0016:00. If everyone could rise for the pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay. Well, uh, up here. >> So, we have a consent agenda for tonight's minutes and approval of the agenda. Can I get a motion on two three? >> So, moved. >> Thank you, Justin. Thanks, Lori. Any discussion? Jen, can you hear us? I'm gonna assume she can. Pretty loud, but yeah, she >> Yes, I can. >> All right, perfect. We appreciate you zooming in while you're sick. Thank you. >> Okay. Yeah. >> All right. So, with that, all those in favor? >> Opposed? Motion is carried. Moving into business operations. We have a consent agenda for 31 through 33.
002Uh, approval of the general fund warrant in the amount of $483,44.91. Approval of the capital fund warrant in the amount of $3,800. And the approval of the school lunch warrant in the amount of $6664. Can I get a motion for 34? >> So move. >> Thanks, Tim. >> Second, Dan. Thank you. Any discussion? >> All those in favor? I opposed. Motion is carried and we're moving into reports. Turning it over to Superintendent Abby. >> Thank you. Uh again, tonight reporting coming from creating the second portion of the budget that we're going to be looking at this evening prepared by both Cynthia and myself. So we're going to be looking at the programmatic section of the budget which is a very much more in-depth section than the previous section that we had looked at. Just as
003as a refresher, as we had said last time, just to kind of run through as where the budget has gone over the years, starting back in 2017 18 at 18 million up to last year at 23,2769. So just that steadily increasing over the years, which you know, no surprise to anyone as costs continue to go up. Obviously, our school budget also simultaneously goes up. So, to give you an overview before we get started into some of the more details for the program section of our budget, we're looking at actual expenses for the 2425 just over $11 million budgeted last year 11,2495. Yeah. 11,249,5001. And then proposed for this particular section for next year's budget, we're looking at 11,694,895. So as we look at it right now, that's an increase of 445,394, which is a 3.96%
004increase. So obviously as we've already talked and we'll continue to go back to the idea looking at the possibility recommendation from myself was to go with what our calculation for the tax cap. We'll get back into that again and simultaneously only looking at potentially at this time a 1% increase in foundation aid. We're not talking about a big increase in those two revenue streams for us. So looking at this right here, this already outdoes those two numbers. So that's important consideration for us as we progress through this. And this number right here, only a 3.9% increase, was with a lot of work and a lot of diligence to make sure that our projections were accurate. But I want to be truthful and say this was not with a cut mindset either. So, as we went
005through this, we wanted to make sure that it was accurate with what we currently offer and what we want to continue to offer. And as we progress through the entire budget, then if we need to backtrack, we will backtrack. Like, that was not the intent. We weren't looking to cut at this point in time. We were looking to make sure that we had an accurate picture of what we had and make sure we had a good understanding of what we were looking at. So within that, there's some things that really kind of stood out. So one of the biggest sections in this budget is our teaching section. Obviously, like that's that's what we're here for. That's what we do. And this is a very large portion of the budget. Um dollar-wise, what we have projected
006out for next year is $4,997,670. That right there is makes up around 42% of this section of the budget. So you can see that this is about half of this portion. So this is this is where the majority of our money is being spent, which directly impacts what's going on in our schools when we think of what's going on in a school in our education. So we broke down a few of these different line items to showcase these things for for a variety of different reasons. Okay? And if you look this portion as I said which is about 42% of the programmatic budget we actually have that on a decrease. So we have this number coming in projected about $340,000 less than last year. So that doesn't mean that and that is not by cutting
007any teachers. That is not cutting anything. That's by being really diligent and making sure that we're spending our money on the things that we need to and simultaneously making sure that things are in the correct coding. So if you look at that top line there like the K6 salaries and 712 salaries, the numbers proposed for actually come out to less than what was budgeted last year. That's not because of fewer staff. That's because of fewer staff in that category now. And one of the reasons for that is that we took our teachers, we took our aids and our TAs, we made sure that anyone that's working with the special education population, we made sure that they were coded correctly to that. There's a couple reasons to do that. One, you know, that's it that correlates
008accurately to what they're really doing, but two, when we have our numbers tied to special education services, that's beneficial for us in the long run as well. So the next topic we're going to look at is special education. So you're going to see these two slides and those numbers kind of compare with each other. Where we see some decreases here in the salaries, they're matching pretty closely on the next page as we look at the increases that are coming in the special education department. So I wanted to make sure that that was clear because this was not lessening teachers. And if you just look at those numbers and didn't know the story, you might think that's what's going on. And that's not the case here. And then there's some other things that we wanted to
009highlight because as we as we alluded to last board meeting and we talked about the diligence in the district over the years of making sure that we were right sized has helped us with this and the fact that we did not spend ARP funds on staffing and on people because that was a good way as soon as you reach that cliff of when those funds go away then you have to fund those things. There are still elements that that occurred to us. it just didn't happen with people. And those are some of the areas that we wanted to highlight here as well. Uh, one of those being our class coverage and our lunch coverage, which we've broken out in more detail. So, when you look up there and you see like there was no actual
010expenses for lunch coverage. There was no actual expenses budgeted for 2526. They were built in together just under that class coverage code and that was covered with ARP funds at one point in time. But that is a contractual obligation that we have when we utilize those services. So those are things that we have to pay out. And so it's important that we're looking at those which is why we broke them into more specific categories so that we know at the end of this year where that money really is going in what areas so that that can help us budget better in the future in these things. So if we look at like the substitute teacher for example, the actual expenses were 150,536 back in 2425 and then you see like a dip in the budget
011and some of that we also shifted because in this day and age when teachers can be very difficult to find. We find ourselves hiring long-term substitutes while we're looking for teachers. So the coding in that can can sometimes be a little bit deceiving. If you have a long-term substitute that's in for a short period of time when someone is out on leave, well, you don't want those both coded within a salary because then you're doubling up on those salaries. So, we've we've gone through and we've made sure that anyone we have that we have like those multiple positions. If someone's out, example, out on maternity leave and we had someone in as a long-term substitute, we don't want that number showing in the teaching salaries. We want that showing in the substitute salaries. So, that's
012where some of that shifting has occurred as well. So that's why you might see some drastic numbers from what was budgeted last year to what's budgeted this year and it's really going to be more reflective and more consistent to us going forward in those things. Um the additional breakout as I said of of the lunch coverage that right there is something that we have to be factoring in. It is an expense. It is a necessary expense at this point in time because as we have right-sized in our staff that leaves us with areas that we need to supervise and we have to make sure that we have those things covered. So we utilize our teachers. Some of them volunteer on a daily basis. Some do it a couple days a week and they choose to
