it's just going to eventually at some point. >> Yeah, it just becomes more expensive to maintain the tens than
074when they stop at some point. Um And obviously the company will be putting more of it on GMP 111. So if there is going to be a vulnerability, you know, probably 10. >> Okay. >> But um you know what I will say complimenting Jen Plumbo has also done amazing things for us and Adam shares the tech you know he he also has made sure that um and he's done a great job of leading the department and making sure we don't have um you know viruses and and some of the ransomware. you see these terrible articles about these places. You know, he does everything he can to make that not happen here. And so that's also part of it. You know, we're far less susceptible if we keep our systems up to date and keep everything
075running on the newest stuff or newer stuff. Having said that, um again, I'd rather have that than lose people. And I'd rather have some challenges there than lose people by all means. My next question on your on your four and five when as far as the um sports and you know you have on here the whole you know ths TMS the whole program >> well again as you go as you go down in percent yes the seven does include >> no the seven doesn't go five so when you say the whole the entire program does that is that just the the money for someone to participate or does include uniforms every dollar you would now have to be funded by your public. >> So that's that includes all your materials, all your uniform wellness. Okay.
076That that's the 583,000 basically that you know and that's not what we collect right now. That's what we collect is what funds it. So you're obviously collecting that 583. I think it's 583. >> I don't recommend that. That one I would say I would not do but I had to put it in here for the parameters the constraints of the process. So I I you know what I I know what I would suggest because this there's no part of this that gets any easier. I would suggest that perhaps um maybe we start with the narrowest one and or we go maybe item to item, you know, line to line using line and you guys decide yes, take that out or no, don't. And when we get all the way to the bot because I'll take
077the ones that are yeses and I'll move them to the customize tab. So like for instance, if you're looking at up the four, right? Just for example, let's say we started at the top 1.0 ftabis, right? Yes. No. You guys say ultimately together yes. I move it into the customize column as something to reduce. Then we go to the next thing. Yes or no. We move it to the if you say yes, I move it to the customize. Then when we're done going through all of those things, they'll be the ones you felt okay with. I mean, I'm not saying you're okay with any of them, but the ones you could stomach a little and the ones you can't. And those are all We'll see what the percentage is at that point. So, if you
078do the yeses and the nos all the way through, I copy paste and we see what the percentage is when you're done at the very bottom of the list. >> Great idea. Um, I was going to suggest that I was going to start in the middle, but I'm fine starting at four. >> The only reason I use a four is it happens to have I won't duplicate anything at that point. Okay. on moving it, >> but I do want to let the one round of questions go before we start building. But yeah, that's that is my goal that after we get through our questions, we start building. >> Um, thank you, >> Dana. >> Um, thank you again to the team for putting this together. Again, I know you guys are about to get it
079get sick of me saying this, but understanding our charge as board of D members is to make sure that our students, staff, and school system is funded to be functional. With that being said, and I don't want to beat a dead horse, but just wanted to kind of and I appreciate Brian and and Jaden for bringing up the best situation. And I'll be crystal clear about the reason why we're in our best situation. We already reduced to Yes, I was here with co when the bus situation was out of control. Kids were on buses for hours, hour and change, even our littlest students and we didn't have um the app. So, parents and and everybody was kind of not knowing what was happening. So, there was quite an uproar. Um we did field a lot
080of emails and a lot of calls. I think um since the app has been instituted, it's been helpful and a comfort to parents. There's also a phone call phone number that they can call to per student who has been at times not able to answer the phone because they're doing a million things, but uh also very accommodating and assisting with it. Um as someone who's been in the schools and seeing what's happened, not as much as some of us here, but as seeing what happens when those scenarios happen. And I appreciate what you were saying, Jaden, about bringing up Mr. Swanson or bringing up Miss Fugli or bringing up uh Dr. Willlet. It's in the moment with our security, our SRO's and and those main key administrators to make sure our students are safely where
081they need to go, especially our littlest ones, the K through five. I hate to say it. Especially our littlest ones. Some of the things that we've talked about in the past were bus stops. When I grew up, we had we had sidewalks. So, we our whole neighborhood even a mile away, we had a local bus stop. That's not realistic here in town. I think people need to understand it and grapple that because they see buses drive through the through the town like Dr. Wullet had said, they're only on so much part of the route, but maybe they're on the part of the route where they already dropped off 15 students or maybe they're on the part of the route where they still have to collect 15 more students um because our square mileage is so
082large. So, I think when we're making decisions on our budget and we're making decisions on what we're going to do and how we're going to take care of our schools, we need to understand those scenarios because the quick quick thing for me in my head is okay, let's make a let's make a bus stop at uh the vineyards. Let's make a bus stop at Kate Lane. Let's make a bus stop right here. But that's not realistic. >> So, I think and our folks who are listening and I appreciate all the folks that are on tonight, I wish there was more. There's nine participants on our on our meeting, which is also something that I think the team needs to be cognizant of because when we're working with when when we're working with our friends and
083neighbors to understand this budget and how we want to get it to what we need to do in referendum, people need to be coming to these meetings and understanding these meetings versus getting their information secondhand on Facebook so they could articulate a good understanding when we go to referendum. So, I'll get off my pedestal with that. Um, nevertheless, I think the bus situation, I think this is the best of the worst scenario, best case scenario that Dr. Will has put up towards us. Again, when we're looking at um personnel or we're looking at um classrooms and teachers in front of students and curriculum or programs in front of students. If it's two buses, I'd rather have programs in front of students. I'd rather have personnel in front of students, whether it is our social workers
084or it's our educators in front of students. And then we need to think about what we're talking about. Joel, you talked about the sports and several of us are sports parents. Several of us um could be sports parents, some of us could have the drama student, the music student, the clubs, the activities, the DECA student. I think we need to be cognizant of of understanding what we're doing as we're going through these things that we're that we are supporting the whole student because that football player or that soccer player may not be the best English student but because or because that soccer coach that might be the health teacher at the middle school really gets them going on the field. Now all of a sudden those kids are um achieving in this classroom. And again,
085I'll talk about that eighth grade student that years ago that was not doing very well in his classes and found the jazz band and found the drama club and now he's building the stages for the middle school place and now his grades I don't know how through the roof they are but they're way better than what they were and he's a functioning student in our classrooms. So understanding when we have these things and when we're going through the 4% the 5% the 7% even the 9% we need to be really thinking about the whole student and how we can support them right and McKenzie on my role they're very similar we come from a we write budgets every year we have to adhere to these things and it is a little different than the board
086of ed budget but again we need to be as and Jaden your questions right on man really right on trying to get creative to see how we can do And I know Dr. Wil's been banging his head against the wall to try to figure it out, but I think through the next few conversations, um, we really need to see how we as a board of ed can make a good, strong, responsible decision on all those different categories. I don't have any questions for you, Dr. Willlet. Um, you answered a multitude of them in the document and tonight and explained the bus situation phenomenally and thank you for being so articulate with it. Um, again, we need to be cognizant of what we're adding, what we're taking away, and what we're asking when we're saying keep
087this or take this, keep this or take that. That's what I had. Thank you. >> I'm going to just jump in really quick. Um, I know I know we don't love this question, but it's one that I get asked regularly. Um, Dr. Willlet, could you um level services, what would you say if we were just maintaining um I know our our main cost drivers in this budget equal about 7%, but obviously doing a 7% that still needs to be some reductions here. Although maybe not when you because you did have to include a couple some positions for us um to do that. But would you say about 7% would be basically keeping things where they are now year-over-year? >> I would say that or your budget right now, you know, if you look at 7%.
088You're keeping your staff structures essentially the same. uh all the other stuff that's in there impacts some element of kids offerings or um you know or creates more logistic challenges, right? Like the busts um Windows 11 upgrades, you know, these are things. Will it cause everything to come to a halt? No. Does it cause a more problems for our staff to deal with? Yes. Um, so you'll notice that what it does do is it negates most of what was in that superintendent's proposed budget plus a little more than that, >> right? >> So it's it's it's not really level I mean level services if you want that you'd subract security from the superintendent's budget, you know, >> you subtract the positions that I had added and then you're at level. >> Yeah, >> that's what
089level would be. Your level would be slightly more than that. It would be the superintendent's budget without any of the position requests. That would be roughly level. It's 7.7. Thank you. So about 7.7. Does that sound good to you? Just >> calling. Sure. Yeah. >> Okay. >> Um, so really I mean the way that the way that we've been running, you know, with a 1.65 and obviously even less than that with the debt service. We were in the same boat last year. We was able the year before. I feel like I can't even remember my first year or two on board, but I'm assuming we're around the same. I mean, when we have year-over-year with these seven, six, seven, 8% increases, just keep the lights on for a rough saying. Anything below that means reductions.
090And so we've and the time that I've been here, so this is my fifth year, we have never We have never gotten a level services budget. So we have constantly just kept reducing to just be able to pay increases in things like transportation, salaries, insurance, etc. So just pointing that out. before the new board came on, there was um an item of things that the district did to offset costs and to bring in, you know, some kind of, you know, some revenue. And so that that I think is also something to keep in mind that your staff do make a lot of effort to uh provide cost avoidance programming like TTA you know bring in funding open choice by about 129 to 130,000 right now and over 500,000 over the course of the last 5
091years you know grants about 943,000 almost a million dollars you know there's a lot of work done and you know um avoidance cost avoidance and and looking for ways to bring revenue. So the staff's working really hard. They're not just relying on say, you know, taxpayers to do it. They're trying um you know, and and I think that's something to keep in mind, too. The other thing is this idea that you see out there that um this is all just one big ploy to scare you and don't worry, nothing will happen. You know, that's not true. I mean, anyone in the public, your clubs have gone up exponentially. All the parents are getting nailed really hard during a hard economic time with massively increased paytoplay, much higher increased clubs. I had, you know, I've had
092I have three kids and I understand what that is to have your kids involved in things and then now they all those three or four clubs now they went up in cost by almost double. Your reports went up at least 33%. And that's that's last year. That's the P, you know, that's so it's not true that, you know, nobody's trying to hurt anyone here, but these are not, if you're hearing this at, you know, at home, these are by no means, these conversations are not to scare anyone. These impacts are real and they are happening right now. You know, they're happening to you. If you're a parent, you're seeing this. So, I just think it's important that people realize there's no magic wand here. These impacts are hitting people hard. Um, and it's not it's
093not rhetoric and it's not meant to be punitive either. It's we there's you're dealing with this issue right now. Where do you go? And like I said, I would look at data points, look at things like that. There's, you know, you have only a certain amount that you can do with this, but there's other things that could be done. Um, so >> yeah, I think just to touch on a couple of your points, at our very first meeting, our student reps came in with a list of things they wanted to discuss with us based on information from their peers through student council meetings. And one of the things they did discuss was that the clubs um was a concern for students because now students had to choose, you know, one club when they used to
094maybe do three clubs. Um they also pointed out which I was going to point out anyway is that when we talk about clubs and sports and all of the things and I think and band and everyone in this room knows this but we also have to highlight the fact that we we have an obligation to prepare our students for you know college as well and these things will not allow them to be competitive if they don't have access to um extracurriculars. So, there's a million things that these things do for a student, but regardless of where they're going in their future um as they grow, but that is another thing that as we have, one of our goals is to prepare our students for college, we're not really giving them that leg up. So, obviously,
095I would not be in favor of doing those things. And as awful as it is, if we were forced into a situation, I would rather up pay play, you know, up our um you know, ticket costs, um up all of those things than than cut these things. Um not that I think we could go to the point of a thousand because then we're just going to lose kids anyway. Um there was another So I want to ask this question because I think it's important for this discussion but I I also need to be careful how I ask this question. So, I don't know how this is going to work out, but um when we talk about, you know, let's say we're looking at the 4% budget and we when we talk about line um five
096of that, no, I'm sorry, not five. >> Nine by nine. >> Row nine. >> That would be a significant impact for for many reasons. >> Yeah. Um, could you discuss >> significant? >> I'm sorry. >> Significant. So, I just think that >> so think I mean, yeah, there's no way I would want that to happen. Not Not one bit. I think this came up and I included it because it was part of the conversation that the board had had. >> Um, I this is very difficult to like think of this 200 PPTs. Who's doing those? >> Who's doing the management? What did you say? >> 200 PPTs doing those. >> Yeah. >> Who's doing the management of the dayto-day, you know, disciplinary actions? Who's doing PD? Who's doing all the things? It's >> who's doing
097the DCF 136 stuff? Who's doing the >> who's helping out with the busing cost? >> You know, doing the busing. I mean, it's it's And if you look at schools that size, they have two. You know, there's one example. Somebody sent me something about a Vernon, but that school has half the number of kids. You know, it's it's not manageable. So, I I would not want to see that happen at all, but it's there because it's important and you asked me to do something and I did it. But >> um you know I do want to thank we've got three current town council members either in the room or online. One uh appointee as well online. Um I say this every year and I'm going to say it again. We cannot keep, this town cannot
098keep operating with the tax burden solely being upon property owners. And that is causing us to dismantle our district. And we are not keeping up with inflation. We are not keeping up with increased costs. We are not adding things to benefit our children while they are in school. And we are not adding things to benefit our children as they leave school into their futures. Um, there's really nothing that we can do in this room that changes that. And every one of us, I think, got elected with grand hopes that we would make some changes, that we could make even the tiniest little bit of difference. I know I did. Um, and yet all that we really do in this room is Sophie's choice. We choose the rock or the hard place. Um and um so
099I'm just going to ask our town counselors who are here as well as the ones who are not. So feel free to bring it back to your next meeting that um we really need you engaged here. Our kids really need you engaged here. Um we have limited community participation right now. I think that's going to change again as it always does as they see what their students will be losing, as they see what they will be losing. We heard from hundreds of students. I feel comfortable saying that last year between emails and the public participations about the effect of the things that we were taking away. We still took away in essence their clubs. We found a way to make them run. We are running out of options to find ways to make things run.
100And I also don't believe that it should mean that you know home homes are getting you know 10% tax increases. I I don't agree with that either. So, um, there really needs to be some short-term and some long-term planning with much smarter people than me cuz we just can't keep going on like this. So, okay, next bill, you're up. >> What is what's the cost of one to one tech for TIS and Birch Grove? Do >> you have that? Um, yep. Well, I can break it apart. I mean, >> doesn't have to be exact, >> but roughly you're looking at the Chromebooks are slightly less expensive. So, you're in the zone of the 119, you know, >> for both of them for each >> probably. But I have to look I'll try. >> And what
101would be in comparison the cost of setting up a couple carts to go into classrooms a couple times a week as opposed to having the one to one? I mean you can do it. It's just it's going and again it has to be taken in the grand scheme of things. It's going backwards. >> I get it. >> Because the the kids, you know, will not have it to work on you vicariously and embedded and integrated into the curriculum. They can't open them and start writing, you know, and all that the same way they could if they're taking them into the library, take it into other rooms and so on. So it'd probably be roughly half the cost of that. I'm just estimating because you have to have cards. You know, you got to set cards.
102I don't think we have those anymore. You'd have to get the special charger things for the cards. >> Um, we can transition to something like that. >> Is that considered capital? >> Um, it depends on your perspective. >> Okay. >> You might say yes, but the town might say no. The town dictates what is and is not capital. They ultimately make that decision. You can request anything. We can put it. We didn't request that in our, you know, when capital comes to you as a board. it comes to you in August and so in August you you say yes or no and you can put anything you want in there but that that one that boat has sailed for this year and then next year you could do that. Um yeah. All right. Um BQ
103question 15 um talks about we've collected $22,000 in fees, but the cost of it for the clubs, but the clubs is $93,000 we have. So, we're we're still waiting on $71,000 to come in in the last couple months of school, the second half of school. >> Yeah. Those are donations. Those aren't collections. I think it's how much was donated. >> Yeah. >> Okay. >> That's just So, on the on the positive news side, >> you have about 50 60 collected, but you had you had you had people donate $22,000. >> Okay. The only thing you have to keep in mind is that was during this economy, you know, this year. I don't know if parent guardians, the community would sustainably be able to donate 20 $103,000 every year, but they did this year. >> So,
104I think that question be specifically about how much donations. >> So, what what is the total amount that we've collected so far? We're looking between 60 this 60,000 roughly that we collected and uh for you know >> so >> and this is too we're a little bit shy but not much >> $30,000 still left to collect. Well, I I'd have to look at the daily. It comes in daily. You know, part of it is there's FRL involved in that. We don't collect from FRL for reduced lunch, right? >> You know, we don't collect there's still elements of that. We may have a slight slight deficit on it, but nothing like we used to in the past. You know, we're collecting the vast majority of every dollar, and we're not allowed to let kids in that
105have not paid unless there's an FRL status situation, which is different. Um, so >> I expect to collect most of it. >> There are still, you know, people that say they donated. We we don't harass everyone, but that's the collected donations, too. >> Right. >> Um, athletics 583,635. Do you know roughly how much of that is the actual stipens that we pay our teacher co or our coaches? I mean, I I would have to look at the coach line specifically to break that out. Um, you're looking about 3 to 5,000 per coach coaches roughly. >> So, that >> and every teacher, whether they're the head coach or an assistant coach gets a stipen. >> Yeah. Your your coach gets a stipen. Your assistant gets a stipen. There are volunteers that don't, >> but >> Sure.