013give up their lunch period. We can't force them to. We can't ask them to. That's on them if they're willing and they go in and they help supervise the cafeteria. And I will say I am very pleased with the way our cafeteria looks while kids are in it and after they leave. And I've said that numerous times. I was just in there today. I said the same thing to Mr. Parody. Middle school walked out and I said, "This cafeteria looks clean." And it did. So like one respect for the kids that picked up after themselves and then two for the adults that were in there making sure that things were in an orderly fashion that things were cleaned up when the kids left. So you see it as a cost and it wasn't budgeted in
014years past. It's happening, but it is important and we're monitoring that. How many do we need? We want to make sure we're diligent about it. We've talked when do we need two people? When do we need three people? And those things are are coming in as well. The other important thing there that was previously through ARP funds and I know that this came up in board meetings last year when when those funds went away was our summer school programs that was created with those funds and very successful very positive programs. Again, something though that now we have to incur as costs. So overall between both buildings, both the summer enrichment that happens at MPS and a lot of the credit recovery that occurs in this building, you know, we're upwards of 22 $22,560 is what
015we're looking at for that. So those are some additional costs that have come out of those things. >> Some schools, >> well, no, not the way we not the way we're doing it. No. So there are options through regional summer school. Uh we have had the discussions of those and we've gone back and forth. So some districts choose to utilize a regional summer school model for their grades 7 through 12 in which then kids go to whatever district is hosting and they take classes there. There's advantages, there's disadvantages. You know, some will say that seat time is important. You're there with the certified teachers in those areas. They can give regions prep, but there's also very strict attendance policies that sometimes you pay for a slot for a kid and they miss two days and
016then they're removed from the program. So, you got to know there's a commitment there. You're you're spending that money and then it's there's nothing you can do. Once they've been removed, then they're removed. So, there's complications with that. And we've been talking, should we shift back to that? It's more expensive, which is important to note. Do we get what we're looking for with that model? I've talked with a lot of other people. Some people say, you know, it's a mixed bag. You get some great success stories out of it and you get some things that really are kind of a frustration. You lose some of the some of the power over the kids. you're not like we as Waterville employees aren't the ones that are interacting with the kids on a daily basis. So I
017think that for this year at least we're going to stick with the credit recovery. It actually ended up being quite successful. There was a lot of kids that showed up every single day. One of the advantages is that when kids put in their time and they get through what they need to, they can be done. So some kids are here longer throughout the summer than others. So that's a nice advantage. The downside is when you're doing credit recovery, you're not getting that same dialogue. You're not getting that same discussion. So there's always the debate of are kids learning enough of the material at the level you really want them to. And I I see advantages both ways. I see disadvantages both ways. And then there's it's not on this column because it wasn't a drastic
018cost change in the numbers that we're looking at, but I did put a bullet on this about the supply closet implementation that we plan on doing for next school year. So, at both buildings, we're going to have a space in which we're going to have supplies for teachers to utilize. Right now, classroom teachers have been given a budget over however many years and they're told this is your classroom budget for supplies and then they order those and if they run out then you're you're kind of out of luck and it can be unfortunate and you got to you got to know what you're trying to order for May in the summertime. So sometimes it can be a frustrating process and when you're told you have $200, you're going to spend $200. And sometimes that can
019lead to stockpiling of things because well, I don't really need Post-it notes, but I'm going to order Post-it notes. And then you retire after 30 years education, you open up your closet and you've got just boxes and boxes of pens and Post-it notes and all these things that have been accumulated over the years and for what purpose. So, we want to kind of take that mentality away. I don't want people to feel as though, well, if I don't order it now, I'm never going to get it. >> Kind of use it or lose it, >> right? I want people to know that if they need pencils for kids in their classroom, they can go down to the closet and they can grab a box of pencils. Same thing with tape, staples, like the basic supply
020necessities so that those aren't on that use it or lose it mentality. Don't don't stack the whole cabinet like they'll be there. We'll we'll take care of that. There's an initial upfront cost for us obviously to make sure that it's furnished and that it's done in the way that people want and the items that they're going to use on a regular basis. And then it just it's just maintenance over time. And so we still want teachers if there's additional supplies that we're not going to have that they need for their classroom, we'll support them in that. But I don't want them feeling as though like I have to spend that money every single year. If you need something, we want to support you in that. But if you don't need anything, like don't order anything
021that year. And that's okay. Like, let's get what we need without spending just to spend. >> I think as we get closer to that and we have a better idea of what we're looking for, there's a lot of local organizations and companies, mine included, that >> we sponsor a lot of local school districts to help build those supplies up. So, >> yeah. And I So, I've been part of a district where we've had a supply closet, which is interesting. We never actually utilized any donations for that. But on the flip side, we've always received so many donations for kids in their school supplies that we got we would get so many that we didn't even know what to do with it. People are so gener >> and donate. So as a family, yeah. >> So
022that that's a nice angle. I never even thought of that angle of the potential of it going into that room that's still going to be utilized for kids, >> right, >> throughout the year. A lot of times this kids have as parents by the time they graduate have a whole bookcase full of notebooks and >> so it's kind of works. >> It does too. So right which I think the schools are better with that ads and >> yeah yes organizations tend to be very very giving at back to school time without a doubt. So as I alluded to the where it came out in the positive end the fact that we were able to have a little bit smaller budget in the other section like our our programs for students with disabilities has gone up
023significantly and continues to rise and we are not alone when it comes to that. Mrs. Hansen had given that presentation at the last meeting and she showcased you know over the last 10 years how much we've increased in our students with disabilities in their population size and simultaneously as we alluded to there not only are we increasing the numbers but those students that are coming in are coming in at higher needs and therefore the costs continue to rise so now as I said the salaries and the non-instructional salaries you see increases there, but those are not due to increasing or new staff. That's from recoding staff into this category to make sure that that they're done correctly and and that we get our full benefit back for those being tagged to that. But what you
024will see is is contractual general special education. We're seeing a pretty big increase right there in that category. And that one alone came as a bit of a surprise as my understanding not too long ago. Um, and those contractual special education services that caused that significant increase is due to a couple of students with very high medical needs. So those two students each require onetoone RN nurses. It can't even be someone working under an RN. It has to be that onetoone. that one:1 is on transportation during the school day after school until they get home. So, it is a very expensive need for for these children. So, we're looking at a contract, two contracts actually, because it's so hard to find nurses in that category that we actually had to go to two different organizations.