106But yeah, your coach, assistant coaches, get them. >> So any basically any teacher that's involved in this or any >> it's a teacher, but if there's no teachers, they'll do it. We'll hire from other places. Other districts teachers >> and we can't run athletics with volunteers based on the union contract. Is that correct? >> Well, the union the union contract is one um one reason. The other reason would be that you do need this. You do need to have a training in a cert state. You have to be recognized as >> the online training. >> So it couldn't just be me showing up to take over my daughter's softball or something. I have to, you know, so it it's it's a little more than that. Yeah, the bargaining unit contract basically says you offer it
107to teachers first, >> you know, >> and if we wanted to take the step and say we're going to go with volunteers, we'll pay the $500 to get them coaching certified that it costs for that online class. Um, we would not be allowed to do that. >> Well, it would be an uphill road. Yeah, because you would be looked at as you have a, you know, bargaining unit agreement and you're trying to not give them the compensation for it by bringing in a volunteer to run the whole thing. >> So, it might be challenged. >> Um, and if you tried to run an entire a district like this on volunteers, some sports would run, some wouldn't. >> Sure. >> You know, that type of thing. Plus, the the program is more than just the coaches.
108the management of it, the collection of the money, where the money goes, the ordering of materials, the scheduling the games. You know, you still need people to coordinate those types of things, which means human beings usually or a human being. >> If not, you're tasking another human being with it. And the other human beings are not going to take that task without some kind of additional arrangement. >> But we don't schedule games in our conference. The conference has a schedule. Well, but you do schedule the buses, you know, line all that stuff up. And you do sometimes talk about rescheduling and cancellations and you know, >> but that's our participate in it. >> That's our athletic director that does that, right? >> Right. >> I'm not talking include a salary of that five something. >>
109Does that 583 include the AD salary? >> No, the program. We don't need the entire program. >> What's that? >> It's the entire program. Okay. >> So, so >> it would be everything related to that program. If you were selfunded 583 would be all personnel, >> all materials, supplies, >> you know, learning. >> So, try and follow me on this. Um 583,635 is the high school athletics. I believe by my account we have 20 varsity sports between boys and girls. um athletics, not counting the co-op sports. Um 20 sports into that 583 635 is approximately $29,000 per sport. Why don't we do any team fundraising that goes directly to that cost? Because the team fundraising that happens now goes right back to buying extra uniforms for the kids to keep. So when the football team
110raises $10,000, they get all kinds of swag for that. And that's my son loves it. But, you know, I'm wondering if it's a matter of saving the sport and doing another couple fundraisers throughout the season. You know, maybe that's the better route to do it. Um, if you if you keep the paytoplay at $300, you know, that's another approximate $120,000 based on 400 kids that you said earlier. That brings it down to $23,000 per sport. Um, I don't think that's an insurmountable amount for, you know, an entire sports team to do a fundraiser or two to try and uh come up with that. I mean, I I remember growing we sold candy bars and, you know, we I sent stuff with my parents to work for them to sign people up to to buy stuff.
111Um, so I don't I don't think that is um unrealistic to expect more from our students in the way of fundraising to save their sport that they want to play. Well, I think the the thing about it is um the math on that sometimes looks nice, but um those sports, if they were fundraising 23,000 per sport or 29 or whatever, and they're going out to this community, they're going out to the same people. >> So, if you're getting hit up by, you know, you're getting higher athletic fees, you're getting higher club fees, and here comes Walt Willlet. He wants you to help him out with swim team and here comes, you know, Meline who wants you to help him out with, you know, girls softball and here comes and, you know, the thing is it
112dries up. It dries up. There's only so many places you can go and so many people you can go to. >> That's why, you know, that kind of fundraising in the tens of thousands. Typically, what they do now is that they do stuff it goes into SA and it offsets something they want. You know, different things the team might want or benefit from. It's not the the actual funding of the team, its personnel, all the structures around it. So, it's just that kind of fundraising would be going back to the well, the same well, and I don't know if it would be there, but relying on it to sustain the program. You still have to hire the people, put things in place. You're spending that money while you're trying to fund raise it. And that
113was actually how the turf field got started was that, you know, that's an example of, hey, we'll fund this. it's going to be X dollars, but we're going to have this group contribute in this group and these groups will all sign up. And at the end of the day, they didn't. You know, some did. There's only so many that could do it. And then there was a pretty massive differential that needed to be made up. And, you know, that was a problem. So, it's hard because we couldn't really run a program on the on the off chance we could have every team raise that kind of money. you couldn't if you wanted to do that we would have to commit to deficit spend until we collected and if you're deficiting to if you can't collect
114and five of those 20 teams just using your numbers can't do it you're at 100 grand you know and then that 100 grand would be 100 grand deficit um you have about an average of the last five years about 148 at the end and it's usually.3% of the budget and all that but that means that you know that's the average some years you've had less than 50, less than 80, and others you've had like last year more to move. But what if you're in one of those years where you have less than 50 and 80 and you have 100 grand to make up? You know, it's it's just playing roulette. You know, it's playing a really tight game with it. And as you know, um it's a really not a great thing if a board
115had to give back to town because they overspent. So, it's like if we were to do that, we'd be taking a very big chance if we start doing it that way. >> Even if we cut that in half and say it's $250,000 that we ask the uh the teams to be responsible for raising and you know that that 29 is is actually 145. They're with the sports that my kids are involved in, they're pretty close to that now just by the email fundraiser that they do to have family and friends donate. >> Well, if you did, you'd still have to raise pay to play. So, you'd raise pay to play to 500 for kid, >> 200 more to cover the other 250,000. And then you've got you're asking those families to contribute 20ome grand to
116the sport. So, you know, the kids are paying 500 per sport now and they're going out and having to fund raise 20 grand per sport or 10 grand per sport. I I'm not doing the idea. I'm just looking at it as I don't know you can count on that. Whereas from a budgeting point of view, you have to do what you would be able to kind of count on. And what you can count on is if you have a paytoplay fee that they people have to pay it to play, you may have, you know, less demand because you your cost is higher, but that you'd have to factor that in. You know, I just I get worried about, for instance, right now we collected 22 20 almost $23,000 with clubs. I don't think we'll collect
117the same amount next year because I don't think that people will have the money to give what they gave every single year. I think they gave it this year, but I don't know if next year they'll be able to give the same amount they gave this year. I don't think anybody who gave this year is planning on giving in perpetuity. I don't think they thought, you know what, out of the goodness of my heart, for the next 10 years, I'm going to give all, you know, this money every year for the next 10 years. Some of them might, but I don't think all of them would. You know, I think it was the one time and they're hoping that we weathered the storm and got got the district through a tough time and then something
118will happen differently next time. But I don't think anyone's thinking in perpetuity that they're going to make those donations every year. So I would say that 22 extremely successful year. We did exactly what you were saying. We raised $23,000. I don't think we'll raise that same amount next year. And that was on top of the already increased pay to participate fees and the increased threshold. So it's just it's hard because um I think that's we're taking chances on that one. I will do as your superintendent anything you want me to do. But if we deficit funded that under the opices we raised the money, you know, you just have to be ready to face a deficit of a couple hundred thousand if we did. >> I think I I think we're selling we're we're not
119expecting enough in fundraising. Um you know I think fundraising has been done all the time uh throughout uh the days. I mean, for goodness sake, by just sending some emails, we get $8 to $10,000 without doing anything. We just send some emails out right now and um you know what happens if we have a car wash or sell chocolate bars or you know do anything. It all it all adds up >> 3,000 >> and it's not necessar it's not necessarily here you know it's it's a it's a family effort you know that's what I always remember it as a family effort. sell the, you know, the discount cards, you know, anything and everything. You know, I'm just trying to, you know, throw out ways to, you know, fund the sports without it coming out of
120our operating or at least aid in, you know, so it's not as much of a of a um an expense on our operating. Um, you know, I think we can expect more instead of saying, you know, the $500,000 isn't necessarily coming from this community because what percentages of our parents work in this community? There's a certain percentage, but I think a lot more of them work outside of this community where they would be helping their child. I know I would be helping my child, my wife would be outside of this community. Um, so I I think we're, you know, we're missing out on an opportunity by the the the noeffort fundraising that we do right now if we actually, you know, have have some expectations of our kids to do a little bit more. Um,
121I don't think we need to raise pay. I think we'd be surprised by the amount of money that we would be uh bring in by um, you know, expecting just a little bit more effort. I I go to Dunkin Donuts and there's is it Vernon softball that is is collecting at Dunkin Donuts in in the in the fall time or in the springtime. Um so you know there's there's other um schools doing additional stuff other than >> well >> is it schools or is it like TFC or >> No it was it was uh I believe it was the Vernon school softball players whether it was middle school or high school I can't answer that. Um but they Yeah. So, you know, I just I think we're missing an opportunity there to to to do
122more. Um >> can I just add >> Yes. >> Um I guess my concern with that would be though if we did that it would have to be like clubs where we couldn't run the sport until we collected all the funds for the sport. So, the only way I could really see something like that working, because I'm sitting here trying to chew on, okay, how do we do that, would be almost to like plan for it in the year ahead, meaning have the kids fundraised this year, put it into the bucket, and then whatever they get, take it out of the cost for the following year. The problem with doing that is that we only can commit to doing something like that for two years because that's our term. So we could really only affect
123one year's budget by making that decision. >> But just imagine if it's ridiculously successful. >> I'm not >> what board of ed is going to change that. But I think that that would have to be it. It would have to be something where the current year we're in, we start bucketing those funds saying that they're going to offset the cost for the for the following year because otherwise we wouldn't be able to start the clubs when or with the the sports just like we can't start the clubs and I see that being a heck of a lot more detriment because then we make scheduling and all those things until you know that you have funds >> and that's where you would have to do the deficit spending. So that's where you would have to do
124that because no scheduler is going to schedule games for a school sports team not knowing if they're going to have a sport or not, >> right? >> So that's where you would have to commit to deficit spending potentially. >> I mean the community is an awesome community. I think the thing is also just that I think every single one of us knows this. um grocery store. I'm spending hundreds more than I did a few years ago, right? All of this stuff's happening. So, it's just you're going to, you know, this group is starting to get tapped. You know, they got what they got and we don't have that much more. And I think it's it's hard. It's hard for parents right now. And I that's in a couple of budgets I tried to we tried
125to emilate some of these pay to play, but they just kept getting blown away. I think there we have to get through the storm right now. But I think there are other ways that the political bodies can act together in looking at the data points to offset certain taxs over time. So there's some possibilities there for the future. Right now um I'll you know again I'm your you tell me what to do and I do it. You can deficit spend a line. You'll notice that some of the lines that we deficit spended and spent were kind of bit under did that way are over now by by a lot some amount that we have to make up for and so we're working to do that and we'll freeze the budget but um some of these
126things would be really big so we have to be careful. I think we can do that, you know, to 50,000 here and there, but hundreds of thousands would be difficult. So, we'll just have to watch out, you know, that kind of thing so that you're not not in a tough spot. >> Well, then there's some sports that, >> you know, we're not going to have J freshman team sport. So, that 583 it will be slightly less, you know, because there won't be that sport. >> I think it's great. you're looking for ideas to try to make opportunities possible. >> I would also be in favor of only having one um teacher head coach or one stipen head coach per sport and just require that you know the others have to be you know a parent
127volunteer in some way shape or form. that a lot of them aren't thinking of a >> little bit and they're off. The other thing is supervision. >> You know, um the way that it usually works for us just from a personnel point of view in an organization is if you're paying their salary, they they're more responsive. You know, volunteers are great people, but they also have a lot of other things going on and they're not your employees. So, they don't owe you anything either. You know, they may or may not, you know, be able to show up every day or, you know, uh sometimes they're not they're not your personnel. So, if there's an issue, you know, um you have a little bit harder time enforcing certain rules. So, it's there's it's just a lot
128of logistics. again, every time, you know, we have to make a compromise on certain things. There's going to be logistical things we have to do differently. Um, but anyway, right now you're at a point where, you know, you're coming up on nine and I hate doing the state. >> He's got to finish his questions and JP didn't finish our question. >> Just say, but you >> I know to come back at you, Dr. Willlet, the the model is there. We've got six football coaches and only one of them is paid. Um, you know, so the model to have reliable volunteers. >> No, but there's my stepfather used to coach for the high school. They It's the head coach and I believe two assistants. So, >> do they get paid? >> Correct. So, he they he
129certainly did. So, you know, the head coach got gets the the five, you know, >> were they teachers? >> No. So, my stepfather was a sales architect for Verizon Wireless at the time. So, and then Scott Katy was the head coach at the time and they received different not to cut you off, but I just wanted to clarify it for football specifically. I don't know any of the other force the the head coach and maybe the two >> Well, I was told differently, but I could be wrong. >> So, there's a couple other things here. We do have certain sports where the person that we that has accepted the position chooses not to get paid and takes it as a volunteer. So that's going to that's going to vary year to year and sport to
130sport. The other thing is is that I believe I know this and Dr. Milin confirmed I think he's hinting at this. There's certain things like say cheerleading where there legally has to be a certain amount of people at practices et and games etc because safety. So, I would assume the same would go for certain other sports, beach football, other things. So, the problem with having a volunteer because I'm all for that. But what I understand the problem is then is that if that volunteer doesn't show up, you can't have practice or you can't have the game. There's no way to hold the volunteer accountable. And then if you don't get enough volunteers to say, "We'll do it." Now, you can't even have the sport. Or you've got to make special considerations and say, "Okay, this
131sport gets to hire somebody, but this sport doesn't." And then that sport's going to probably get to hire somebody who maybe has more experience than, you know, Jen Galishant who's going to never cheerleaded in her life, but is going to decide to volunteer to be a cheerleading coach. So although I completely understand what you're doing, I don't I don't think it's that cuz I want to do all of those things and I want to do them today, >> but I don't the thing that we don't always realize is the business and the safety and the legalities that are driving some of those decisions that don't allow us to do those things. Okay. JP, you have not had a shot yet. Would you like one? >> Uh, yeah, certainly. Um, so in terms of the the
132fundraising, I'm I mean, I fully agree. I'd love to see the students doing doing more of that. And um, but I would also agree that you're you're we would have to be okay with doing some of the deficit spending thing, right? like the for example as I recall uh Christmas season or holiday season is always a huge spike right you're selling the the tins you know there are those people who are happy to just write a check as a donation but then there are those people who would rather feel like they're getting something for their donation even if they're paying more than they would getting it off Amazon right it's a convenience you're getting the tins of popcorn or whatever candy bars and whatnot right that's all part of the thing so I I think
133that's one of those things we used to back in my day, you know, I I got no problem. I would love to see more of that come back. But um the question I had specifically and I want to be careful I don't how I how I say this here, right? I see lines um uh 11 and 12. >> What tab J? >> Oh, I'm sorry. This is the 4% tab. Um, and so I don't want to specifically I so my question I guess is this I'll I'll put it broadly. One of the questions and concerns I h I had at the at the workshop and and in hearing um discussions of some of the people on the administrative side in um um let's just say broadly broadly speaking people in different areas working on curriculum
134types of issues. I I felt like I was hearing some potential redundancy and overlap and I'm curious specifically in the in the curriculum area. Um how much you uh might have have looked at what the responsibilities of the different people are. I don't know if you want to speak a little bit to how many people you have covering curriculum development um and you know in general and what their what their responsibilities are and and where we might have uh redundancy or other opportunities for streamline. >> Is that is that fairly enough stating? >> Yeah. Uh yes. Y um we've had a reorganization of curriculum back in October 1924 roughly and um these positions were um were discussed with the board. Essentially um the current staff doing that job are doing massive jobs. So for instance
135um you know a curriculum administrator for STEM is doing all of the science departments the teched departments the math departments um you know doing much more than just math and and ELA it's a huge umbrella for ELA ELA is you know it's doing not only ELA but you know ELELLL it's called the criminal administrator for humanities here and curriculum administrator for STEM so it's they're taking on all of the departments that fall under it. So, humanity supervisor does the art, ELLL, ELA, social studies, K12, library, media, reading, reading support, music, world language. You know, one of the districts I came from had people for each of these or com combinations of them. Here, that person is overseeing all of those. And if you look at it the same way for STEM, STEM administrator does science,
136math, tech, math support, business ed, computer science, family, consumer science, like all those departments are under that one person. Whereas other districts I've been in, there's somebody for one of those each or combinations of those, but not one. And then curriculum directors, I did something a while back. There's, you know, we're one of the few districts, I mean, we have one and so does almost every other district our size plus someone else. So, it's we are by no means over staff from a curriculum point of view. And the curriculum people are absolutely overwhelmed with the jobs they have. So, there's there's really nothing that is redundant in these these individuals. They're doing massive amounts of work. Um and we're farther along in curriculum than I think we have been in years. You know, we have
137the teachers engaging at every level and very valuable um on the CIA teams doing stage one, two and three um curriculum development under the UVD framework, understanding by design, connecting it to transfer goals and all you know all aiming towards the goals of the portrait of a graduate. Um you know and our tenants at the fortune of graduate were highly wellcoordinated, highly organized, highly structured and you know a great amount of that goes to the credit of these individuals. You know the district is going to be doing great on NAS because of that when you look at our structures you know we make up for a lot of places where we're trying to build. So, you know, I and if you take, you know, if you look at it, um there's been some although the
138new members wouldn't know this, you know, a lot of um the middle level um you know, stipens that teachers used to get are gone and that's those people might have done some of the things and now they're not there. Um so if anything you've wiped out sort of your middle level support and the people that are left doing it are doing even well even more. So I'd say that we've never been in our history a time that they that these types of positions have been more utilized and more overt taxed than they are now. Um so that that's that's how I see it. So no, I I don't see that there being any anything that could be done there whatsoever. We are we are getting massive value of the people that are working for us
139and it would be impossible to really do what they do otherwise. Okay. The um thank you. The other thing I I asked submitted a written question about um actuals for prior years in addition to the budget the budget numbers and from from that perspective it it can be helpful to be able to actually see not just what the budget budgeted amounts were in prior years but then what the end ofear roll up was for those as well. So I was curious if that's something that you have readily available or or what your thoughts are there. Uh yeah, I gave it to you in BQ45. >> I'm sorry. The there's I gave you what was passed at referendum in BQ45. >> No, in the at budget FAQ. >> And then uh I think we also had
140um there was um uh the object code page on the superintendent's budget. That object code page does show actual previous. I think I tried and I accidentally deleted it. >> Um the last five years and right point point being that we have we have one that has actuals but no but not the that that's the one that doesn't have the >> this is the actual >> right but it doesn't have the corresponding budget amount right what I was looking for is when I when I see a line item breakdown it's helpful to have the what's the budget what was the and the actual so that you can see right there for each line item what the delta is between, you know, what the variance is between what was what was planned, right, versus what was
141actually what was actually spent. >> I thought you were asking about his proposal. >> So what I mean so that historic in what I did used to do anyway in my in my other life, right? That was one of the sort of primary indicators of where you know, you get to see year-over-year how how you're actually performing relative to relative to the budget plan. Right. Which can provide a lot of useful information. >> Yeah. The um I don't your question came in today. So I kind of did the board the BQ45 and BQ46. On one of those I did have some information that >> but Dr. got pasted in. But um >> he be referred to the the actual versus versus uh budget report that you report every month. And then we have the year
142end from last year in the FFC folder. >> Yeah, that'll probably be what >> that'll tell you the actual >> Yeah, the FFC would would have that. Also though, I did put something in here that I I'm trying to find it um that might be informative. Um, and I thought I had pasted it in, but let me see. >> I think in one tab you did have a summary of actuals at a higher level. >> There was even one that um, sweet. >> I'm and and I understand we don't I'm not nec, you know, you aren't necessarily going to have an answer on that tonight, but I'm I'm curious and if this is something that, you know, maybe I can meet with you later some other time to talk about or get get a file,
143I'm certainly willing to do that. But from the point of view of someone who's not as familiar with all these line items, that's a screening tool that would be very helpful to me personally. But >> yeah, I I part of that um I did give axles for the last four or five years. Um I'm just trying to find where that I thought I pasted it in there, but maybe when I was working on it today, I didn't. Um in any case, uh okay, here it is. Yeah. So just you know I did for the last from 2022 through 25 because the years prior to that were co years and they were kind of anomaly anomaly years. Um now where are you looking at? >> So your end of budget I'm trying to I have this
144here and I thought I had pasted it in. So I'm going to look right now to see if where I put that in. Might have put it in needs to take a minute. Just gonna grab something. It's going to take a sec. Sorry. See everything here? Okay. Would this be under updates for the board of education? I thought I had put it into something 456, but let me just try to do it quick to kind of copy and paste this right here. One sec. Insert. Okay. >> And and again, I know Jennifer, I don't want to take too much time if we have to move on and I can, you know, if we can just we can follow up and you can email me something if you want or however you want to handle. >>
145No, JP, I mean, others have taken time. We get we get to have your as much time as you want. But let's not go too far. >> More granola bars. >> I don't put you in traction. >> $8 a bar. >> Okay. So, um, here's at the bottom of BQ. >> I just did something kind of quick, but at the bottom of BQ46, these are the years, the most recent years that are not CO years because COVIDs are anomalies. The ARAS and everything really screwed this, >> okay, which we're >> so if you look at BQ36, scroll to the very bottom of the whole thing. Um the average percentage remaining is uh is about 3% of the budget and the a the um the average um remaining balance >> last question please >> is uh
146the average remaining balance is about uh 148412. So this just real quick, I mean this is a really quick and then in FFC I could go even deeper but this gives you a taste of it. You know these years that are not the COVID years your average ending budget is.3% of the entire balance as an average and the average remaining balance is 148. You've had years as low as 9,800 and years high as 335 and almost always it's going to be less than a percent. And that gives you just a basic just idea of snapshot right now excluding years like the COVID years and then the state budget crisis years where they were massively anomalous because of those problems. >> Right. Right. But what I what I actually want to look at is where you
147have the line item breakdown in the appendix. That's actually where I'd like to see the actuals column as well. So that when I'm going by line item >> Yeah. I mean I can show you guys anything you want. FC is the best place to request and get that kind of stuff. I think that but to give you an idea of of actuals from the point of view of your end of year that's what it looks like. Gotcha. You know your aggregate look which is what you're mostly making a decision on as a board is that >> um but in FFC you know we should add those things to the agenda and you can look at the overunders they're going to be all over the you know some things are going to show clear trend like
148we're we're greatly over spent on legal because we budgeted enough and you know you'll say where other things have bounced up. One other thing to note is that we don't make transfers. So the way we handle things here is you you might maintain some in a budget and you might overrun another budget and balance those two out, but you don't make transfers to balance one budget. Good. So you'll see some go, you know, into some negative balanced out by something that's in the positives. So I mean that's what I expect, right? >> Yeah. Well, in some places transfer money to cover those negatives and that's, you know, here it's been seen as disingenuous because that asks the amount you're actually spending. >> Yes. >> Well, if if they're trans transfers happening are okay, too, as
149long as it's properly documented. Right. That's when you have a some kind of a budget transfer request form or whatever. So, you have a paper trail and e either one works, right? Right. I think here they've just seen it as more easy to not have to track down. >> And I think that's the thing of those documents. >> You can't just slush it around without having a documented process. So, so if you don't have a documented process for traceability, then you don't do it and you have to balance out at the aggregate, which is what we do, which is fine. We can go any which way you want. It's up to you guys. You can >> Well, I'm FFC2, so I can I'm okay. That would seem a good place to drill down on those
150things because you're talking multimed snapshot that's kind of where you are. Debts the last those are the approved budgets EOI remaining the percentage of the budget remaining EOI actuals for the last couple years outside of those. >> Thank you. >> Okay. Yeah. >> Okay. >> Um All right. So, we're thinking that we should jump into trying to do um what Dr. Willlet suggested. >> Okay. If I if I let you ask a quick question, I let everybody ask a quick question. So, as long as you want >> question, are we here for a really long? I'm just I'm just, you know, last meeting I was told to push through something. Now I'm just giving everybody the option. That's all. >> No, just because tonight's the night, right? Like like besides next time to where we're
151trying to get 98% done tonight. >> I I I don't want to take much time with it. I just would like to ask this bill. So, well, um what we got here? Hold on tab. Um so appendix um a all programs >> which appendix where you >> uh uh on the from the budget there's appendix uh A B CDE E F >> oh you're now are you in the budget >> bullpenics the budget that's uh accessible to the town >> yeah superintendent >> uh just um the board of education what does that exist of and I saw the increase of 130 182% for 125k additional on that one particular line item what is that line item involved >> let me let me look at appendix A and this is a great question for the FAQ
152I know I caught >> my eye late right >> the way you led into that Dr. Well, I was just saying cuz I can extrapolate on stuff. >> The last line one. >> So, let me um >> last one. It was originally 68. Now all it suddenly 1925K additional. >> Yeah. Here, give me a minute. I'll pull that out. Takes me a sec though. >> Thank you. >> Yeah. No, no, of course. It's just I apologize because I'll be it'll be like I wish I had >> I did put a bunch of other appendic >> um okay so let's see what's in 791 you have um student and community member recognition. Um let's see you have I think she'll find it. >> She was the Don't expect that now. >> We're waiting on information. Oh,
153okay. Okay. >> I think there's legal services. The dollar difference a big part is going to be that we budgeted for VOE legal services 40,000 in the fiscal year 26 and we've gone up to about 80,000 about 79,000. So the dollar difference >> that's 40k that's about 20 >> 40,000 it's one of them um 791's not that much uh bridging and binding is about the same um conference travel uh we budgeted zero we went up to a thousand some people go to the cave conference and that's typically what we budgeted in the past public affair s and state trooper. Um we pay for the um trooper, you know, when they come and do things like graduation. I think that's part of 791 and that we went up from 10 to 145 another 4,100 um is
154there cost went up 79 also as the resource officer >> school resource officer and I was 81,000 a board. So that's the uh security where the PO actually it's your SRO. >> All right. So that's where that nested was. >> Okay. I just that increase just took me by surprise. >> Yeah. Well and you when we were zero this year for that position. >> So that's a big chunk. >> Yes. Okay. That that's that's fine. >> I can go through like any other main but that those are the big chunks. >> Yeah. No, that that's that that makes that makes 98% of the line item. And just one more quick, uh, the superintendent's office, I saw you had requested another almost 18,000 for your office. Was there additional staff or >> uh, I think >>
15541% increase >> just off the top of my head without the code and I don't have the code >> 755. Hold on. That's probably uh uh so part of it is um that teacher appreciation day food concessions went up by about five,000 >> supplies and materials went up >> about 5,000. >> No, 500. >> Supplies and materials went up by about 1,700 because it was underfunded before. >> Okay. 83 to 10. Um there's computer supplies that we had underfunded. And so the the machines and the copier stuff and the printers and everything in the main office, it went from it's about $2,000. Went from three to five and the normal expense was more than what we put it at because we cut all these lines pretty low last year. >> Yes, I understand. >> Um
156there's some contractual things that I didn't take last year. It was an agreement thing. >> Okay. >> Um periodical things like that and they were put back. >> Okay. >> But like I I also would get trained, you know, I can get tuition reimbursement that I didn't take. >> The I thought I saw one because I had asked that in the uh Q&A. I thought that was on that front. >> It's in whatever that was, but that's another superintendent thing. Not necessarily seven, you know. >> Oh, groups of two different places. >> Yeah. But that goes into periodicals, professional books, which is 750. There's a couple lines that cover it. 755 is also um books materials. Yes. >> So for instance, we have a grading committee this year >> um the district grading committee and
157we bought the books for the people on the committee so they could read the research about the grade practices and that type of thing. So that went you know that's also 750 of that fine. Do you see any like five, eight, >> $10,000 of all those? >> There's like uh 13 more examples. So there's just little things here and there. Um another one would be um there's some surprise. Okay. The one of the other bigger chunks maybe is hardships. Uh we're having trouble funding, you know, all the FRL stuff and that we had underdone that you in the past. And I also had more donations and grants and I don't have that anymore. >> So if you look at >> that's in that line >> there's 755. Yeah there's >> 75520 755 30 755 40.
158These are hardship accounts. >> Okay. >> And those are for kids who >> that makes more sense. Yeah. I just looking it was a large chunk. I mean it's one thing in there. And so these this this is like the seventh or eighth example of stuff, but that would be the hardship accounts those four lines. Um there's a couple of thousand and a couple more thousand there. Um there is uh do you know dues and fees we didn't run last year that's out of 755. Um and putting that back. Those are all the dues and fees of caps cave all that stuff. >> Yeah. No, I got you. Thank you. Um, and then there's uh I'm good. I'm good. >> Okay, thank you. >> Good. And then just just um >> curriculum workshop >> the
159710 line school administration principal's office is that all of the principal offices throughout the district. >> Yeah. What we did is that we you know how >> 32k? >> Yeah. Roughly there there's a lot of things in 710. So let me pull that. >> Yeah. No, I don't need you to list them. I just see if that's for all four buildings. >> Yeah, his principal's office lines are in all four buildings. Yeah. And they also we're talking like the office supplies and so on. We're trying to, you know, in the past um you've heard people say about the teachers having to buy their own stuff and they come down and there's no batteries and or whatever, no this that is we're trying to provide all the supplies they need in the office supply vaults. um
160so that they go down there and if somebody needs 24 batteries for their TI 999 bore a whatever calculators they can get them whereas you know sometimes that's been harder >> so those are they're funding the principal's office as the main area to go get your supplies >> as that line item >> yeah part of that I think if you're talking the line you know principal's office and supplies >> yeah 710 >> there's about 40 references to 710 so I I would have to go through every one of them but That's fine. >> All right. Thank Thank you. That's Thanks, Jen. It's all you. >> Did anyone else have a quick question? Did you say you had a >> Was it a quick one? >> A long one. >> Does anyone have a quick question?
161>> I have one really quick real real quick. >> Go for it. >> Dr. Willie, when it comes to stipens and and for co-op schools, who covers that actual statement? Is this the whole scope? >> When you say co-op, >> you're talking so co-op. >> Yeah, for sports, I'm sorry. co-ops get paid by the the participants everything >> most of it although we have tried in the past the board did set aside um like 10 grand to try to offset some of the impact but it's vast majority by parents >> we ended up having to um >> vast majority >> I'm talking about the coaches that did I >> hold on let me explain it so in the co-op sports so we we had money set aside to help with the co-op program okay >>
162that was that ended up getting reduced last last year out of the budget. So, we helped zero with our co-op sports like gymnastics and swimming and ice hockey. And now that 100% is on is on the parents. So, that's probably in the neighborhood of two grand 2500. >> Okay. >> For those sports for the co-op is very expensive. >> Yeah. Some animal quick >> snowboarding because I know we have a snow >> club. There it is. Thank you. >> So all the quick questions are done. Dana's got a long question. >> Is that really long? >> Okay. So Bill asked a question about I was longer than the short ones. Bill asked a question about the coach's stipens. I just want some clarity. So you said it's between 25 and 35. Is did I understand
163that right? >> No, I mean I'm just off the ballpark. >> Okay. So now if I'm hired from the outside, is that a similar salary paid to that? >> Okay. I just want I just want clarification on that. >> Um the also with with the budget with the the sports and the fundraising similar to Jaden's questions with the bus and the transportation. I appreciate the creativity. Um, with all due respect, I do think that a lot of our families do a ton of fundraising and I'll compare it to like Dr. Willlet said, we're kind of going through the same pool. Yeah. My dad used to bring my Girl Scout sign up to his to his night crew and have them all. I mean, those night crew guys really bought all my Girl Scouts, right? So,
164but now today I have probably 15 plus Girl Scouts that I that I know that whatever they're knocking on my door, they're calling me, they're texting or what they're posting on Facebook. If I bought cookies from all these in Girl Scouts, I probably wouldn't be sitting in my chair right now because I made too many cookies. So, I know I'm making light of it, but I think we need to think about what we're asking about. We had, correct me if I'm wrong, Jen, when you were on PTO, TPTO, was it 20,000 or 40,000 who donated the schools for our Chromebooks? >> 80,000. I think >> it was a lot of money from our Tepto or PTO, right? From fundraising. It was a bus >> who was by far our tepee and our PTO and our
165TMS and our boosters are by far the best PTO and tepos and parent teacher organizations that I've seen in my lifetime. So again, we have our tennis club who a lot of that those families are doing a lot of fundraising. The gymnastics team does it all on that. Right. So we talk about budgeting to make sure that we have an equal and equitable education for all of our students. So not everybody has that the deep pockets, not everybody has the deep family. Not everybody can continue to go to the 15,000 16,000 community members we have for the fundraising. Although yes, we need to utilize it as a tool to help. It's almost like you get your bonus every year if you get a bonus, right? You don't count on it, but cool. It's a bonus.
166Now, do I think we should be getting the pink swag and the hat swag and the blah blah. Maybe we could utilize some of our fundraising in a different capacity to help support from different things. I like the pink shirts. But anyways, write it down to But we're supposed to be funding our school systems properly. Now, our town council member that's been sitting here listening diligently, and I hope we're still online, but we can't be funding our town. >> He's on >> and we can't be funding our school system based on fundraisers. So, with that being said, that's beyond us in the room. This goes to planning and zoning and this goes to our town council about how to find other revenue to offset the tax the tax I don't want to say burden the
167tax burden on our families and on our residents and on our seniors and on our and our people that are just moving to challenge. So again, we can't and again, some of us are here for four years, some of us are here for two years, some of us, you know, won't be here after two years. We have to make sure that we can continue to fund a budget that we can sustain. Um, so again, I want us these fundraising ideas and these volunteers phenomenal because yeah, we can use that for the extra, but we're here to do ba baseline for our for our activities. And Jen said something about preparing our students for the next level. Whether it be trade school, whether it be going to the military, whether it be going to college, right?