025We worked with them to get those things set up. And we're looking at contracts of $254,000. And we're talking about that's for two students now. they need those services. So, and it's not something that we can say, well, we're just we think that's too much. We have to provide that like that is a mandate for us to do. And so, when we're talking about roughly 15% of our population being students with disabilities, that comes the cost that we're looking at in this section is around 30% of this programmatic budget. So it is it's a very heavy portion financially for us. So it's something that we have to be in tune on. The hardest part as we alluded to last meeting as well is that there also tends to be a correlation of being a transient
026population. So as good as you want to be about predicting, you never know when someone that needs to be in a $50,000 program or an $80,000 program is going to walk in and register. And you don't want to build the budget up too high to have that much of a buffer there and then never use it and then be asking your taxpayers to fund something that doesn't happen. So it's a very very difficult balance that I wish I could predict in a better way and I just don't have the ability and no one else does either to predict those numbers. >> How does the state fund that at all assist with that? >> So yes and no. You Cynthy you could probably answer that better than I could. We were just talking about this today.
027There's there's a process you stack your high cost. >> Yes. >> Mind adding? >> And then Yep. And then so they come up based on your prior year's enrollment, they come up with what they consider to be a high cost aid. So you submit those costs and you get high cost aid for them. Anything above that, they call it excess cost and that's when we get excess cost aid. But they don't calculate that based on the prior year. They calculate that two years prior. So our 2425 expenses won't get aided until because we're just now stacking our 2425 costs. So they won't even go in to get calculated until June. Then we won't get aided on them till 2627. >> So it's a two-year lag on >> it is a two-year lag. Yes. So within
028the case of these nursing, we haven't seen any money come back yet. So that is all money we've put out, but we have not gotten aid back on it. >> And looking at contracts for the like these two students, we won't see that >> until >> for two more years. >> Yes. >> Our um so our district is we have a lot of students from other districts come into our facility um through the Boseis program. We we do host Bosey's classroom. >> So are those students are uh that need the extra assistance? So what I'm trying to figure trying to figure out is our district is our district. These other districts that do we have children that come in with disabilities coming from other districts? Are we getting assistance from those districts to assist us
029with those students with you know what I mean? Or is this strictly let's say for instance Westland >> has a student come in with a disability into our district does West Mland district assist us or are we getting assistance through Boseies or the state you know for this it doesn't have to be one to one let's say 1 to 8 or 1 to 15 or something like that you know I I do believe that we have three classes >> we have four >> four classes you Are we getting you know I have very open doors but are we getting assistance for opening our doors that's you know with for these programs >> so we do >> but so we earn revenue by leasing those classrooms to BOSEIS we get revenue from them >> but not
030for the special education services they are offering >> so the revenue we earn covers the fact that they're utilizing our facilities and they're pushing into some of our classes. So, does that show as a number as a student with inside of our district? Because I know funding has to do with >> No. So, that doesn't even help us when it comes down to numbers because the numbers are big, right? Or funding from the state, right? >> Yep. So, are they that person that's coming in, is that benefiting our district as a number or is that still benefiting the home district? >> The home district. >> Yeah. It's still their student >> just like when we have students that go somewhere else >> go to another Yeah. >> district for that is our the home district
031is is >> correct. Yeah. So, anyone that we have in place that's our student counts for our enrollment. >> Yeah. What what's our exact headcount numbers like total enrollment for the budget we're planning and and how many are considered student with disabilities? >> I estimated around 740 but it's I think it's more than that. I think 737 close to that 15% of that was >> which would be 110 111 but just wondering the exact numbers >> I think that's what we were talking last during the presentation it was >> approaching like 120 >> I think so I think it's slightly 15% >> it's probably closer to 20%. And while she's looking up, the reason I'm asking, and you know, to Zach's point, obviously we want our students to have everything they need. Not even just
032that they're legally entitled to, but everything they need to be successful, but I think, you know, I'm not putting you on the spot. This needs to be a higher priority for us when we look at funding and we talk about when all of you go to Albany and we ask for them to look at how we fund education, like, are we equally funding the mandated special education costs we have as a district? because we're looking at it's going to be close when she gives the numbers, but it it costs almost four times as much >> to teach a student with disability on just the teaching budget as it does to teach a student that's not correct considered student with disability. >> That is part of our presentation. We did get bumped from tomorrow. Unfortunately, they
033canceled our meetings. They moved them to March 11th, but they have been rescheduled. But that is one of the elements of our schedule of our presentation is to talk about that need. >> Yes. Oh, for sure. Just >> Yeah. >> And I know you can't have a perfect solution, but as an example, I feel like there should be a very specific way if you get a high need student that requires an RN that you could basically get a grant to cover that RN. There's no way any district, especially a small one like us, can ever budget for that because you don't know if that student is coming. >> Exactly. >> Right. >> Districts have to carry a surplus for those >> events typically. >> Well, and again, >> those funds, >> we're going to go
034through it. We all know it, but for public discussion, I mean, $245,000 or whatever it is is more than our tax cap increase, >> right? >> At 3.09%. Which is $191,000. So >> again, it's not a matter of whether we want to do things. Of course, we want to do them, but like these are legitimate challenges for us. And then down the road when we get into how we want to maintain our different reserve funds and what we need those for. These are the types of things we always need to have the right money in the right funds >> so that in a few years when we probably won't have the surplus we do now in fund balance that we don't face a choice of well we have to cut something because we have to
035fund this legally mandated service for a student. So >> on 16, but 14 of those are CPSSC, so they're preschool, but then they'll enroll. >> All right. So they're included in the budget numbers basically because they're enrolling. >> Well, for CPSSE, that's those services come from the county. >> So those don't go into this budget. So our preK program is through grant funding. >> Okay. So, and right now prek students also don't count in our enrollment that we put in for state. >> Gotcha. So, then what >> but for the ones that remain. >> So, should we use the 116 or should we use 102 then? >> Okay. >> Some districts do um contract out for CPSSE, >> but I took it and >> we do have one student in a tuition based that's that's