168We need to make sure that our students are competitive with that capacity. And whether that be that and they you ask any of these students that are filling out college applications or any of these applications, co-curriculars, extracurriculars, and sports. our student reps sat there and told us last year student rep sat there and told us that they if they don't have those they're not given in the schools any so again I when we go to the next round that we're going to be talking about I want us to be cognizant of of those topics again the fundraising phenomenal and the volunteers phenomenal but that's the extra um and as far as like I know for instance I had a student athlete that was interested in doing cross country, there was only, and I'm not going
169to say the right thing, there was two coaches and they needed three to get, if they were to get to a certain number, like let's say they were going to have 60 students or 80 students, they needed to have three coaches. And it's not just coaches to observe, and to be supervised. It's coaches to lead, develop, encourage, be role models in another capacity to our students. So, these aren't just a body. These are people that need to really cultivate that. So, I don't know. I did some round numbers. The sports is about.3% of our budget. We really need to start thinking about where we're going to make decisions and I know that's where you're going. But again, I just want to reiterate what they were what we're talking about there. Um, couple things on some
170of the 4%, 5%, and 7% we had. So you talked about the curriculum team and where there might be some redundancy or what have you. When we were in the rounds, they all told us that they needed the ABIS for Birch Grove. These are ads, right? They needed it to help with curriculum and that support, the ABIS. Um, and then they also wanted the MTSS MTSS coordinator in the schools. it was an ad request because they needed the boots on the ground to execute the curriculum and that development. So understand these are ads which leads me to the point where they need that support to be helping with those students. So and then I would also be cognizant of anything that's said anything that legally we're responsible to provide understand that. So, there's a few
171things in some of these and I don't know I don't I don't know how to talk about it, Dr. Will, but we can't put some things that were legally required to have on the reduction list. >> Right. Anything legally required. Right. >> Right. >> You know what? I'll just email that separately. My question. >> Sure. Of course. >> Sorry there. Okay. I just want to make one correction >> talking about >> you said sports was.3% of our budget. It's actually over 1% of our budget >> saying the part that what you're talking about sorry I was talking about the parts you're talking about fundraising is probably.3 of that. So my apologies for missing that. >> I um I also when I mentioned the range of coach salaries you know 3 to five is like if
172you're beginner they go up to 10,000. >> What is that? >> Yeah they like football. football coach for instance, assistant coach is like 10. >> So that so >> that must have changed recently. >> Boys baseball for instance, you know, boys baseball freshman coach is 3,176. You know, just to give you some of the ideas here. Um just >> boys, you know, coach boys soccer JV is 4,000, tennis, varsity 6,000. It all depends on >> Can we get the schedule of salaries for the stipens on the FFC roll up? >> I in the >> Yeah, I definitely I could I could read them all to you now, but they do range from the low end of three, but you also have to look at when you get to be five years, there's a there longevity
173benefit, keep coming back. >> What makes them different? Why is it football? >> It's it's usually the intensity, the amount of time. So, you know, there's some sports that are not as involved. Football is extremely involved. >> You know, so it's it's >> that kind of thing. >> That's >> all right. Are we ready? >> Yes. Okay. >> Um I don't I mean I don't know if you stretch by the next. >> Okay. >> It's up to you. I don't care. >> That's a great suggestion. Thank you, Dr. We're going to take a five minute set. We're going we will be back at 9:35. All right, we are back. Sorry, we were an additional two minutes. Um, okay. So, >> so would you like to The reason I'm in four >> Yeah. >> is it
174has the most >> I understand it. It makes you >> My theory is if we bounce around among the tabs that we might duplicate something >> inadvertently. So, if you want you could move literally from row to row and just yep or no, yep or no. And then at the end we see where we're at. >> Can I just ask one more thing? You know, last year when we did this, we had a list that was like this, right? We had a document that was really, really, really, really long. Is that because all that stuff is gone? >> Well, that list was from the end of the process last time. >> Okay. Yeah. You haven't even you are at the beginning of the process. >> Okay. All right. >> So, you're saving it. >> I'm
175just saying you're you're at the precipice. Where are the uh things? >> All right. So, best thing I can think for this and Dr. Maybe you can take us down line item by line item so that I can pay attention is maybe I'll just ask for a show of hands >> if um people want to keep it in the reduction list. >> So if you can you see my highlight when I do this >> are you in the >> how about this? >> Which category you want? >> If you look at look at the 4%. >> Yes. And watch. I mean, this is a little If I um It's going to be these >> see over there. >> You see if I highlight row six. >> Yeah. >> Yep. >> See you clicking around. >>
176He's all the way on the left under number six. >> Yeah. If I highlight row six, >> let me just see if I can make Is it because of the screen, the dark screen? >> N I'm highlighted. >> Let me make it more obvious. Um >> probably just a lag. >> It's not highlighted. So if I do this, you can see it, right? >> So why don't why don't we do this? Although you have to >> give me a minute if it takes a sec. I'll highlight the row. >> Yeah. >> If you go around and you just say yes or no. And if you if you get enough yeses, we put it on the customize thing. Customize tab. >> Hey guys, I need you to understand the instructions. >> Wonderful. >> Okay. What are
177>> going to highlight and he's going to go around and if we get enough guesses, we're going to keep it. >> Okay. The yeses are the yeses are that we are going we want to keep it as a reduction. Well, here let's just keep it as if you're voting. Yeah. If you're not voting, but if you're saying yes, you're yes for reduce it. Let's make it really clear. Yes to reduce. No. >> No. No is more or less you want to keep it. >> No is keep. Yes. Is take even though I know you don't want to. You do not want to reduce it, but every yes goes to the custom tab. And then you can watch the percentage go from the superintendent's budget 99 down as I load the yeses. But if we go
178row to row, there's less chance that there'd be an accidental duplicate. >> Yep. Yeah. Okay. >> So, um I guess I'll just >> Right. Now, you're looking at row six cells starting high through, you know, L that highlighted. >> Yeah. >> Is that your goal? >> No, I'm just I'm looking around to make sure that nobody looks right now. Okay. So for for row six >> reduce >> uh put put your hand up if if yes to reduce >> my hand. >> Yes to keep it as a reduction. >> Do you have everyone in person right? So you're struggling >> have everybody in person. >> Yes. >> Or yes. >> Okay. Was it nine? We have eight of us. So long as we get the five, then >> y >> Okay. >> So now, just
179so you see what I'm doing, >> we go to the customize tab and I plop it in. If you click over to the customize tab, notice that the reduction amount went 355.1 >> and the 9.9 went to 5.8. And that's >> Yeah. Okay. So going back to the four, the next one would be >> 97. Okay, there's a yes. >> Okay, we have five. >> I'm sorry. Which one was that? >> Line seven. >> I'm sorry. This is going to be hard for you. Feel free. >> I'll try to do this right here. and no one to >> start with ones that were unanimous on and then come back for discussion. >> That's a possibility too. >> I say no, but if there and and let's get through the end and if there's something that
180somebody really wants to go back to and make a case for, then we go back and write discussion. That's a discussion. I'll write it down. >> Okay. Um All right. So, now we're on eight. >> Yeah. >> Yes. Okay. Nine. >> Hold on. Hold on. >> Okay. I'll wait until I see I'll wait till I see your highlight going. >> Just helps me not make this. Okay. >> Nine. Everybody looking at line nine. Okay, that's a no. Okay. >> 910. >> Okay. That's a yes. 11. Yes. 12. Yes. 13. Yes. with the acronym on the next behind me. >> I know. I'm having trouble with that, too. >> Can you type it in the screen? >> Yeah. Could somebody type it in the screen or >> it hinder it for us? >> Can you specify,
181Dr. Willlet? Because the acronym isn't going to be enough for me. Can you can you specify what that is? >> Yeah, wrote it down. No, it's not an class. >> I think he's doing it. It's just a delay. >> Well, there's something written out. He was Oh, >> yeah. He was It's just really slow delay. >> No. No. Okay, that's what I thought. >> It's the entire program being drawn. >> Yeah. Well, what what else? I don't know what the program is. Is it okay? All right. Are we are we good? You can highlight that line again when you're ready. Thank you. >> Okay. So, vote on that vote. Any guesses? Okay. That's a no. 15. Show hands. That's an out. >> Is this again the whole program? >> Yes. >> Yeah. >> Sorry. Show
182hands for 15. >> No. 15. We're on right now. >> There were no >> chat. >> Um 16. I'll wait for you. I know. Just making sure we can >> we got two lines dilated, but 16. >> Do you do you want to ask a question? Right in there. >> I just was just curious how this uh would affect this very very bad. >> Excuse me. >> We have a very big imp cuz these are 16 and 17. >> You're going to do 16. You have to almost do them both because it affects your balance. >> It affects balance. Yes. >> So you want if it's not changing. >> Oh. Oh. So some things we talked about last year, right? >> Yeah. >> Okay. All right. >> Okay. >> I don't I don't really know
183too much about that. >> Yeah. You're not there yet. Um like I don't know how to make a decision on that. I know. deep deeply deeply imp yeah deeply in all I think a lot of this stuff >> change it would change the structure to like the previous years >> but more like like never before >> oh okay >> okay all right >> take way. Do >> you know what you said? >> Yeah. Okay. You know what she said? >> Yeah. >> Unless I'm just going to get out. I don't know. So, I'm not trying to >> I understand. Just want to make sure as opposed to so you only have to vote for that. >> Even though last year I was I wasn't sitting here anywhere. >> Yeah. So >> yeah, >> not back
184there. >> I was sitting there. >> Okay. >> All right. Oh, can I just say out loud for the people online? Um, the reason why some of the things we're just trying to be discreet about conversation, that's all. >> Yeah, as we stated at the beginning of the meeting, we're trying not to be specific when we're discussing positions because this is not a final budget and we are trying to be respectful of our staff. >> Right. >> You'll you'll know. >> Yep. Yeah. >> Okay. Six. So 16. >> Yeah. There's 16 and 17 are almost together. >> Yeah. >> 16. 17. >> Okay. That's enough. >> I was kind of abstaining from it to be honest with you. >> Thanks. That's where my problem. Yeah, >> we on to 18. >> Yeah, >> we better
185leave. >> Um, so I'm just going to caveat this. I I intend to This is part of what I intend for us to ask the town council to help us with because we can because it can be considered capital. >> So 18. >> Oh. Um, so yes. >> No, you want >> I was going to ask David, >> you want it at the budget. No, it's a reduction. I don't want it to be a reduction anymore. >> So you're a no. >> That's great. >> So you're a no. >> Then you're a no. >> Have you been voting backwards? >> No, I don't think so. >> So it's a legit question. >> Are we asking for 18? >> Yeah. Oh, sorry. I thought to say okay. Eight. >> So we're voting no because we're going
186to keep it in, but we're going to ask ask. Listen, you can't say we're voting no. If you want to keep it in as a reduction, you vote yes. Right? >> If you want to take it out and leave and leave it in the operating budget, you say no. >> The anticipation that Jen is going to try and do is get town council to to pay for it through a capital expenditure in whatever manner they're going to do it. So if you're on board with that, then you want to keep it in the budget, not keep it in the reductions, >> but if they say no, >> then it's in our budget, >> but we come back. Yeah. If they don't give us our entire percent, which has never happened at the time. >> Okay.
187So 18, that's enough. Thank you. And that's just a bet on you. >> Yeah, that's fine. >> I'm really I'm willing to take it. I can't wait. I can't wait for social media. >> Um okay, someone talk about what this is. >> So basically remember um transportation club AGP. >> Yeah. >> Um kids getting SAT support >> like the like the SAT >> testing. Give them glasses right now. But they are free. >> What is the counseling aspect? >> Counseling is just there's extra duty for kids in need. Um there's um people to help with scheduling um that type of thing. Okay. Thank you. >> Okay. No, we didn't. >> No, we haven't touched. >> So 19. >> Was it a tie? >> It was a tie. >> Well, Brian already said that five. Got
188it. So >> by your rules, we can come back. No. Well, >> I think we can probably revisit that discussion maybe. >> Well, that just might Yeah. >> You can also see the running on the custom. >> Absolutely. Just >> No. >> Okay. I'm sorry. My my screen has has gone like this. So that's why >> you might have to vote to go past 10. >> I like to motion we go past 10. >> So moved. >> Second yes to 19. >> All in favor? >> I. >> Any opposed? >> Any abstensions? Okay, that passes. >> Yes. 19, >> right? But >> now we listing the votes or do Okay, we're just listing the outcome. >> I think so. >> I think the match up your outcome. >> Okay, perfect. Thank you. >> And by
189next week, it's all in a book. So, >> right. >> Okay. So, 20 transport. What is this transport of? >> This is just a an adjustment to you take a little bit of a risk. But that conversation we had last week, it puts it back down right to next to the trend. >> It's the actual line. It's the budget line. >> Yeah. Yeah. It's an adjustment of the line downward. I got Thanks. >> So that was that was a yes. That was what we didn't change about. Okay. So that's a yes. >> Understood. I know. Yeah. 21. >> Yes. If we voted yes on 21, could we also vote to deficit sign? Well, that wouldn't be fulfill your 26 model. >> Yeah. If you're going in the 26 model, what you're doing is you're basically
190>> doing it how we're doing it right. exactly how you're doing it this year >> where people prepay and >> put in action. >> I restored it in my budget. You're taking that back out and you're putting it back to this year's model. >> I'm saying can we deficit abundant? >> You could deficit fund anything, but it's very very risky. You're assuming um you know, you're just assuming risk. >> Um >> you're saying sorry. There you go. You're saying deficit fund but still have the elevated pay to participate costs that we raised up to this year. >> Yeah. What what I'm saying is we can >> so we don't have to wait until stipens are covered to start the program. >> I think we've done some of that anyway a little bit, haven't we? >>
191So here's the thing. Um it's a I understand a desire to do it. Um, so if I could walk into the grocery store and just eat my cake and I don't have to pay for the cake till later, I might not pay you for the cake, right? >> I mean, I would because, you know, hey, I like cake and paying for cake. But >> humanity sometimes, you know, you get the cake or you take >> no more free ride. >> The rest of the world, same thing. Know the rest of the, you know, the the people don't pay for the cake. the pressures of the world bring in, you know, everything on us and then maybe we don't pay that one because you're going to have to pay the tax bill and you're going to
192have to pay everything else, but that bill you don't have to pay because what's going to happen to you. So then a certain percentage of them don't and now you don't have that money. >> Also, just for you did say that you would amend the structure a little bit this year too and that at the end of this school year, you would you would reach out for start looking forwardly. But some clubs likely would start earlier because they would be funded by the beginning of the school. >> I try to get registration started in June, which by the way is our one of our busiest times because of graduation, all that, but we would try and then um also there'll be online payments. >> Yeah, >> people can pay online which might help out a
193lot just when we had to do it the way because we have to track it very carefully. But if we can get more online, that's easy because it's already paid and there's no collection point from that. We don't have to collect those funds. >> Struggling with the decision that we deficit pay deficit fund sports and that we prioritize those starting at the beginning of the school year or even earlier and not clubs. So, we're saying that we think it's more important that kids go to their sports than they go to their clubs. >> Brian had his hands up, too. Are you talking about this? Well, >> yeah. I was just curious why we're if we're going to an online model, which we should have years ago, why we're so behind in times on why we're
194not having them pay um when they sign up. If I go sign up for anything for my kid, it's got Star Hill or another travel tournament I'm taking to my, you know, for private uh activities. Usually when you sign up, you you sign up. Yeah, great. And then there's a checkout page and you pay your fee and all right, boom. You know, Billy Joe's in in, you know, XYZ club. >> That's what we're doing this coming year. >> All right. I mean, not everybody will pay that way though because some people don't like to pay that way. But for those who do like to pay that way, you'll be able to. There's a fee for it. I think $2.95 or so. >> Yeah. >> Jaden, you you were >> so just to that point, Dr.
195Will, am I accurate? And because the sports have are part of a league and are a part of I'm assuming there's league fees and all these different things. I don't know that for certain, but there's a you know, football for example starts practicing in August. Yes. and they their first game starts or maybe end of July or whatever it is, their games have to start by this point. And so if their if their teams don't collect the funds, we've now lost an entire team to go compete, you know, and I say we've lost. The kids have now lost every single one. They can't half play. You know, you can't play a varsity sport with a bunch of freshman players. That's a extreme health and safety risk. And so I feel like part of the answer
196to why would we do it for the sports but not the clubs coming from a club person trust me trust me it might have to do with a little bit with scheduling and and and trying to make sure the games and the seasons can begin because if you don't start the the season and you don't get the same amount of games as other schools you can't qualify for whether it's the playoffs >> one step you can't you can start if you wait till if you don't have all the funds for DECA in D is probably not the right one to use. If you don't have all the funds for botany, >> you can start botany in October, November, December, January, February. If you don't have the funds for football, you don't play football that year.