036prek. >> What's our projected? We do have one student in a prek who's tuition based that we pay for. >> What's our projected total headcount in the fall student? >> But it's going to be more. >> Not this one. >> Per student if it's 102. >> Unless they're in Yeah. >> It's like $34,000 per kid. >> Yeah. Which is basically accurate. >> Yeah. We can't >> No, that's 33932. Yeah. Yeah. >> What else? >> Well, I mean, again, we get we get our aid, but you know, the aid ratio and again, if we really dig in, it's not it's not considering cost per student relative to, you know, regular population or whatever term we want to use, total population versus students with disabilities. That's our own. Our 102 are water central school. >> Yeah. Those
037those are our kids. >> Yep. Here. >> Yep. >> Or anywhere else, but they're still, >> right? 725. >> So it's that's the total enrollment. So >> projected. Yeah, >> it's what it is currently. We've been pretty stable. >> 725. So that's Yeah. 737. >> Yeah. That's just over $8,000 per student for the Yes. So, it's four times four times as much. Okay. The last area that I wanted to to highlight for for this particular section is is our fitness center, which is an important thing to note because the the cost to the district is around $47,000 a year to operate the fitness center as we do to have it open for the public the times that it is. Um, so what we brought in for revenue in the 2425 school year from the fitness
038center being open to the community was $3,41. So obviously I know that that's something that was built with the community in mind, but I think it's also important to know that that is an additional cost that the district bears every single year over $40,000 in cost and Even if we were I don't think the rates have gone up in quite some time. They're they're very very low. Even if we were to raise them, we're just talking about just putting a debt into that. So, I'm not saying that we cut that, but I think it's important that the community does know that that is a cost that we endure every single year to make sure that that is still open to the community and available for everyone in the public because it is it is pretty
039hefty given that it only brings in around $3,000 a year, >> Yeah. I'd be curious, you know, and I I don't I don't know that we have the answers now, but I'd be curious to understand, having helped out with indoor track this winter, is there a way we could build a more structured lifting schedule around the sports we have? And would that allow it to be open without staffing if we have a coach in there? Is that something we could look at programmatically? Because you could have hours where, you know, for example, like I was in there and we're in there for an hour and a half >> and it's not open to the public, but I know I'm as certified as anybody that staffs it. >> Like I just wonder if that's something we
040could explore in the future that could give us hours of operation in conjunction with, you know, I'm not paid, but a lot of our paid coaches are there staffing it. We're already paying their salaries. It's a part of their program. We're not asking them to work more. They would just be in there just >> Yeah. I think putting the downside of what you would lose with that is the availability for any student. Like if they're not currently playing a sport, could they simultaneously be in there? >> I don't know if that's >> I'm saying to supplement when we're already open. >> Yeah. As a option. I don't know. Thinking out loud. Not saying to like limit hours somewhere else necessarily, but because that's something I've observed too is like there are there's with even with
041the cost we have, there are a lot of times when it's not open. >> Yeah. >> You know, when it would be useful, but I you know, I get it like it already costs us a lot to be open. >> Yeah. And that's why it is limited one just how much additional cost and then would there even be enough people there in those off times, >> right? because even during some of the times that it's open now, it's, you know, sparse and flows like >> Yep. Yeah. >> Y said this last year, too. We're having discussion, but I don't know if we necessarily adequately advertise it and try to get more uh membership. Well, not that that would make that much of a dent, but it could bring more. >> That's true. And just thinking
042out loud, another thing I don't, again, we'd have to have all the proper legal agreements, looking at the lawyer on the board, but could we even sublet it out in times when it's not used? Like if a local trainer wanted to bring clients in there, is there a way we could generate income off that? Because it's just sitting there unused. Like potentially that could give it more exposure, too. And then we all know how that works if you're >> like I've trained with trainers before. If you train on Monday and then you have the gym membership, then you're more likely to go in on Tuesday and Thursday and use it versus if you never go in with a trainer, then you all of a sudden don't go at all. I don't know if that would
043be an option. >> Be a good question for the insurance company to allow an outside service to utilize it, >> right, >> for their business. >> So, yeah, we could definitely ask about that. I mean, currently an annual membership is $110. >> So, we would need to even just break even on that, we would need over 400 people >> even >> to enroll and have that, >> you know. >> No. Oh, god. Not. >> So, >> not even close. >> You know, if you were to register 400 people and, you know, >> Yeah. If they ever showed up all at the same time, obviously we get a lot of trouble. No. the side. There's no way to win that situation, >> right? >> I mean, it's a great deal. It's less than $10 a month
044>> and it's local. So, like, yeah, there's opportunity to do better here. Are we ever going to close the gap? No. >> No. >> That's that that would be an unrealistic plan. >> But I think to continuously talk about it as so the public understands part of the budget is that benefit that's available >> is important to talk about. >> When did we build it? It's been a while, I know, but early 2000s. >> Yeah, I was going to say like 2000. >> After that, >> what was >> that? Sounds about right. >> Because I still worked out in the closet. >> Yeah. >> And by college, it was there. And so I'll just say it, you know, again, preface this at the risk of getting the arrows directed to me. I am not suggesting
045we should stop keeping it open, but I think it's a fair discussion point when we talk about this publicly to say like, hey, yes, we agreed to build this. We understand that as a school, we are grateful for the taxpayer money. it's been open x number of years and it costs us x amount of money to keep it open to the public. Like how, you know, at what point is that investment just throwing money away? Because because when we talk about if it's $40,000 and three or four years from now we're talking about this being open or having a teachers aid like that's when it's not so easy to just say keep it open, >> right? Like and it's not it's not as if we're we want to turn our back on the community. Nobody
046is suggesting that. That's not in the near term. But we should we should have that dialogue so that again some of these creative solutions we're offering may I would love it if somebody in the community had a solution we haven't thought of yet that could help us figure this out a funding stream a grant a donation whatever but like that's where we're at with wanting to keep it staffed for the public and and balance I mean we have to value every dollar we spend here. So, you know, and very similar brought it up just because it's important for people to know and that it is those costs, right? >> And we don't want to get to that point and that be a surprise for someone >> realize that we've incurred those costs all those years.
047>> Well, right. Everything involved. >> Yeah. And and and you know that the the cost of staffing it, again, if I'm not suggesting this, but if we remove the staffing, we can have our coaches use it for our athletes. It's not like it's not going to continue to benefit students. That's a separate issue. But it is like we recognized we made an agreement back when this was planned, voted for, and built that, you know, we were going to have this open to the public and very aware that, you know, like that's something we want to honor. But again, it's a real cost. It's not like replacing the turpp field that we just make sure it's not locked and you can go out and use it. Like that's a public use thing. That would be good
048for a discussion point, Ben, because if we're going if it were ever to not be open to the public but still exist for student use, how much is that really going to save? Are you just saving the salaries? Because you still got maintain the equipment, maintain the facility. >> I mean, if you just cut the salaries out, that's 30,000. >> Okay? >> Right. And again, like I I'm with you. I think it's worth the expense. But it again, it's reality. 30 * 5 is 150,000. 30* 10 is 300,000. like 30 adds up over time when it's a gap gap gap like and as the money gets tighter tighter tighter those are the things we look at >> and like you recognize if it comes down to a choice between that staffing a >> a teaching
049role right >> we're in the business of educating first so that's how and I'm >> I'm a community member that you that uses it >> the choice becomes simple at that point to me anyways because >> that's what we're here for >> I just wonder if there's some sort of like wellness grant out there community based that's not even necessarily school-based that you know could help support this you know whether it's from the government or from local businesses organizations I mean we have some you know like chbani we have some big >> you know opportunities locally that we don't normally look at so >> yeah I'm curious about the idea that you brought up because I think structured correctly by having an existing gym or business come in with a contract that layers over their
050insurance, names us as as additional insurance, there's an opportunity there for >> not only maintaining but increasing what the services that's available through that, right, to the adult community >> because you know a lot of times I don't know the schedule off the top of my head but right five, six, seven, eight o'clock at night, it's not open. Those are great hours. If you have clients that work during the day and you're a trainer, then you need facilities like and it would cost a lot of money to buy all the that equipment off your own. >> So, but if anyone knows anyone >> I don't, but it's a great idea for a young entrepreneur. Right. >> Definitely. Yeah. >> Give us a proposal. person that's been become certified and wants >> right right >> don't
051have to buy any >> equip a person who has become certified and is >> looking to do that >> right >> or even looking to downscale >> someone's looking to do less and get out of a >> the overhead of their own building and >> materials >> and then I just wanted to revisit and go back to the idea of the tax cap and the calculation where it came out at for this year. And obviously with everything that we said like my recommendation is still that we go out at the 3.09%. And as we had said that that what that shows is an increase of 191,000. So all those numbers that we've been talking about, it doesn't even scratch that surface. So this is kind of what I've got up there. Now, this wasn't in
052the one that I sent you before, but through further discussions, I felt like this would be a good kind of recap as is where we're at and to reiterate the idea of what we've looked at so far, what we have projected for potential for increases in our funding streams coming in. So, the administrative section of the budget, we were looking at an increase of 113,753. programmatic as discussed today, 444,394. So that puts us at an increase so far in the two out of three sections we've looked at of 559,147. Remember again though, we did not go through this with a cut mindset. We went through it with a mindset of let's make sure that this is all accurate that it's set in the proper codes in the areas where maybe we didn't utilize it before.
053Let's get it as an accurate projected number so that we have a true understanding of how much we need to operate with our current programming. So looking at all that with those potential increases if we were to go at the 3.09% 09%. And if we truly only get 1% increase in foundation aid, that leaves us at a current deficit of 263,355, which is obviously a lot larger than we want at this point in time. And we haven't gone through the capital section of the budget yet. Yep. So the discussion as we do this is once we go through capital and we have an idea of where that stands and then we see where that puts our potential deficit we simultaneously then have to play with the idea do we want to offset that by utilizing
054unappropriated fund balance which is something that I think we've kind of known we might have to do but it's something we want to get away from long term that can't be our reliance for very long like that needs to be now and as we shift things move away from that. Obviously with increasing costs and being a little bit tight on what they're releasing for additional aid for school districts around New York State got to keep that in mind but we don't want to rely on that. But simultaneously as we're doing the capital and as we have the conversations if we find that that deficit is too high we can then go back through each of those areas and have a little bit of a different mindset and where are some areas that we can trim
055back a little bit with minimal impact to programming because that's what we don't want to lose. We don't want to lose our offerings for our kids. But are there areas where we could trim back a little bit here and these other areas where it won't have a drastic impact on our students, but it would still save us money and we wouldn't have to use as much appropriate fund balance. So that's the philosophy that we're looking at at this point in time. I think if we could I just want to kind of circle back to the the tax cap discussion and you know for anybody at home listening to this point out the importance and why it's a necessity to go up to that tax cap number and how much that harms us as a district
056in future years if we don't because I don't I don't think a lot of people understand that if we if that projection is 3.0 9 and we choose to go under that, it impacts our aid after that, >> right? So it's once once that projection is there, we're really have to move to that number to eliminate even larger deficits next year and the years after that. Yeah. >> Yeah. When you don't go to the tax cap for your next year, like it's basing it off of what your levy was in that previous year, right? >> So, when that's a lower amount, then it impacts your numbers every year thereafter, forever >> because you're almost signaling to the state that I know that we should have gone to 3.09, but we don't need to when that's
057not obviously the case. >> Right. So it >> the one way I would simplify it and again I'm not saying I agree with this and we don't have to agree with this but this is the logic behind it simply. If you're sending a signal to the state as a community that you're not going to take advantage of the maximum funding you are allowed to locally. Therefore, the state is going to redirect funding to other schools who do take advantage of the maximum funding allowed locally. >> And and so it it seems unfair in a in an area like ours, but if you think of it in an area that's growing and might have a lot of new businesses and they're gaining new revenue and they're choosing, well, we don't want our taxes to go up,
058then the state's saying, well, you're healthy enough. You're clearly getting revenue. Then you need less revenue from us. And that's why the formula is designed the way it is. Again, I'm not saying I agree with it. That's how it works the way it works. So, you know, it it it seems illogical that if we had a way to do less, we would be punished for it. But but that's the broader scale thinking. And I've actually seen this in other states actually where I grew up in Pennsylvania. There was a lot of growth in the district I grew up in. And for a few years, about 10 years ago, the the board didn't raise taxes. and the state identified the school as a school that wasn't properly funding things and they had a huge multi-million dollar
059funding gap because the state redirected funds somewhere else. So, it is critical that we be consistent year after year to have the right long-term view that hey, we're doing everything we can. We're getting every dollar we can. We're we're supporting our schools. We're being fiscally conservative with how we spend our money. Like, we need more help. We we need to be able to go and say like it's really an unfair burden that we have to hire RNs and we want to do the right thing but for our special ed population like we need funding for this like we have to have credibility there. So, >> absolutely. >> And I haven't seen it in print, but reports coming back from state ed are that they want to see districts getting closer to like a 5050 split
060between what they're taking from their local tax bases and what they're getting in foundation aid. We're not even close to that. >> What's ours? >> We're like a 30. >> Yeah. >> 71. >> Pretty close to that. Yep. >> Yeah. We're more like a third. >> Yeah. It's close change. >> Yeah. So that's >> grew to a 50%. >> Now there are districts that are right on that mark. >> Mhm. >> But those are districts that have much they don't have to be larger, >> but they have to have larger businesses and more of a commercial taxural. >> Exactly. >> Right. >> Yes. Whereas anyone that's predominantly residential like we are, you see that discrepancy. So that is a concern long term that that really will be the expectation. Like I said, I haven't seen