197>> What about DECA though? >> Well, DECA just is an interesting one because of their structure, but they also, trust me, DECA is not a concern because there's so many members that they they they pay then some for it. So, but they DECA would still be able to run, but in Deca's in Deca's case, DECA may not be able to have all of their competitions or qualify for all of their competitions, but they would still be able to run. They would just those kids would just miss out on some of it. If you can't start football in August, you don't have that season. So, that I think that's a little bit of >> But to be clear, I'm I'm not advising and I'm actually advising against deficits funds, you know, deficit funding. Like if you
198were saying let's deficit, you know, fund sports and clubs, you're deficits funding $600,000. That's not a good idea. >> You know, I don't mean that you have bad ideas. I just would advise against that. Would not deficit fund $600,000. So >> we're currently deficit funding sports. No, >> no, it's you're pay to play on sports. your the board budget typically funds about 583,000 of it and then the rest of it short up through pay to play. You offset the cost with pay to play. You don't um I mean >> okay >> you do count on parents paying. You're right. Yeah. >> To that point you do count on the parents paying >> and those most most of them do. >> You count on the parents paying more money than they need to pay to make
199club fun. >> You do count on them. Yes. Now, but if you were to de if you were to not fund these in their entirety, the parents would be know thousand or more sports. Yeah. And you know that type. >> Yeah. But the portion of what the parents play pay on sports is more than the value of the clubs as >> Yeah. No, I I understand what you're saying. That is true. >> I don't agree with the principal. >> I don't but and we can come back. So let's first take a vote as on this as it stands which would not be deficit spending. It would be the full year 20 model. However, with the caveats that that model will be improved year so that we can start sports or clubs earlier. So line 21
200reduction. Yes. Take it out of reduction. One, two, three, and four. Okay, so that doesn't pass. That's a no. >> So, can you clarify what this was? >> This will all be also be included in what I'm asking town council to cover in capital. >> Okay. >> As it should be in capital. >> Okay. So if we if we trust your your marketing ability what the line is I'm just giving you that extra tip. >> No no no I appreciate I need that's very because I I don't know necessarily exactly >> but if you want I mean Dr. Willlet could you could give a brief explanation of what that actually looks all around. Okay that's all right there. Okay. So, 22. >> Okay. So, that's a no. >> I would advise against this one. It's
201It's in here because this is the 4%, but >> Okay. >> I would This is literally every backbone. >> Yeah. I was going to say, how are you going to even operate? >> I would advise against it. It's just that you asked me to get to a low number without reducing staff and >> I So, I would advise again. I don't like any of these, but this would operationally cause a big problem. >> All right. So, let's still take the vote. Anybody? >> Uh, question. >> Uh, I think maybe a comment or something. >> Sure. >> Is it pos I mean I know we're funding other things that were we're running outside of the tax dollars. Is it possible to whatever classes these are to like the bridges 15 bucks a student for whatever grade
202it doesn't say here for the math textbook that pro charge like you know you go to college you pay for the textbook that you need for the class is it like I understand the instructional supplies of the teachers I'm not looking at that to run the class but the actual like workbooks that people are utilizing $15 a student But generally under FAPE, you know, free and under what? >> Free and appropriate access to public education, you're not supposed to charge for textbooks and stuff like that. Public >> we can charge for certain things like an AP course is an exception, but we're not supposed to charge for the neighborhood exchange size book or your walk, things like that. >> It's just when you get a public education, you're supposed to be able to come. >>
203I was just curious, you know. I don't know. Okay. >> I'm not saying it's a bad question. I'm just saying that that's the that's why this isn't a great either everyone gets it or no one gets it is pretty much how it goes because if you're funding it you need to it's we're supposed to fund it for everyone >> right okay go >> so oh I'm sorry >> uh just off of his comment so how does that work then if we're funding for computers if certain grades are getting them and others are not well >> the way that that's set up is that that line goes no none of them are getting I mean none of them are getting the replacement cycle ends and as you know for technology if you cut off the replacement
204cycle you end basically that paradigm ends now it's going to be trying to push it back into a car paradigm >> but I guess but I but from what I recall earlier and correct me if I'm wrong Bill but wasn't your discussion about keeping more or less the middle school and the high school with their own personal one to one and then reducing the other half of the grades, you know, K through six with with zero uh computers. >> I don't So, I think what you're asking is I think what he's saying is is are are computers handled differently than textbooks, you know? >> Well, I mean, if you're doing it if you're doing nothing 0 to six, but you're going to do 7 to 12, you're still following the same paradigm roughly of the
205grade gets it, >> right? Where you were talking like the class, >> the grade gets it. You can't but you can't necessarily go well you're going to get one you're going to get one you have to pay you're going to get >> but I'm saying why can't we charge all six everyone in sixth grade for the math textbook the entire sixth grade charge them for the book >> because it's because you because some people may not have the funds to to to pay for their kids textbooks >> and in in a public education you're supposed to have the expectation you can send your child to school like I never had to pay for my kids social studies books. It's never expectation that I pay for their social studies, their math. >> That is a public
206education. >> It's part of like the teachers in front of you and the books there and that's part of a reappropriate public education, you know. Um that's why Yeah. But um no, I I don't maybe I'm being confused. What I'm saying is if we're saying that half of our student population can get a computer, half cannot, right? But then we're saying that everyone though can get a book. We can't isolate. But it seems like that we're isolating in the fact of the computer in this day and age. And we've all said that we use technology, you know, as part of even the the the you know the the the motto of our schools like using the technology to move forward into the next generation of learners, >> right? >> How how is that how is
207that different? I guess it's more or less what I'm >> asking how is a Chromebook different than a book. >> Yes. >> So you have not I don't you did not take out the you did not cut that here. You are giving everybody >> more. >> But we didn't >> we didn't reduce that. >> I think >> so. You're not doing that. Yeah. >> I think what >> if you're asking why we can't charge someone $15 for a book, but we >> But we remove Chromebook. >> Yeah. But we can remove a computer. >> You can remove something. >> You can remove the workbook, >> but you can't ask them to pay for the workbook, >> right? So So for a computer, if we take away computers, they still need something to to do. So
208they they're going to need then we have to go back to textbooks and work >> why is the computer >> taking back textbook taking away textbooks and workbooks. I know that's not what you're stating, but what he's stating is is that that will lead to some people not being able to pay that amount. So then now you're not offering them a computer and you're not offering them an excellent. >> You know what I mean? Like does that part make sense? >> You can either offer we have to give them an education and we have to give them the materials for an education. So if we if we take away a textbook then we have to pay for an online service. So obviously if we have a textbook we're not paying for it online. We take
209away the computer we still have to provide the textbook. In these cases if there's textbooks it means it's not on the computer. So we have to give them a textbook. >> Are the people in the high school getting textbooks or zero? >> It's a combination. >> So that's what so back to this example here that providing the high school. I feel like sometimes I'll drop this, but I really sense sometimes the high school is put above the rest of the school system. And I hate to say that, but sitting here for the two plus years, I really feel that way that the high school is put above the other grades, whether it's a kindergarten kid or a kid who who's in sixth grade and and sitting here for that two plus years, that's the way
210that I feel. >> Respectfully, I disagree. >> Yeah. I don't understand that scenario. >> Respectfully, I disagree. Okay, point of order. I have the floor. Thank you. >> Go ahead. I'll move on. Like I said, >> I I don't understand that in that this scenario because when my children were in TIS and and God, I don't remember Birch Grove, but when they were in TIS and they were in middle school, they had Chromebooks and they had textbooks where appropriate. And now one of them is in high school and he has a laptop and a textbook where appropriate. So I I I I would I I hate that you feel that way, but I don't understand how that applies to this particular scenario. >> Cuz what I'm saying is >> if we're providing if we're prov
211if if we're saying that high school people are getting textbooks and full oneonone computers, yet we're saying that we're only gonna we're going to provide them with a textbook at $15 the cost to the taxpayer. But then there was discussion about removing the computers. How is that equal treatment? >> We didn't remove >> there was discussion about >> you're correlating some and we're actually talking about them separately. So again again back to what I said. >> We're we can't take away the textbook when we don't have a service in the computer. So that's the diff that's the difference here. >> The other thing is this this question you're asking is actually really nuanced. So we could try to answer it here. It's just going to, you know, slow you down. That's I said move on
212three times already. >> What I can say just in the basic terms is traditionally and historically textbooks are looked at as different than computers just because generally it's been felt that a teacher without a text can't do that class. So in American education, if you're in a social studies class like we all were, you usually get your composition book, you get your social studies book. Then came the technology. The technology sits in a middle space because as the tech kind of takes over and there's more multimedia content and there's no more books and science that where there used to be and all that eventually these laptops, these computers are becoming like the text, but they haven't fully arrived at that space yet. In this district and in many others, you have a onetoone initiative. So
213you're giving one computer to every kid. So while we're doing that, we have an obligation to make sure even the poorest of kids has it. But if you just if you stop the onetoone initiative, we're back to making sure somebody has access to a lab or a cart. They're not all going to have onetoone. It takes a certain amount of money to spend to have it one to one and another amount to have carts or labs. So if you go back to the carts and labs, you're not guaranteeing one to one for a kid, but you'd still have to probably give them a textbook and a social studies class. Does that make sense? >> Yeah, it does. No, what my my my thing was and and I'll drop it at this, but the discussion earlier
214was removing it for part of the school system and keeping it one everyone gets a $400 lab laptop for the other other half of the school district. That's what I was referring to in in in this. So, >> so he's asking and I think his point is can we and it and it's a followup of my question. Can we remove onetoone technology in K through five in TIS and Birch Grove and move to a CART system but still have one technology in 6 through 12? >> That's what he's said about you can but the things to think about right now is um that ESPback testing is grades three to five. >> Yeah, I get the question. No, no, no. >> It is. Yes. So, the answer is yes. You cannot have it for 3 to
2155 and still have it 6 to 12 because you could make the argument that as kids get older, they have to be able to engage technology. We don't have enough money to have it happen at the youngest ages, but as they get older, you want them to be college ready. You can make any rationale you want as long as you're giving 6 to 12 and everyone's 6 to 12. If you're doing it for everyone, everyone gets one like a text. Yes, you can do that. But from a district perspective, the that younger group doesn't need it less because the aspects are all down there. And if you're going to get them ready for the testing and they're going to do that kind of thing, when we test, we are able to test within a certain
216time because every kid has a device to test on. If we had to go back to carts and labs during testing, it's going to take it's going to disrupt. There will be no teaching going on for months because they're going to have to do schedules that'll have kids moving in and out of the use of the labs or the carts and you know there's a lot created a lot of problems created by doing that. >> So when you provide something to a person >> or a class it has to be to that entire class um or that entire grade in the sense of onetoone technology. or a textbook for that class. It can't be. Mrs. Smith's class in 9th grade gets a onetoone technology, but Mrs. Jones class in 9th grade is not allowed to.
217>> Well, right. And because that and imagine that at home, >> right? >> My kids got it and yours didn't. >> The exception that is special education. >> Well, special education, you know, those IEPs are special contracts. >> Way off filter here. >> We are So, I understand that everybody and I hate that you have the feeling that high school students are treated differently and I want to explore that with you outside of this whenever you want to and with. But for this particular thing, I'm going to go back to that. >> If I take away Bill's computer, I have to give him a book. >> Well, I said I I need to say it to everybody. If I take away Bill's computer, I need to give him a book because he has to get
218educated in my school. Now, now I can't take away the book. And what you're suggesting means that if you can pay for that book and I can't pay for that book, I don't have a computer to do my work on and I don't have a book to do my work on. So, for me, that's what makes it different. If you have a book, you are getting the education and so everybody gets it for free. you don't have it on the computer, which is why we still have the book. If we had it on the computer, we wouldn't have the book. So, for that particular class, if you that particular grade, if you say the sixth graders were taking away their math book, they don't have that education at all. And if we say you you
219don't have this and now you have to pay for it and Brian can't pay for it, how is Brian getting educated? That's the difference. So, we can take away Chromebooks, but we're going to have to start paying for books again or worksheets or anything else that TIS or the kindergarteners are now using because they're using these things and we're going to have to set up the labs and everything else. That's a different paradigm. Does that make sense? >> No, I I don't even have the grade in here because I even mentioned so. >> No, I know. I just when we say when we make a state just understand I'm not upset at you but when we make a statement like some students are being treated better than other students I'm going to want to make
220sure that we understand that because that is a >> I didn't say better I I had not say better >> point of order not >> point of order can we just really >> I'm sorry >> I don't know that that's a fair point of order >> it is it is because now it's arguing and yelling and we really need to focus at the budget so you're allowed I don't even have my hearing aids in >> I think I would you No, I'm I'm good. >> Okay. >> I'm I'm dumb. >> I apologize for how this went through. >> All right. >> 23. Yes or no? >> She does not do Robertson. >> Okay. The vote is no. Let's move on. >> Okay. Uh insurance. I'm sorry. 24 Yes. One second. Okay. 25. That was Yes.
221Right. That's correct. We got a point of gratification on this 26. >> Yes, sure. Okay. Can you describe what that the special education anticipated out placement? So that's that's the the that's the one extra that we anticipate getting that if we don't and we get we're down by that amount >> Then we're in the hole. So like you know if we don't have that safety then if we get that one additional one coming in now we are deficit pocket. Okay. So it's it's basically this reduction leaves about it still leaves if you look at um column L it still leaves a certain amount as a safety. >> So it's a measured reduction. Same thing for the next line. I mean actually that one just wipes the whole thing but this this one is a measured
222risk because we leave some in for it. So it still leaves 90 but not the additional 30, >> right? And you know we talked about how one of them is 400,000, you know, so we're talking about like you could have one that is 60, that one is on 20. Like we're we're bank we're having a set aside that means that if we get an extra out placement that we have a safety for it. >> Did you have a question? >> Yeah, I was just going to say you know the the range of the out placements can be greater than 90. I mean the the max can be greater than 90,000. >> The average is 88. >> Right. Well, right. So, I'm saying the ceiling Well, there is no ceiling, but the out placement cost can
223go higher than 90,000. So, I'm just not comfortable with putting us in a scenario where we're not ready to hand that. So, that's all I was clarification. Thank you. >> Okay. 26. That's enough. It's the same concept. It's just transport. >> You said it wipes out the whole thing. What is that? >> No, that if you what I Sorry. Okay. >> Not 26 does not wipe out the whole thing because look at column L. 27 actually does wipe out that whole set aside or the transport portion. There's two portions of it. There's transport and there's the actual output. >> Oh, so you that 26 is a reduction. This is >> this one in 26 was just knocking it down. It see how L leaves 90. >> Yeah. >> But 27 that's it. We're going to
224take the set aside. >> Okay. >> I still have a Mckin Vento homeless set aside, but it's not this set aside. >> Okay. Also, if you have a expulsion, for instance, you pay transport for the expulsion to the other education center. That's the kind of thing we're talking about when you're talking about any kind of transport work. It's not >> a question. Yeah. So you just said expulsion that there's not another line item for that transportation special education example like this preserves Mcmanto transportation but it takes out a it takes out any allocation for special ed transportation. So there are other transportation amounts that we would be able to dip into but we wouldn't have it here for special ed. I would have to go to one of the other lines >> and we might
225overrun the lines. One transport can be easily 20,000 to 40,000. So if you have one kid that needs transport, but we don't have this safety here, we're going into our other lines to fund it. Drive those lines over. >> Have we used Mckinto transport this year? We use the money in there. >> We have used that money. We've used some of we've had about four or five cases so far. Have you had to drive for any of them? >> See, I asked. See, it's a fair question. I asked >> John Cronin is your district hero for a lot of things. You're the backup. >> He's doing the Odyssey. I've helped some people certain things, but not nowhere near what John Cronin the a hero of the Odyssey is >> and first student dips in you
226here and there where we need to where John can't. And you know, from the point of view of broad or larger things >> still absurd, our superintendent has to be. drive. It's absurd. So, hey, it's in my roots. I hear you. I got pulled over once. >> Love to hear that story. >> Yeah, I think with this one, I mean, I'd be more comfortable coming back to it and maybe maybe making a a reduction to it, but not taking 40,000. So, I don't know. That's kind of >> And again, as you if you look at the custom tab, that's where you are as we go down the line. I think we you're clicking over to that that will tell you if you're >> you see if you look at the top of the tab or
227custom you're uh you're at that percentage >> which one are you in the custom folder >> the custom tab everything that you're saying yes to I move over >> right >> and if you look at the top of the custom tab that is where you're at right now >> right that's how that's working. >> Can you highlight 27 again? >> Okay, let's vote on 27. >> Okay, that's a no. >> 28. So, >> so what does that leave us with for the total number of buses now? Off the top of my head, I'm not sure. I know probably 26. We have different classes of bus, different groupings. So, it's just something 26 that I have to look. >> Okay. I was just I'm trying to understand how big a percentage cut that is, but I
228think that about safe safe enough answer to 26ish is what? Yeah, we went from I know it was like 33 at one point and now we're down by six. So we're close to the 26 27 where we've been >> and that's not counting like the van especially the transport type. >> Okay. 28. Yes. Okay. >> question. Um, is this a projection based on who we the amount of students we currently already have out at Boag Magnet? Like is this a projection or is this the incoming students? >> It's uh we had a expenditure that we it's taking a look at what we've extended this year >> and looking at the original request in the superintendent's budget and >> thinking maybe we can cut it by that amount. So there's still a spend. >> This is
229an under spend of the projection, but looking at the experience at this moment in time, I was thinking if we had to cut something. >> So it's a partial reduction, not a full reduction. Okay. >> Thank you. Okay. Jaden, did you have a question? >> Oh, okay. I'm sorry. I did. Okay. >> So 29. >> It's a yes. >> I'm a mess. Oh, sorry. >> It's a yes. Who came? No. No. They're sleep and they just Okay. 30. That's a no >> 31. I just want to make note, you know, whether it's TMS athletics programs or ths athletics program, the direct cost added to each family, you know, being $100, $200, whatever, whatever it might be, it would be cheaper with a tax increase. So, you know, per household. So, I I'll be the first
230one to tell you I don't like talking about tax increases and all these things, and I'm the only one in here that doesn't pay out of property tax, right? So, like like I trust me, I don't want I am not here to spend your money. But I think I feel like we're getting to a point with some of these direct cost type of situations like clubs, like athletics programs. I mean, these are direct, you know, extra cost to you every year that could be taken care of by far fewer dollars and increases elsewhere. So, I just, you know, you know, I just wanted to get that out because it that's not the last time I'll mention it because we have joint meetings coming up and all these things, but yeah, I just think we're getting