061that in print. I don't know if that's just something they're kind of saying like, "Hey, representatives, go share this back so people start working towards that." But it's definitely something when when I heard it, it was it was alarming for me. So, it's something that we I fear the state will want to implement over time. It's definitely another way that they can continue driving people from the city. >> Yeah. Depends on the way you want to look at it. That or really push that regionalization which you know there's a lot of positive things to regionalization too. >> But the state views it as costs and a benefit to them to do so. Whereas we see it as we're world maybe we could offer our kids more things. That's not necessarily. They may frame it that
062way, but they're looking at it in dollars and cents. >> Our foundation aid is based on enrollment numbers. >> Yeah. >> But it's based on enrollment numbers from 2008 last. Is that correct? >> I don't >> I think that's >> that I don't know off the top of my head. >> That's another thing. If they ever change what the form was. >> Yeah. >> I think >> it would be dramatic. >> Yes. Yeah. >> Big problem to have. >> Yes. And I do think I think it's out of date what our enrollment is currently, but I just don't know if it's 2008 or >> right. >> I know that I know that that's when Dr. Spring presented and they said yes that that that's what it was based 2007 or 2008. >> I want to
063say that they froze it utilizing it once. >> No, they are they are sat. >> Oh yeah, there's been talk just I think probably had an enrollment. So I I think they did when they and they haven't implemented it but when they reviewed it last year when they reviewed the over and they overhauled how they do foundation aid the study that they did I think they are going to implement that they're going to do it in a different but right now we're still under safe harmless >> right >> so that is what we can't get less than what we got the year before >> as long as that's in effect. >> But when you have 15% increases in benefits and different things like that. >> Staying flat doesn't >> doesn't do anything to right >>
064well >> or getting less. >> Yeah. And I think as we move through this process and I know you know Superintendent Abby and the administrative team, they're working on things behind the scenes, whether it's regionalization >> or embedding artificial intelligence into education the right way. so that we can enhance and gain productivity. Like we just have to think like we can be reactive and and we can feel sorry for ourselves in a way about the way that things are or we can just try to have vision and be leaders like we always have done here at Waterville, whether it's the A program, you know, or our great facilities that we're able to maintain here. Um, and I prefer to have us try to lead from the front and, you know, look at all the possible
065ways we can exceed expectations with the resources we have. And, you know, if it comes down to it, I would love to be fighting a battle where we show we're just an excellent school at everything we're supposed to be. And that's why we deserve to continue to, you know, move forward down the road. But it's not going to be easy. That's for sure. >> Definitely. And like very similar messaging. Yesterday we had a health consortium meeting and everyone at the table saying the same thing just those increasing costs and all the struggles that districts are having because of them. And that's one of the biggest ones and that and that'll be part of our our next section. But that is one of the big pain points of school districts at this point in time is
066those rising costs and our inability to do anything about those. Yep. Any other discussion? Really appreciate the presentation. >> Great category. Thanks to the finance and audit committee for the >> work. >> We did have a technology committee. >> So that was that was next since our our last board meeting. And as you alluded to there with the idea of implementing AI and the needs of the district and what we need to do to do so. That was a lot of our conversation that day. Spent a lot of time discussing it. A lot of schools are utilizing those that are wanting to adopt it and get it in kids' hands are utilizing platforms and there there's you can pay for all sorts of different platforms that are ed 2D compliant um that are trying to
067sell their package to schools. The benefit to those is that you know that student data is safe. You know that it's regulated in where it's getting its information from. But obviously there's an increased cost with that. So we're analyzing and trying to find out those that are already using it. Do they like it? Is it giving them the offerings they want? or can we utilize what we technically already have access to by us paying into Google? We currently have Gemini turned on for our teachers and teachers have received a little bit of training and have been asked to kind of explore and we're going to work on more things with them as time goes on and we can technically turn it on for kids. We just want to make sure that we one, we're ready
068as a school to do so, and two, are we doing a disservice by doing that? Are we making sure that it's filtered properly? And it should be, but we're doing our due diligence to make sure of that. And Gemini is Edlaw 2D compliant, whereas like Chat GBT is not. So, we've looked into those as well. So, you can't allow kids to use that in school um because of their restrictions and they're they're not he compliant at this point in time. They may change. I'm not sure if they will or not, but there's a lot of there's a lot of factors when it comes to that. Some of the things that we talked about was just continuing with our adoption as far as the educators and the adults in the building and getting more and more
069comfortable with it. We talked about the fact that we need to create ethical guidelines for our students so that they can have that realization that understanding this is how you collaborate with it as opposed to just plugging in the answer and turning that in. uh we need to make sure that we have appropriate usage levels for that communication between faculty and students so that ex expectation is clear so that when a teacher gives an assignment and they say I want you to utilize AI within this assignment to what level are you using it for research purposes are you using it to create a draft are you using it to take what you've already written and to give yourself feedback on it so we have to have those levels understood and and clear so that we
070have understanding. And then we also want to know about policy and what should we have included for policy and we reached out to the policy service and asked what do you have currently they actually are in the process of drafting some additional templates at this point in time. I think schools that already have it, it's more of falls in line with plagiarism. And I think AI has shifted so much in the last year or two even that I don't know if that's necessarily an accurate policy to have for it anymore. So we need to see some some updated templates with what other people are doing. And I think using a tool like Gemini is probably very beneficial for the student body to to so they're begin being taught early on the impact of hallucinations within
071that and how to filter those out and >> right >> get good results from that how to build prompts and commands that get them correct information back. So, >> and I think like we had a debate recently with superintendent cabinet about its use with kids and its benefits versus its harm. And I feel like it's a tool and I'm not afraid of it. And I think the level in which students will engage in it and use it positively versus negatively is no different than any other tool we've ever provided them with. like those that wanted to use Google inappropriately have those that go we'll date ourselves a little that got cliffnotes and just use that to write the reports instead like it was still the same concept like it just what corners were you willing
072to cut what's different is the expertise that AI can provide you and if you want to learn or you want to expand your knowledge that wasn't necessarily available in these other tools like it is here. So that's where I think it really can be so much more beneficial is how it truly can enhance what our kids learning and how much they can go deeper into a particular topic if they want to. We've just got to motivate them and get them to that point where they want to do that. But where it's nice is when we talk about a classroom and offering differentiated activities. that right there like how quick you could get a differentiate activity and obviously like the lower level use which is still very very important. You can take something you can put
073it at three different reading levels and hand it out in the class for those are appropriate and that's a lowlevel task of it. You can set the kids loose on it once they you think about in a classroom when you've got your high achievers and they finish the activity and then you got to give them something else, right? Well, you don't necessarily have to give them something else. they can create something else utilizing AI. It doesn't even have to be where you had to be prepared to do that. That can be the extension activity. We you can even teach them the basics of using the instruction box to personalize the AI and then it it learns their own voice and learns their specific wants and it's very personalized. So like we we should be cautious