231to a point with some of these decisions that uh as a town hopefully we can reevaluate and and make better decision making. So, that's all. Just wanted to get that out there. >> Okay, Jen. >> Yeah, go ahead. Yeah, I just want to kind of piggyback what Jayen just said. You know, I know this is what we got elected to do and make these hard decisions, but I think sometimes the onus is on. You know, this is, you know, this is a very tough thing to cut. All right. But I also look back at at at clubs. If I'm going to cut clubs, then why am I showing favoritism to athletics, >> you know? So, they should be on the same playing field, you ask me. Um, and and it's it's unfortunate and I will
232say that I know a lot of kids who not only played club I mean play high school sports or middle school sports but a lot of them play club sports too, right? And I know that be an additional cost. However, that this is a very hard decision and and in sometimes it it in my opinion, right? And I got to play devil's advocate over here. It it it just requires people to really think on what their priorities are when it comes to supporting the schools and you know and I know we're we're tasked with making the tough decisions but they got a lot lot of tough decisions to make too. So, someone say >> so this this item though, if I'm understanding correctly, would be to completely eliminate the program. >> Correct. >> As and
233if we so if we reject this as a reduction, it still leaves us operating under a payto-play paradigm. >> Correct. >> Yeah. Um, yeah, I just want to say that Joel, although I agree with 90% of what you said, which is that the community needs to understand that this is part of all of our responsibilities in terms of showing favoritism that I disagree with because I do not play sports um before clubs, but I will vote no on this. Um, and that is because of two reasons. one, we have, as I just explained when McKenzie answered it, we have found a way to still run clubs even if they can't run at the beginning of the year. Where is if we fund sports in that manner, there will be teams that cannot run completely for
234that year. And the second thing is is that although I understand that any incremental cost is is um a burden on our parents. Um I do believe that in you know many households that you know paying the increased fee for clubs um is more sustainable than paying what the increased fee would be for sports. So I think that um so the only reason why I and I said it last year when we did it the only reason why I personally can stomach it which is still very hard of what we've had to do for clubs is because we have found a way to make them run and I just can't I would not vote if I thought clubs could not run and I can't vote if I think sports could not run even if that
235just means a couple sports. So, I just wanted to understand and I'm not and I'm not saying we should or we shouldn't. My kids my kids are in sports, too. You know, my my son is swimming collegially because of, you know, sports here and talent. I and I agree with it 100%. You know, but but I I just sometimes feel that, you know, we need to be at an even playing field and and and I don't want any student because I feel it's my obligation as an elected uh member that I'm interested in everybody's interest. I want everybody to excel in whatever it is, whether it's TEA, whether it's basketball, whether it's drama. I want everybody to excel with as much as they can. So, you know, I I'm not I'm not anti sport one
236bit. I love sports, >> you know, but I I just want, you know, I I just want people to see it from a different perspective and just make people think that like this is a very difficult decision and sometimes, you know, people might think, well, you voted against this or you voted against that. No, I I just, you know, think there's there's different ways and of doing different things, you know what I mean? So, it's okay. Yeah. Thanks. >> You want to? >> Yeah. Do you mind if I jump on that? No. I >> I um I would not be supportive of disbanding our entire sports program. I I don't want to misconrue what I'm saying about that. Um, and I I appreciate your point, right, that we found a way for clubs to run
237and we haven't found a way for sports to run if we don't do this, right? Um, I would like to entertain and maybe it's something we come back to, but a an alternate funding paradigm um that does incorporate a little bit more of the fundraising aspect that Bill mentioned and look at the the the payto the paytoplay costs. Um, I, you know, I think, you know, I know we're going through the list is like all or nothing, right? And we're going to have to go through and maybe parse some things out. >> Um, this is one where I think parsing out would be good. I mean, we we can't eviscerate our athletics program, right? I'm not suggesting that we do, but um, I think there's a compromise to be made here. I would and I
238I I think I completely agree with everything you just said. So, and that's why year to year I think every year we have items that come across like this that like oh next year we should we could change that to be better or do something different there. So this might be one of those. My again my vote will reflect that if we get we get rid of this then it just doesn't exist and now there's nothing to work with now, right? And all those things. So, so my vote will, you know, I'm I'm going to be voting not to reduce the sports at least as of this moment. But this is I think this fits into that category of okay, we don't want to get rid of it just yet. You know, we need something
239there. We need a foundation, but how can we add Bill's point to your point and and sort of merge what, you know, merge these points together for next year and prepare for a better budget cycle. So, um I like that. I and I like some of what you some of some some of what you were saying earlier, Bill. So, um yeah, thank you for sharing. Appreciate it. >> Okay. 31. No, >> you could almost uh 31 through 37. Do you want to do that as a block? 32 32 say that makes sense. trying to sneak it in. >> I know. It's 40 grand blocking next. >> Yeah. Um, let's just I I think we'll spend more time deciding that. Just going one by one. >> Got it. Okay. >> So, it's getting late and I
240think we're getting punchy so 32. Please vote for 32. That's a yes. 3 33. That's it. That's of the week. That's okay. Okay. >> 34. >> So, can I ask a quick question? >> You may. So with some of these real little ones, I find myself wondering if the budget reduction paradigm that makes the most sense is just eliminating a eliminating the line item or if there is an opport if there are opportunities to as as they say in the old country sharpen the pencil on other items. um that you know if you cut out two grand to say well we can't do any advertising because we cut out that line item versus potential realistic opportunities to tighten up the belt even a little bit on other you know on the budget more broadly. So
241I don't know if that's a question or a statement or a thought but do you any any thoughts on that? >> Yes, respectfully we've been sharpening the pencil for 11 years. So that's why these last few years we have gotten down to every penny because everything large aside from people that no one in this room wants to get rid of we've gotten rid of already. >> So that's why now we put in everything because we're down to it. >> Gotcha. >> But Dr. If you have another answer, you can provide >> just like the advertising that is um that's a reduction to use the term that that would be a sharpening of the pencil because that's not the entire line. >> But if you take the entire line, we can't um can't any job open.
242You know how hard it is to find pairs right now and teachers >> if we don't we can't publish our ads and media group and in you know indeed we're have even less of a chance of placing those positions. >> Oh, so you're saying these little these are these are reductions. They're not >> that is a reduction of it versus a complete elimination. >> Okay. >> Just like even the mail carrier it's just going to two days. >> And that what I took away from that is like because of that comment I know that that's not zeroing it out. The other ones are Yeah, >> I assumed that the others wasn't were being zeroed out because there was no other. >> No, that that one for instance is not. That would lead a couple thousand
243in the >> Okay, thank you for the clarification. I'll I'll stop. >> I'm glad you asked. >> You're right. 100%. >> When she says she's getting punchy, that might be a code phrase for she's about to come over. >> I don't believe in violence. >> That's really warranted. Uh, didn't we just do 34? >> Well, so that's a yes or no. >> That was a yes. >> I parentheses after advertising. Okay. 35. >> Yes. >> On this next one, I need you to add in parenthesis after advertisement. It is driving my brain nuts. >> Oh, thank you. Sorry. Oh, yeah. Instead of just the little things, you know. Did we uh what did we which one was the last one? >> Uh 35. So 36. Okay. >> Oh, I'm sorry. >> Sorry. >> Yes. No,
244I was looking at everybody else. >> Punchy again. I don't know what 38 is, but it's five grand. >> I was I was going to ask for um a clarification on 38, too. Can you explain? >> I'm sorry, my numbers are always >> 37 is they put them in classes so that kids hear and hear. >> Say that again. >> A These aiological devices make it easier for kids who are having trouble clearing to hear. So this would be eliminating that. >> The teacher was saying it would be eliminating this particular one. Yeah. >> How many are in the school right now? >> Uh this they're in the classrooms have kids that are challenged. This was for BGP. They noticed some kids are having trouble so they they have it but it's not specifically for
245special. >> These are the mics that they wear the lapel right. >> There's a boom. >> Yeah. >> Boom. >> And it makes it louder for the kids. It tends to on the younger kids pay more attention sometimes when that's the case. just happens to be one for BGP for that reason. >> Just one device for five grand though. >> It's it's the aological system there. It's just that the whole >> It's not one like it's the system >> 37. >> No, that's a take it or don't take it. Yes. >> Okay. But don't take >> Don't take it. So, here's the hard part. When you look at your customize tab, you are down to board. >> Okay. >> Now, in your swap is a couple of things that you could swap out if you
246think you're going to get them somewhere else. Um, you know, if you think these are going to be funded elsewhere, you can >> um go back and reconsider the um the um reconsider line 14. Which are you looking at the customized one >> saying there are things that you did not take and put in here that you put in there. There's swap there's swap items. There's some items you didn't. >> So we go back to the 4%. If anybody wants to rebr anything up, let's do that. I'm going to bring up my computer's not working, so I'm going to ask for some help here. Um, can we look at the line that I that we talked about? I didn't want to kill them completely, but we can reduce them. So, uh, the 25 the retirement
247differential adjustment. >> Did we do that? >> I think we did. We did. >> Okay. So, it was 26. >> Yeah, we took that whole thing. >> Okay. So, it was 26 and 27 that we didn't take, right? We took 26. We didn't take 27. So that was a low hanging fruit if you wanted to take 27. >> So why don't we reduce that? Can we reduce that by 20,000? >> 27. >> Yeah. So can um I I >> bring a partial over if you want. >> Yeah. So um I guess what I'm asking for a show of hands on is if you're okay with um taking a reduction of 20,000. So >> I was set on the 4%age. >> Okay. So that's a yes. >> Um there was something else. >> It charts. >>
248There was something appeared that we said we'll come back to. >> Can I get a quick clarification? Hold on. I'm still looking for my You are you're now at >> Yeah. 19, Jen. >> I'm sorry. >> Just look at the percentage at the top. So that that's how it was. >> Yeah. I'm sure it didn't change it much, right? >> Was it 19? >> Okay. I think it's line 19. >> Yeah. Um, how about how about can I'd be in favor of of cutting that in half. 19 >> the 40,000. Is there anybody else? >> What? >> 19. >> Dr. Will, can you at least SAT workshops for kids the some of the Birch Grove and sport club there >> that was rejected under the road? that was left in, right? >> We left it
249in. So, I'm suggesting having it >> Okay. So, did you get your >> Yeah. >> Okay. So, um all in favor of of taking reducing that by $40,000. >> What number? 19. You're >> 19. >> Reduction of counseling, transport, and SAT stipens. You're saying instead of 80,000, reduce it for 40 to 40. >> Yes. That's a yes. Anybody else want to take us back to any other lines? Dana, >> I have a point of clarification. Um, lines 11 and 12. How can we not fill that? Like, how can we reduce that? >> Dana's asking if that's legal like three times. And I believe if you put it on the sheet that it is legal otherwise >> I just have to catch up with you because >> why would you put it on reduction sheet >>
250legal? That's what I'm asking. I I thought we had we were required to have a certain amount in >> which one 112. >> That's why before we even started this whole conversation that's what I was asking about 11 but you said you were emailing. >> Yeah. It's it's >> is it legal? I mean it's it's like the transport thing legal any any reduction of any of that kind you know opens you up to potential additional liability >> because now we don't have someone to fulfill a role >> those grow the yeah the management grows bigger the groups get bigger there's less people to do it um greater liability of of having to do out placements and things like that if we can't service >> so it's legal But it opens up usual liability. >> Yeah.
251I mean >> for not being able to legally I don't want to say legally not being able to fulfill our legal requirements for respective students, >> right? I mean what will happen is if we end up in a situation where an IP requires it the WFPA >> you sometimes have to add positions back. >> So would you like are you we've already reduced those two >> remember years to make a um to have a vote if we should add it. >> No, I was asking him to have a discussion. I voted against reducing it, which is fine, but I just wanted to make sure that we're not putting ourselves into a precarious position by not having these positions in the >> you're increasing. >> So, yes, I wouldn't mind raising it's not going to help
252us where we're going because that's I'm taking us the opposite direction, but I just want to make sure that we're doing the right because again, we have state mandates and then we have legal requirements, special education, million other requirements for agenda. And I just want to make sure totally we're on the up and up. I totally understand your point. I'm just I'm trying to move towards action rather than discussion. So I'm totally okay if now >> I've already been I've already been out voted. So unless someone >> we can go back and would you like to ask all vote to have that those two lines or one of those two lines added back to added back to the budget because we can do that. >> Just one point the only reason those are there is
253because the instructions were there was a vacated >> otherwise ly vacated, but it would be a role. >> You gave me the the directives to if it's vacated, that would be something, but you know, not to their not >> Well, the directive wasn't to remove anything vacated. The the directive was is that when it came to telling you not to take positions away, that if they were vacated positions and you felt that they could be added as a reduction, that you could do so because there wasn't a actual person losing their job. >> It was to include vacated positions. If I was going to include positions, it would be vacated positions, not positions that people were in. >> Yeah, >> that was the direction. >> So that's why these two are here. But I wouldn't,
254you know, you it opens up the same kind of struggles that any other reduction like transportation does. It increases your risk. >> So yes, I'd like to reintroduce that to the table. >> Okay. Dana is asking that we um that we take a second look at lines 11 and 12. And um with the new information, if we would um if we would like to to cons still include it in the reductions, please vote yes at this time. >> Jaden, go ahead. >> So just to clarify, when we met with the administrators, they mentioned something about 19 high need students in one class. That was at Virgrow. Okay. Neither I don't know if any other class gets that high at the middle school or the high school right now. That's number one. Number two, especially if
255there's no position if the position is not filled right now. So I I if anything, the need is and again, Dr. Will, please correct me if I'm wrong. I don't want to misspeak and and misrepresent some of your staff. Um but it seems like the need right now is at the lower levels just based on class size. Yeah, 19 I need students in one classes is a workload, right? So, um, but that I don't believe right now exists at the TMS or THS level, which is why especially if it's an unfilled position, I'm I'm at a point if that's at BGP, knowing what we know about how big the class is, I'd probably vote to keep it. But I'm just right. I am where I am right now because of of of uh the sense
256of urgency at the lower levels as well. So, but again, you can correct me if I'm wrong, but what I gathered, the high need is at Bridge Grove. >> Bill had a question. >> Do we have anyone in those positions currently like the what you're suggesting reductions? I understand nobody's in that position, but are there people in those positions at the high school and middle school? >> Yeah. No. >> How many do we have of those people? >> I'm sorry. You and I were on the same page. We all might not have been. He and I were >> Yeah. I mean, you know, you're looking at the going down from like 13 to 11, that type of thing. But it's still it's just going to increase the numbers with the right to take. One of
257the riskier ones to do. I mean, I wouldn't have put it on if they weren't vacated positions. The other thing is and I I can't >> empty. >> Huh? >> How long have they been empty? >> Well, they're not. They're they they will be next year. >> So, these are retirees, >> resation, you know, end of year. >> That's what I mean. So, that that was not a, you know, someone losing a livelihood if you reduce it, but it's still got a pretty bad big impact. Um, one of the things that when you're, you know, you're doing here is very difficult and I know it's painful. You know, if you're going to put say those back, you'd have to take something of the equivalent to stay at a at that percentage that you're at right
258now. So, you know, an equivalence would be like row nine. I don't want that. But, you know, if you're going to put something back, you got to do something to adjust for it. you're at a, you know, if you look at the custom page and look at the top, that's where you're at right now. And if that's the budget you think you can pass and move on to the town, so be it. But if not, some other things would have to happen here. So, it it makes sense to be concerned about those. And if you are, then you'd have to do something like number nine to offset it because that's the closest one thing that could offset those two things, even though it's not an extern. You know what I'm saying? And I I'm not
259advocating for any of that, but I'm just saying that that's what you have to do if you're not >> putting something taking something putting it back. I'm going to have to >> Okay, so Jaden, yes, I totally uh when are you with H and Cody, they said that >> Burge Grove, right? to 19 students. But then when I was talking with the curriculum team, they were talking about MTSS and throughout the district and the tier one, two, and three support minimizes as the grades go higher. Right. We had more tier one, two, and three support at the younger levels throughout. And then the in the high school is where it's they're able to service less students. >> Sure. >> So I guess my so of course I would this is where we were talking about
260making tough decisions, right, Joel? And I my my first inclination was I don't want to put our son in a precarious legal legal sticky point. However, as Bill asked, are there already people in this role in positions currently impacting students? And your answer was yes. >> Yeah. >> So similar and I know that and I'm talking on both sides of my mouth. I know that we want these and we need these, but similarly like that we did with the nurse when we made this tough decision. We're gonna have to make tough decisions. And if we're in a place where we need to bring this in, and I know we don't, the nurse was like the first one that I've experienced bringing anybody or a program back, but since these are vacated and we have other
261people in the role, do we make the decision financially today where we are and six months down the road if we if we're going to be put ourselves in in in harm's way, then we bring it back. But is it going to be easy to find that person up? That's That's just where I'm thinking and I think we I know it's getting late. We I just wanted to That's just >> Dr. Willlet, if we added both of these back, what would the percentage go to? >> So, the easiest way to do that is take a look at your custom tab and I'm going to zero them out. Just real quick, watch. Look at the top. 32. >> They're 2 each. Yeah. So the only thing that would get you to almost a similar space, not
262exactly, but the only thing that would get you almost there is row nine. >> Row nine on the 4%. >> Yeah. Which so that would be like those two come out, that goes in. But I don't, you know, like I said, I it's just hard for you right now. I know. on the um on the swap list line five >> that's that's a person >> possibly >> which >> unless we get something between now and the end. So you're saying that's possibly a person? >> We are right now in a February. Right now that is a person, but between February and June, if you had a retirement or resignation, maybe it wouldn't be right, but that is right now. >> Can I ask this? This is going to be a tough one. So if you
263can't answer it, you can't answer it. So this is obviously on there because there's an ad retirement. Are there other >> I wouldn't count on that. I just we what is in here right now what you have is what I know at this time. I'm just saying it's possible that somebody could between February and June also put up for retirement that's not on here. And you also have a you still are at the base of your mountain because you know you're going through a process and if we do pick up a couple more retirements between now and the end of the year, you also have to have something to do uh at the next stage, right? >> That could be true for everything we've listed. We're on We're on a mountain right now. >> Are
264you suggesting taking row five and putting it on the list? >> No, I'm talking about I'm on the swap list. Yeah, that's right. Oh, okay. Sorry. >> I'm just >> You're asking about it. >> That's That is a person right now. And I'm I'm building upon Bill's question and I'm asking if if we took this risk here, are there multiple possibilities? Do we have two or three people who might retire and we're going to take one? So it necessarily end up being this one if that if we don't have a retirement. >> The hardest thing about what you're asking is it's a crystal ball question. I don't know. I mean I, you know, I've seen people say they were going to retire and then they didn't. I've seen people. >> Yeah, but that's not what
265I'm asking. I'm saying that if if it's not this particular one, but it's somewhere else, can we swap that to the somewhere else? I'm looking this >> is a retire. It depends on where the somewhere else is. Because if the somewhere else is a similar line to the one you want to put back. No. >> Yeah. Like, so if there's a retirement, >> how about if it's a similar line to five, just a different school? >> I mean, if it's in the same certification class, maybe it's just that um >> class sizes will impact that decision, that type of thing. >> So, I mean, if we pick up retirements along the way, we can try to offset what we've done here >> to, you know, not have it take a person from a job. Yeah.