074to make sure the oversight's there. But for my personal opinion like we should be embracing this. >> Yeah. >> Because that is the where where the world is heading and accelerating whether anybody likes it or not. And to turn your back on it is to fall behind. It's an opportunity for kids here in Waterville or in a rural village in Africa to jump ahead of kids that are born with more money and resources because it just it levels everything if it's used properly. >> It's it's >> it's very impressive. >> Great starting stuff with stuff that we've already done. I think it was that last year they did the kamingoingo training and things like that professional developer teachers would be key to providing that students >> they did with model schools they they worked with
075Gemini uh the next step which we haven't been able to schedule yet they were going to implement notebook LM are you familiar with that K that's great >> and that that's where I think teachers actually feel a little bit more comfortable with that which I think is really nice and if you're not familiar with what it is. It allows you to pick the sources that it's that it's working with. So you can give it what you want it to pull information from. Upload it there. So a teacher can have a little bit more control instead of it reaching out to wherever. It's going to minimize the hallucinations if you're doing that. So that's that's a good tool for people to implement. We've also one of the other conversations we talked about is because there is
076so much reservation and people are just a little bit nervous about implementing it. We talked about should we pilot it? Should we get it turned on for our AP classes now >> like see how it works? >> Is it teachers right now? >> Teachers it's on and it has been all school year >> and just Gemini. >> Just Gemini. >> The notebook online is it? >> That's available as well. Yes. Yep. But they haven't received training on it. So some I think have explored it and are trying things but it really at NPS when we did that day they they didn't get to that point. They just scratched the surface of it in that training they got a fantastic tool for even you can translate put resources in translate a video into Chinese. Um so
077it's it's pretty fantastic. So >> Oh yeah. Yeah. So, great conversations. Um, we need to just get the ball rolling on a few more of those things and and on March 20th. Um, MBS is going to a great opportunity, but I think we're going to do some AI work with with the junior senior high staff on that day. And and a lot of that's probably going to be about how do we get this in kids' hands and what would make us feel more comfortable to be able to do so so that we can be ready going into next year with an understanding of where we're going to be at, >> what kids we're going to allow to begin starting net use in school. But it's I think everybody's in very different comfort levels and I
078don't think we're ever going to get everybody at the same level at the time that we really need to get it in kids hands. And I think that's a an important realization, an important conversation to have. >> And and I think too I'm I'm glad to hear on the Gemini front like we shouldn't be paying for anything additional. This stuff is changing so quickly. Like there was a major announcement just today with um Anthropic that has clawed and you'll probably see some stock fluctuations tomorrow. Like that's how fast this is moving. Like they get an update in a month and then you see companies, you know, market valuations are going up and down because these tools are just every version so revolutionary, >> right? >> That there's no point in spending a lot of money
079buying something that's obsolete in six months or less. And that's how I've felt about it, but I want to make sure that >> like I don't know anyone else that's done that, >> right? >> I want to make sure that I'm agreed. I just don't want to be the one first that everyone's like, "Why'd you do that?" >> Well, yeah. >> So, we'll we'll keep working towards that. Um, couple other things that came out of the technology committee is we're going to be updating passwords 14 or 15 I always mix 15 characters which will be beneficial because currently people have to change their passwords every 90 days but as soon as you go to the 15 character password we don't have to change them. So that's going to begin at the beginning of March. March
0802nd is the implementation date for that. That was another thing that was brought up and and shared and reminded. >> Uh that's based on the uh NIS N cyber security standards that um districts across New York and all the regional implementation centers follow. So it'sund and some boxes that you put them. Um so it's not just something the district came up with. It's through those cyber security standards which I think near Harper knew this already but out. >> Will we ever be at the point in the near future where we can just do like facial recognition? >> There the hard part with that is there's legislation for the VR state regarding kids and staff with facial recognition. Um because you go into the atlaw 2D standpoint where that software company is keeping that of that
081person. Um there's certain softwares out there like Verata um that doesn't keep the full face but there's certain identifiers on there. Um so it is a very cautious and I know that the um governor or the current governor did pass legislation or sign an executive order that schools could not use certain forms of um that recognition. But it's something that we can look into of what companies do and I know being kindergarten and UPK currently with class we have QR codes so they hold it up in a sub um so there is certain things but I don't know about you have to look that >> yeah something >> but using and storing biometric information like that increases potential damages for breaches as well. So that's another and that's why they go down that road. >>
082Yeah, it really came out during because a lot of people were using those scanners and stuff like that. That's where it originally started. But yeah, >> thank you. Um the only other thing that we talked about at the technology meeting that is also similar with the idea on March 20th for our next conference day is one of the requests from teachers was to have a V sonic support group which I thought was a funny concept but but great like we don't necessarily need to have a trainer there just like sessions for people to kind of collaborate and what have you been doing how is it working with you what problems have you ran into and and and they've come forward with some different things and I know Mike's been working on on some of those
083little caveats, but I think what we're finding is that anytime that someone's had an issue with Vonic, it's not actually the Vonic. Like, so they're they're functioning well. Um, how they've integrated with some of our technology, we're finding some little glitches, but working through those and overall, I think they've been a really great tool in Gemini. >> What's that? >> Ask Gemini, >> right? >> No, seriously. >> All day, every day. >> I was going to say, too, do we not have like do we not use like a a chat system? Like I'm thinking of Slack from like the work environment for teachers. I mean we want to create a group. You just create a group. You just >> it is a great tool. >> Have a Slack room for teachers that want help >>
084on their Vonics. >> I keep looking. Well, Justin, you obviously use them. I'm sure you use that or Teams, Microsoft Teams. >> Slack, right? >> It's so ubiquitous. I just figured do we have anything? >> Use it through Google, Dan. We How do you use it through Google? >> It's just it's like a chat feature. >> So we use you and I and we do we use chat in our in the district office >> smaller groups so that I not yelling across part of it. >> Yeah. >> I mean you just can Yeah, you can just make a thread like a chat thread and you just >> I don't know >> add people to it. >> That's a good idea, >> right? related to this. >> It just seems like I mean I love the
085space we're pushing in into. It seems like if we can break down the barriers that just are there in large society at large but within our school and empower our staff to use the technology that's can accelerate your productivity >> realtime collaboration >> right like they can the answers are here like we said like the answers are with the staff the experience we have you know and then even that could spread and make collaboration very easy between schools again like if we do this in our everyday jobs with people all over the world in a lot of cases. Like we could certainly do that when everyone's physically in the building >> without and there's nothing wrong with having the inerson meeting. I'm not saying we have to not do those but like you don't need
086to figure out a time where we're going to have a a support group meeting. Like you literally just have support all the time. Like who's online right now? Oh, there's 25 people in this room. Oh, there's three of us online. Anybody know how to do this? I need help. Well, why don't you ask Gemini? That's what I did the other day. >> This is the instructions. Let me copy paste. Bang. This is the instructions it gave me. Boom. Done. >> About like creating the the IT support. That's what we use chat. You have spaces. Somebody can send a message whether it's or facilities or whatever that way. I don't know how like >> even things like time off requests. So I think it could all be >> Google's very powerful the work suite that we
087have like a lot of that could be centrally managed right there that >> our legal team uses it across three different offices and remote workers. >> Yep. you get responses like that and saying, "Hey, have you ever run into a situation where an accident crisis might >> how do you manage teams where nobody lives in the same time zone?" That's how you do it, you know. >> So, we'll be talking about our Google license with actually three different versions. Um we currently pay like the minimum of the road book but there is a very expensive there's one that you would get additional features like you put in different areas but Google has changed their pricing and we'll see that coming up during the budget year >> and that's worth exploring just to understand the differences.
088So >> interesting. >> Yep. >> Yeah. I think what would be interesting would be like the systems that we are paying for and I just thinking like you know time off tracking or things like that. Can those functions be covered under a license that you know just with a Google form that links to a spreadsheet you know they're easy to set up and somebody puts in a request whoever's response gets notified, hey this request just came in and worked. >> Yep. They'd have to get a lot more in depth to be able to tie into what we have currently. But maybe >> well you have current. >> Yeah, it's possible. I know we change our systems all the time to >> just it would just be interesting to see like what we have what the
089function is. Can we get it out of something we're already paying a license for? Two license paper. >> Nice. >> Maybe sooner than later AI is going to be able to do that. AI is going to be able to clarif Not not too far along. >> No, it's it's here. >> We can use it now. >> Still have that that announcement I referenced today. Like it's it's here. like today was the day like it's it'll take a while for it to filter through but like the updates that were provided today that that AI embeds with Gemini in all of Google products and embeds in all of Microsoft Office and actually produces documents in all of those. So like you want a PowerPoint, it just makes it and it's almost perfect and that's like it's literally
090here. >> That's how fast this stuff is moving. do the game like literally telling you what I want. You can see it the code it troubleshot itself. That's why you talk about like getting into the hands students like I'm I'm a huge fan of I use it quite a bit >> professional hand personally but um I love the idea you're talking about like maybe a pilot program see like what can we learn from it to apply for students um because I think if we do wait too long I'm sorry I should kind of go back a time but I think if you if we wait too long you're kind of waiting like the perfect is going to be a good type thing and fall behind but like if you kind of get like pilot or
091something and start to see what you can do with it. Kind of adapt as you go. Um, but I think there's a lot of people even in the area you obviously sell, you know, a lot of us that use these types of products, but like you know, I go to Texas once a month. I work in Waterville. You know, like just people it's not you're not these types of tools are people no longer have to work where they live, you know, you can work regionally, nationally, globally, you know, wherever. Um, but these are the types of tools that the the more familiar I think they get used to it. It's definitely like a a force multiplier where you kind of go deeper on things to things I would spend an hour on during the day.
092It's just kind of like a monotonous task. I give it to the give to the machine to do now I can focus on the next level deeper. So yeah, just I I love the idea the fact I think it's great. >> Great. Sorry, but one of the great partners, sorry. Um, one of the great partnerships this wind model schools and the Rick. Um, so the Rick is currently looking at different things. And the wonderful part about the ambassador and I brick is they also have that legal team and also the bridge across the organization so that your district doesn't have to pay for that legal side of it and they can get all of that technical New York State requirements and all that out of it. Um, one of the things they're working on is
093how to put in your test data and see where those trends are. Um, you asked about um the effects of CO and stuff like that. Um but eventually figuring out those different things with the AI. Um the Rick is looking into that but fine-tuning it to make sure that we're meeting all the state requirements. Um I do use it every single day. It's my coworker kind of the book. Any other questions or any other discussion? Okay. Okay, we're moving moving to board discussion if there's any additional board discussion. I think we just >> right. I said it's always seems redundant when we have it set up this way, but it's it's right here. It's number five. If we don't have any, we'll move to public comment. We have any public comment? We just wowed you
094with our tech and budget discussion, right? >> I'm back on the fitness center trying solutions. >> I love it. Let's see. I knew you'd be good for that. >> Last check. >> All right, we will move into old business 71. We have a policy regulation third reading. Can I get a motion? >> Lori, >> I'll second. >> Dan second. Any discussion here? All those in favor? >> I. Okay. Opposed. Motion is carried. Moving into 81 personnel consent agenda. Can I get a motion? >> Thanks, Kate. Second, Tim. Thank you. Any discussion? Okay. All those in favor? Oppose. And one abstension. That's me. So, I'm not voting for myself. Uh, moving into new business. We have a consent agenda for 91 and 92. Can I get a motion for 93? Thanks Tim. Second. >> Thank you
095Justin. Discussion. >> All those in favor? >> Opposed? Motion is carried. And here we are at second public comment. And we're at board questions then. How's Sierra? How's the AI? >> It's so funny because I sent a bunch of emails prior to the meeting. I didn't email on that. I was going to and we talked about it anyway. I was going to give them until the next meeting, but it came up. >> He's going to start utilizing. >> You brought it up, though. You brought it up, but you walked into it. >> I knew it was coming. >> All right. Uh, we do have a need for an executive session. We will not need our administrators to stay unless you want to hang out. And there won't be any new business after that, Patty, if
096you don't want to stay. But uh can I get a motion to go into executive session? Do we need a break? Quick five minute break. Well, okay. We'll go in at 7:25 to discuss the medical, financial, credit, or employment history of a particular person or corporation or matters leading to the appointment, employment, promotion, demotion, discipline, suspension, dismissal, or removal of a particular person or corporation. >> So moved. >> Thank you, Justin. Thank you, Tim, for the second. All those in favor of going in at 725s, >> I