266So given that I would swap a statement. >> Go ahead. >> I I I got to be honest. I I'm not on board with a 78. I know it's difficult decisions. I'm I'm not on board with a 78. And one of the things that concerns me, Dr. Well, it is when when we asked you about um you know the long list that we've gotten in the past um that you basically said we're just at the beginning. We haven't gotten to the next thing. You know, I I I I really think that, you know, in order for me to come into an agreement with something that we send on to town council, you know, I need some of those things. I I I I got to be lower. I mean, it seems like that you're holding
267some stuff back. Well, I'm not the long list you have in the has had nurses on it and had secretaries on it. >> You also have a lot of other program >> had seven teachers >> and so you have supplies, materials, you have all you have most of the same stuff that was on the LS. You have it split across three. There's nothing held back. I mean I I gave you what we have. You you instructed me with certain specific instructions that I followed last year. You took the SRO. You took both SRO's. I mean, you know, that that list is not that different than what you have here. I'm not holding anything back and I'm giving you everything I can. You also have if you look at last year's budget, we deficit spent a
268bunch of lines. Legal is one of them by at least 40 or 50,000. You know, you don't have what you even had last year. >> So, it sounds comes back and says, "We're going to give you the the largest increase in your budget you've ever had at 3 and a.5%. What more is coming to us on this list of reductions? Are you telling at that point it's all people? >> Yeah. Unless you're going to cut those supplies that we talked about or supplies >> or sports. >> I mean, I followed specific instructions this time, you know. I mean, you know, the the stuff that you can take all of that transport, you can take all of the um the taken half of, you can take, >> you know, we can cut the I mean, office
269supplies and all that stuff, you can you that has traditionally not been undercut. It's kind of shifting. But you want to literate all the office supplies, you could probably pick up somewhere 20 to 40. at that that's paper, that's batteries, that's that's everything that you said you didn't want to have teachers go out and buy on their own. Uh you know that you can get there if that's where you want to go right now. You can make the paytoplay fee for sports $500 and get $200 more for every player times 400 players at cost of what you know pick up 80,000 40,000 to 80,000. That stuff you did last year. >> What's the family cap? 1,200 >> 1,00 >> something like that. Yeah. >> Yeah. And I was going to suggest it. So let's talk
270about it. So here's my question with that. How can we talk about that tonight? Because let's say I throw something out here that says I'm not increasing the family cap, but let's increase pay to play another $100. Would you actually be able to give us a figure that we could put? >> Well, yeah. I mean, you can do that almost immediately because you take you take the rough, let's just say participation, I'm going to say, is $450 and you're picking up how much you want to make it? >> $400. >> Yep. >> You're increasing your pay to play by 100. >> 45,000. >> So 45,000. And then what are we? That's high school. So what about TMS? >> I mean that's you're going to get a much more >> TMS is 300. >> Yeah, I
271I wouldn't not picking up a lot there. You're probably getting >> No, you're not paying the same amount at TMS. >> You're not you're going to get a combination. >> It's 300. >> You pick up maybe another 10. I be careful with that one. >> One plus demand. If I'm playing a high school sport, this is the last time I'll get a chance to play high school sport. That's different than the middle school sport. There's a ton of options for middle school sport. >> What's the TMS pay to play? >> So, what is it like too? I have to look at saying $300. >> TMS pay to play per kid per sport is $300. That was my bill. I can show it to you. >> All right. Well, >> can you clarify? >> Yeah, I
272think. But in terms of what you're going to make out of it though, just for the purpose of understand, but I haven't asked the question. So, >> what do you say is the maximum? >> It's three. So, we would be increasing to four. >> Well, it's the same. TMS is the same as ths by high school >> the three and 400% and then the cap as well other than >> the family cap. So I wouldn't want to necessarily increase the family. >> I'm just I'm just rolling. >> No, I know. >> So I would I would increase the family cap. I'd increase the family cap. >> That's still you'd have to you'll have to increase both because if you're going to I don't want to but I would >> we you can't you're not doing
273that. We would do that. You'd say you want the pay to play increased and we would calculate the family cap benefit because otherwise you're going to lose you >> I if you cap out you're not paying the extra pay to play and >> I was just trying to take it easier on families that were playing. >> Well, I I agree with that 100%. >> But I understand what you're saying then we would just be paying it anyway. So what would be >> Yeah. a just throw it out there like a $5,000 fundraiser environment first part of I don't know how we again we would need to we would need to enact that for a future budget rather than do something like that now and jeopardize not having it you know what I mean that's why
274it's different from other clubs we can still have the clubs we won't be able to have the sports but we're we're deficit spent time funding the sports Well, okay. >> I mean, it's deficit spending, doesn't that mean that eventually we get back to zero and even? We're we're not >> not simply deficit spending. >> I mean, we're only getting 120 or so thousands on the sports with the pay to play. So, you know, that's 400 kids at $300 a piece. >> Well, we're prepaying the line before we were poop. >> You're I mean, only on >> we're still upside down. >> We still have sport. We pay in our budget for clubs. We've cut it out of the budget. Yeah. So, pay to play. We have pay to play and we have budgeting for it.
275We both Oh, okay. Then I don't understand. >> We're not with the federal government. We have to balance our budget eventually. Unless you want to change that. >> I'm just kidding. Oh my gosh. >> We we're we're saying that we we will pay for sports regardless of if those funds are recouped. >> No, I guess that's we're not budgeting for it. Fair. We're we're we're assuming in the budget that people will pay their portion of the paytoplay. >> Yeah. >> But we are agreeing to pay for the athletic program before people pay >> a question. >> Students, >> so that $583,000 for high school sports, Dr. Will it that doesn't include the additional approximately $120,000 that we get from the paytoplay, >> right? >> So the actual cost is >> $700,000 for the sport. >>
276Yeah. >> I understand what you're saying, Mackenzie. And I guess and again, we can we can vote on anything you guys want to at this point. I guess that that is just something that like I I just to say that to mandate $5,000 per sport. I don't have enough information on that to know if that's even achievable for my for me to personally vote on that. But I'm not but I'm not against introducing something where we say we're going to require all of our sports to do so a level of fundraising going forward and that money is going to go into a b into a bucket that gets used towards the next budget. I'm okay with that. I'm just I'm not okay with mandating it in fear that because we don't have the data on
277that because we've never done that level before then then it won't happen. That's the only you know what I'm that mean but again that's just my opinion. I I just want to make sure I make a statement with it. So pay to play right now at the middle school is equal to the high school. >> Well, he's checking on that. We haven't gotten information on that yet. >> Okay. Well, I know what my tab is. A builder said what his tab was. So, it's 300. Anyways, nevertheless, talent the kids like my kids. It's $150 for my kids to play talent. So the reason why these kids are signing up for the middle school and the high school, it's for that experience and that whole school experience. So families. >> Okay. So there's that, but also
278it's another thing on your college transcript, right? Or your >> 11:00 your location. So cool. I'm gonna I don't know how far we're going to get anymore tonight. So, we don't have a choice. >> Yeah. No one wants to answer. >> Oh, okay. I'm sorry. I thought you were looking at the >> I'm trying to find it, but it's Okay. So, it >> is the same as last year. >> Okay. Um, >> but I, you know, regardless, you're picking up if you increase it by 100, it's going to be magnified by the number of kids participating at that. >> Okay. >> So, it would be to increase paytoplay $100 would be um 45 >> would be 45K >> roughly. said that >> I bet you you'd have to also take into account that when you
279increase the cost few people may participate. >> It's it's not it's not an exact figure. It's a it's you're taking a chance. >> But don't you don't the overall cost decrease the less people participate? >> I mean yeah, but you're still I mean yes and no. You still have to transport on a bus. You still have a field. You still have a coach. still have you know a lot of the costs don't decrease that much by small >> I guess I was thinking like if a team >> unless you're not running a team >> you're not running a team that's true and that's the case but you have to be careful with that figure it's always going to be a generalized figure knowing it we're understanding that it's a tild figure it's maybe 30 to
28040 >> right >> oh I'm gonna I'm g I just want to say I'm pulling that off the table I'm gonna drop it for now So if if if your question is based on that and if anybody else wants it to bring to the table for a vote, I'm okay. I brought it up. I'm pulling it back. So does anybody want to run with that or also offer another suggestion at this time? Uh yeah, >> I I just don't see where else we can pull from and I think that's a good chunk >> that we have. Why don't we increase the price of sports? >> No, we're not. >> I just don't see anywhere else where we can >> cutting the >> So would you like to put it to the >> I would. >>
281So for So Joel wants to Jane McKenzie good. Joe would like to um >> have a vote um on increasing pay to play to $400, which would would provide us an additional $45,000 reduction for the high school. >> Well, before that, can can I what's what's the um what's it been say the last 10 years as far as the pay to play? Well, it was 200 for a while and I think for a little bit before that it was something like 150. >> We increased it to 300 >> two years in a row. >> Would you still like to go to a vote? >> To be honest, I'd probably vote for it, too. I mean, >> okay, let's go to a vote. So, we're going to increase pay to play to $400, which would be
282a $45,000 reduction. Any yeses? So then the cap would be 100 decrease 100 more actually cap >> that would have to the cap would have >> the cap you would have to analyze but the cap would increase otherwise you're losing the revenue increase but what I'm wondering is if you increase the pay to play by 100 and then only increase the cap by 100 you're mitigating >> we're not analy we have to analyze the cap to make sure we're not losing money the cap will definitely >> you know have to be adjusted in a way that makes it so we don't lose the money you're trying to get it back. making. >> So the cat do you understand that means by the way it's like so if you have three students pay you don't >>
283you'll never have to pay if you have six you don't have to pay >> okay so >> what I'm saying is it eases the state the single amount is you also bump the cap by 100 or 200 contra what you're easing the impact a little bit of the fact that we also just increased it last year. That's my that's my >> Yeah, we have to we have to incrementally do the feeling tap so we don't lose otherwise we're just we're doing the same thing on the back end, right? Never lose either way. >> I just had the entire thought go out of my head. Uh, oh, I was so for a $45,000 reduction is a tenth of a percent of our budget and but I I know that $500 is more than a tenth of
284a percent of my family's budget, right? I just I feel like the bang for our buck like yes that's the biggest line item but that particular reduction is going to be more of a burden on families than it will be a savings to our district >> is is my my personal opinion. >> That's why I like the fundraising idea and I understand why that's not super feasible but that's what I'm struggling with. I 100% agree with you and every year we have those discussions and every year we talk about how it would be less to do those things and what you and that is a buying conversation for this room but once that goes to the town level what you would hear is that but the seniors can't afford it. So yes, the families are
285getting the families would benefit if they just got the tax increase, but then you're going to have the people without children saying and the people without children playing sports saying, "But why? But I can't afford the tax increase because so I'm just saying this." I just I refuse to believe that it's really mutually exclusive, right? That we can't fund our athletic program and also support our seniors. I am just letting the same argument every day. I >> I I get it, right? And I and I'm not on town council and that's not my charge, right? Like they have a responsibility to the town to figure out a way to fund the departments in this town that in a reasonable way that is not solely on the backs of taxpayers and but my responsibility is to
286it is to the same people but in a different way, right? like like like and I I I know I've said this before, but people move to this town because we have a good school system. That's why property values have increased. That's why, frankly, taxes have increased is because property values have increased, not because the mill rates increased. And if we continue like >> I'm curious >> to have these kind of reductions and these kind of conversations where we're going to nickel and dime parents for things that other school districts have. I I don't see how the longevity of people moving to Holland because we have a gold good school system is sustainable. And I I think it's, you know, merits being said that all of the things on this list are important, right, and
287and contribute to the town. But, you know, I I'm I'm and I and I realize that we're at, you know, $45,000 lines and not $300,000 lines cuz there is no fat in this budget. I'm just having a really really hard time with the the concept that, you know, that we can't all exist in this town and fund our departments in the way that they deserve to be funded. I I'm just having a hard time believing that. >> So, I have something I have something for you here. Um, the reason I was a little confused is um, so I I couldn't get through to anyone here, but I did look back in my notes. So, what was done in this budget is in the past for TMS it used to be 250. In the superintendent's budget,
288it tried to put it back to 250 for TMS. You're right that it was 300, but there was an effort to put it back to. So, there's $50 to play with here times 278 athletes. So if you want to move it from 250 to 300 where it is now, you can pick up um you could pick up 13,900 so you could reduce by 13,900 by making the paytoplay fee $300 for middle school. >> There was a lot of complaints about that and it used to be 250 and that's why there was an attempt to put it back. That's why you remember it as 300 now because you were but it was 250. So you can save 38 thou 93,900 if we reduce if we make it 300 at the middle school but if you cut
289middle school sports it doesn't do anything. >> Okay. >> Right. So, >> so you could I could add that as uh you know you're raising pay to participate in middle school to to 300 again and I can give you 139 on on your custom chart. >> So the two separate lines, right? TMS athletics and THS athletics. >> Yeah, but they won't affect THS. It would be TMS because this is strictly TMS that was >> right. But we talked about the 45K for THS too. So we still have an >> You could do both. Right. >> Right. So, let's vote on ths first. >> Sure. >> Let's raise your hand if you are in favor of increasing paytoplay to $400 from $300 for ths, which would reduce which would provide a reduction of $45,000 pay. We
290got two. That's enough. >> Okay. So, then let's put TMS up. Is that a no? >> That one's a no. >> So TMS, please raise your hand if you are a favor of keeping TMS pay to play at $300 as it was in as it is in this current year, which would be a reduction of 13.9K. >> That is a yes. I don't understand. >> I I don't either. So >> what do you mean we don't understand? >> I don't understand why they just voted to increase the middle school. >> We didn't increase. We kept it the same. We kept it at the >> I where's the that's where >> because so so it was so it was 250 year before. This current year it's $300. in the superintendent's proposed budget, he put it back
291down to 250. So that gives >> you taking that away 139. >> Anyone else want to discuss any other lines? >> Keep in mind that you're 78. You're also under the opices that you're going to go get the security. >> Right. So we could be around a sick date. Well, what's five what's 540 if they do the whole thing? >> That's one point. >> You mean 540? >> 540,000. How >> that would be more than a point? It would be down probably in the six. >> How what how much is 540k? I know 450k is about one point. How much is >> 540 directory? >> Yeah. 1.2. >> Okay. 1.2. So I'm going to ask two questions. The first question, but I'll tell you what the second question is going to be. The first question
292is, does anybody else want to talk about any other lines that change our reductions? >> Okay, go. >> I just wanted to uh talk about line 13 on 4%. And how that affects the uh district and if that's a person currently. >> It is it's a person who would be uh that is a retirement a known retirement. Now, that'll affect the program. There is a person in that job right now. >> It's just >> for clarification. We've already voted to reduce that. >> Correct. I I I >> I'm just saying for everybody because I had to check. >> That is correct. >> You know what you reduced is on the custom customized line. >> Is there only one person in that program? Is that the whole program? >> No, it's it's not the whole program,
293but it will impact intervention. Can you write in here what grade levels that would impact? >> Yeah. >> Yes. Did it show up yet? >> Not on mine. >> Hold on. No. >> So you're looking at us. I >> It's still not on mine. I'll let you know. But it's >> a flag, which is what I'm struggling with. >> Yeah, mine's being funny. So, yours >> should be should be in there. >> Yeah. Thank you. >> It's on the customize tab. Oh, I was looking at >> Okay. >> Yeah, I don't have Oh, it's on all the That position is on all tabs. I just thought you'll >> Okay, >> customize. I'll move it to the floor, too. Would the rehire necessarily be at at the same >> Well, remember that. Yeah. When you do
294this bumping and all that, but that's where the impact would be likely. >> So, you've already done that accounting. That would be the bump. >> Well, I I'm not going to know for sure, right? But that's probably true. >> Okay. But you said that affects the intervention of to help these grade levels with that particular subject matter. >> Correct. That there's somebody that's doing it right now that's retired. >> Well, we wouldn't have anybody to assist. >> Well, we we still have people we still have others in that role, but this that we would be taking that down by a position. Yeah. >> Are there others in this role though? There are. >> Yes. >> Okay. I didn't hear that part. Sorry. >> It was like 11 and 12 in the before basically. >> I
295mean, if you're looking, you know, to make major chunks, you know, other than the security. >> Well, can I just hold you on that because I don't want to jump to other thing. I want to So, Brian, do you want to have a vote to change what we've already done and add it back? >> Yes, I would like that. >> Okay. So, um Brian requesting that um on uh let's say on the customized list, he would like to um reverse that reduction and add $74,000 back to that budget. >> Line 12. >> Okay. Joe. Okay, that's still okay. I'm sorry for Dr. Will, what were you suggesting? >> I I I don't like being in the position of saying these kinds of things, but you're either going to accept where you're at or you're going
296to look and see, well, the other, >> right? So, that's what I was going to So, that's when I Go ahead. I would like us to consider adding the ABIS position back. >> All right. Mackenzie would like us to revisit line six on the customized list and um reinstate that position request as it's not a current position and add $35,521 back to the budget. >> So, oh no, I was voting. I'm sorry. I jumped the gun. I apologize. >> Can I can I just say why I'm asking that? >> Sure. >> Um I doubt wholeheartedly that it's going to move the actual percentage down to the tenth of a decimal point. Um and it was it it's the lowest one of the lowest um amounts on on the list in the staffing area. But when
297I was at the workshop, I heard from multiple people how impactful this could be um and how um this is would really really help um the students and the staff and get everybody in a position where uh they can be focused and going into their learning. Um and I think that you know using the same term bang for the buck right I think that this is worthwhile adding back in. was that we heard the same exact thing. So maybe intervention so that >> okay >> it's not a position now. >> Yeah. >> Dr. Can you zero that out so I can see what that looks like in the >> Y. You had a question. Bill >> Oh, that's what I thought you said to me. >> Oh, I apologize. So let's let so show of
298hands. So to repeat line number six, the customized list, McKenzie is requesting that that be taken um out of the reductions and that position request be added back into the budget for $35,521. Show of hands. >> Okay, that's a yes. So put it back in. >> All right. So I'm going to just say this again. So here's here's where we are. We keep going and I'm I'm not saying we shouldn't, but these are our two options that are left. We keep having suggestions and we keep adding and reducing where the next thing we can and then the next vote is whatever this running thing is with running total which now is going to be 7.9%. We vote on running that having Dr. Will it run that forward to vote on to discuss next week or
299we will vote on our adopted budget with the understanding that we can only do minor tweaks to that at that time because it needs to be turned in. So those are our options right now. So let me ask again >> what was the other option? So keep going. Keep keep going. Keep trying to move this down. Move this up. Swap this around. But then everybody, you know, then everybody needs to come up with ideas. >> I would just caution when we come next week though, right? Minor >> I said. >> No, I know. I'm just reiterating what I'm saying because >> right with the understanding that we only we can only make minor changes to it next week. >> Yeah. >> Go. The only changes I would make right now that are going to have
300an impact in I say have an impact a larger somewhat impact I guess we kept the uh family excuse me we kept line 14 um under the 4% tab we kept um so that you know that would just be my starting point of >> would you like to revote on line 14 >> that's it or >> personally personally no I would like to pass what we have right now personally. >> Okay. So then, >> but if we can only make minor changes from here and we No, no, never mind. I want to pass what we have right now. So, good question. Fair. >> So, we'll be constructing a booklet based on what you have tonight. The entire thing >> I think everybody does everybody understand that? >> Yep. Is it? >> Whatever we pass tonight
301going into next week, although we will have a chance to review again next week and next week is when we vote on the adopted budget. The expectation has to be that we can only make minor changes to that because >> Oh, yeah. Yeah. Yeah. First time I've heard that. Yeah. >> Unless unless you want to create a special meeting between now. >> No. >> Okay. Or Yes, that there's an option. We can have another special meeting. >> Okay. So, would anyone else like to suggest any additions or subtractions from this list at this time? >> Well, so Matt question about option option three-ish. So the things that were off the table are any of those things that we think we have we might have some opportunity or flexibility on it. >> I I need you
302to be more specific, JP. >> So So Mr. We said so far we didn't want to touch the positions in place that are not uh what's that? >> Talk about what I'm wondering. Right. So this is what we came to with the initial guidance that we gave back to roll it last week. Right? So what we've got by scrubbing these these lines, we got to this number. What I'm wondering is if we want to now step back and look at that original assumption and say, okay, so that was the we gave them those ground rules. Is there anything there that we think we might have some flexibility on? Still >> again, I would need you to be more specific. The guidelines that we gave Dr. Will last week are to run a 3%, a 5%,
303and a 7%. >> We told him at the highest level to add the the social worker and the PPT facilitator. They are not currently on the list that we're working on. We told him to protect positions unless he couldn't, which is what we're working with. We told him to keep in security and with the caveat that I there have already been town discussions about them covering some level if not all of our security. So I guess what other >> That's right. This doesn't include the potential impact of the town picking up those items >> if the town if the town which I cannot guarantee by any way shape or form. >> If the town picks up the entire thing, yes, it would be 1.2% less than that running total. The town may say they're only
304picking up some of what we're asking for. The town may say they're not picking up any of what we're asking for, but I am going forward with the ask. So, yes. So, that would actually be you voting right now on a >> six. That is there. So, that's what I mean. So, I feel like we've I don't know what factors they like to adjust that. This is where I'm going from that convergent thinking we've been doing to bumping it back out again and saying is there anything else we've we're missing? >> Really what you're asking is that is there anything else in the entire budget we'd like to consider taking away. So what I would say is this unless you have some specific things to to question the only way to then do that would
305be to have an entire another meeting because we cannot just start throwing stuff at the wall tonight and we cannot throw it at the wall next week. I'm totally open to that. If the group feels like we need to have another meeting that that's what it would entail to to now go back out broad again and see if there's anything out there. >> I don't have a solid enough proposal to warrant that. >> Okay. Do you do you understand like I'm not meaning to take away from your I'm just meaning to make your request actionable. So, which I'm totally okay with. >> But those are the only ways I can see that it's actionable. Do you have something? Yeah. So, line nine. On which tab, Dana? Sorry. On the 4%. Line nine. >> Okay. Retirement.
306>> That's line nine on on 4% is not retirement. >> Row nine. Row nine is not retirement. >> Okay. Yeah. Row nine on 4%. Row nine on 4% is not retirement. I'm just >> What can I see? >> Am I confused? >> This is what row nine. >> Okay. Sorry. Then I'm confused. I thought like I thought row nine, row 11, and row 12 were all retirements. Am I mistaken? Sorry. >> I apologize. You are asking if if >> Never mind. I mean the human beings. Yes. That Yeah. >> So what you were saying >> eliminating eliminating line nine. >> I thought she was saying a certain line that title, right? >> Sorry. Okay. Reducing line nine, >> right? >> Will mean reducing a human being. >> Correct. Well, >> say that again. >> Hold
307on. There is a retirement in that position. >> That's what you Yeah. >> So, yeah. There is a retirement in that position. >> I thought you were saying the line. There's a retirement line there, too. >> Oh, I see. >> I thought she was talking about >> You were asking if the person in that position is retired, >> right? That is it. That is that that row nine, there is a person retiring. >> Okay. >> So then when we since we are keeping row nine in the budget, we're bringing someone in, right? >> Correct. you would be rehiring for that job, >> but it wouldn't be at that rate depending on >> it >> as a new hire. >> It depends because a person might come in with years of experience. >> Understood. >> I
308just didn't know if that line would be reduced because of salary based on experience. >> I mean the the reduction amount is in there is lower than the current compensation amount because the person in getting the compensation is high, >> right? and the person would probably be a little potentially vulnerable but not for that to >> yeah there's a if you look at there's a step range >> so that's >> I just didn't know if that was going to be a monetary change >> are we voting on that line again would you like to revote that line >> no okay so Dana didn't put that on the table I'd just like to put that on the table you Okay. >> Well, you know, obviously the the scenarios you have um last year, you know, you
309have a scenario that brings you down to four. It's just the things to do that are very much like what you went through last year at the very end. >> Okay. Anybody else have anything they want to suggest at this time that we add or reduce? All right. So I don't know that I have any other option except to ask the group if they would like to go forward with this 79% for scenario which will be an actual vote be a more like a six >> could potentially be anywhere between a 6.7 and a 7.9 if the town council decides to pick up any >> I don't think you can vote that way though you're voting for the seven >> you're voting for the 79 vote for clarification. Yes, I would. And should they not
310and we would receive a lower number, I would make some suggestions on changing those security and tech requests probably if I had to, but I would like to ask the town, but I do believe that those security that the security and the tech in full are necessary. I believe the town has the funds to pay us that. I believe that the town should be providing security to their buildings as other towns do. I believe that tech should be a capital expenditure, especially when we have a $15 million general fund. So, I believe we should all be making those points or whoever feels comfortable making those points should be making those when we meet with the town council or elsewhere. Um, but yes, so Bill is correct that it would we would though be voting on
311putting forth >> a on asking Dr. Willlet to and this will be an official vote Lisa um on putting forth a scenario to prepare for next week with a 7.9% BOE increase. >> So first I need a motion. >> So move second. >> Do you need wording please? Yeah we state that. So um next move to >> motion to accept the 7.9% budget and related reductions as >> the final scenario. >> The related reductions that would be a no. >> Thank you. You know, you could say for the construction of the board of education, you know, budget >> adopted budget. >> You haven't adopted it yet. We're constructing it and then we would adopt it on the 11th. >> Okay. Lisa. >> Yeah. I have a motion to accept the 7.9% U budget and related
312reductions for the construction of the book board of education budget. >> Okay. So, that was moved by McKenzie. Do I have a second? Sir. >> Yeah. Okay. Any discussion? >> Okay. I would just like to state in my discussion. I'm trying to think of a careful way to say this, but I would like to point out that I have given ample opportunity for everyone to provide suggestions of reductions. I would also I also would entertain having another meeting if they feel that we need to look at other reductions, diverse reductions, larger reductions. No, we are at a place where no one is requesting either of those things. So, this is now our only avenue that I can see. Again, unless anyone else would like to provide another avenue at this time. >> Well, if you're
313putting it out there that way, I would have preferred to um knowing the options and what we would have had, I would have preferred to see options of personnel. >> But had you actually had >> what's that? you if you want >> additional others. >> So you have it in the swap, you have it in the 4%. You can just you can actualize the stuff that's there, >> right? But a lot of those positions are empty positions. I would have liked to have seen more out. >> There are four or five that are now >> and plus >> how many of them that are empty >> or not retirements? >> Well, I did follow your directive, but I >> I agree 100%. you have at least five or six that are not. I mean, so
314when if if and when this gets bounced back to you, >> some of these things you're seeing in the 4% construction and in the swap become >> going back to >> things you are going to grapple with. >> I'm just trying to help. I'm not trying to bear. If you wanted to, there are things there. I I don't want I don't want to see that either, but you have things there. You have line nine. You have other lines. that you wanted to tonight. You may end up in that space anyway, right? >> Oh, >> I I know the way the way the way you put it >> had to say how I felt. >> Then the option is then let's have then please request to have another meeting so that we can look at other
315options like I'm not you know if if >> correct >> I'm >> history tells us this is getting bounced back to us. >> That's what history says, >> right? But >> it's getting bounced back to us. Nothing's being announced back to us yet because we have to vote next week. However, what we are deciding tonight, we're going to have to understand that we're going to be really close to next week if not right on. >> I'm not disagreeing. >> Totally. So, I'm just where I'm at in this is that um trying to think of this. >> Let maybe let me clarify. Maybe that will help. >> Yeah, Dr. Will, you did exactly what we asked you to do. Um, so this is not a reflection on what you were asked to do and what you
316provided with this. You did exactly what we you asked to do. But seeing the document and seeing you know where we're at and you know the the reductions that you know got us down a point and a half maybe. You know, I just would have liked to have seen other options. And if those other options and reductions included additional personnel more than what was here, I would have liked to have seen even them on the swap list. But again, you did exactly what you were instructed to do. I don't want it to say that you were not doing what you were asked to do. Um, I guess just the the impact of seeing this and and where it's all at. Um, you know, I just I I don't I don't I just would have wanted
317to see more. >> But you are not requesting that we take additional measures to explore those options. >> I'm I'm not because history says it's coming back to us and we'll have to explore those options. >> All right. Any other discussion? Dana. Um, so next we have a meeting. We're discussing whatever we're deciding here, right? It's the only topic on our agenda. Not that I want to see the options because it'll probably make me want to >> there there's enough there isn't enough time to make those kinds of adjustments to have a book ready to >> have a book. There's >> that's why I'm walking us walking us through that. So then >> but you're saying no matter what we decide history says like let's say it's 7.9 let's say it's six let's say it's
318whatever whatever we send to them history tells you it's coming back to us we're going to have to make tough decisions anyways in another couple weeks yes >> is what I'm trying to say >> yes >> okay I don't understanding what you were saying >> yeah no that's exactly what I'm saying you there's never been a time where it hasn't been kicked back to us >> right however however But maybe it isn't. So, I'm just saying like either way, I think and I don't I'm gonna speak for Jen. I don't want to speak for anybody here, but I I think I what I hear you saying, Jen, is are we comfortable with him presenting us in the formal thing for us to adopt something that's similar to what we've landed on today? >> I'm trying
319to provide >> as much opportunity as I possibly can for us to have consensus. And so I'm I'm just almost voicing a concern that if we don't have consensus, >> right, >> I don't know what else we could have possibly done to gain it because I feel that every opportunity has been suggested and not taken. So that's my only thing I am I am very much looking for this board to find consensus wherever that may be. Um because that is something that we when we talk about things every year that we hear back every year we hear it back that we did not have consensus and it's used as an excuse for why certain things cannot be entertained. So I'm just trying to do everything possible to gain consensus. That's the most blunt that's that's
320the most blunt way I can say that. >> Can can we take the temperature of the room before we take a formal vote? >> No. No. That's what this discussion is. Jaden, >> to be clear, I mean, what was presented what was presented in the yellow and with the red red. I mean, you put these positions on there because it has whether it's minimal impact compared to other positions that you could have added on there that would have increased class sizes, added workload, other places, whatever it is. So, anything else that gets added to this list, I mean, is is is is far more detrimental. That's not a great way to put it. Is very detrimental in relation to what is on this list already. And I I just unless something on this list goes
321first, I'm assuming whatever comes after this is much more impactful to the daily operation of our school buildings than what's on here right now. So, if we want to take stuff off, I'm not interested in what's what's what I don't see here yet because I trust our I trust our professional to to to to uh assess that accurately. When it comes back to us, we might not have any other option but to first address some of these things just like we had to last year and then if it comes back to us again and again and again, I feel like that's when we start getting into general territory of we're getting into things that are not on this list right now. So, just to clarify, because I I I wasn't sure I wasn't sure what
322you and I don't take this as like a I hate you. Uh, no. I wasn't sure what you were looking for in terms of are you looking for to remove stuff off this list that currently exists or are you looking for more beyond that? If you're looking for more beyond that, I think there's a reason it's not on this list this round. I guess if hopefully that's making some stuff like makes less of an impact than the other stuff they say >> less of or you know, right? whatever the proper wording is. It's on this this stuff's on this list before the other stuff for a reason, I guess, is the simplest way for me to explain myself. So, um I'm just not, you know, whatever's not on this list right now, I'm not I
323can't cons I can't bring myself to concern myself with until the moment comes that it gets kicked back to us and we're facing that and now we have to deliberate just like we've done all four years I've been on this board. So, um so I just can't do that until the point comes. That's that's sort of I don't know. That's where I am. Any other discussion? No. Okay, let's proceed in the vote. All in favor? I >> I. >> Any opposed? >> That's Brian and Billos. Any abstensions? Seeing none. Okay, I will accept a motion to adjourn the meeting at 11:50 p.m. >> second. All >> in favor, you're adjourned.