001at 601. Um, we're live. Um, so, um, just to start, um, since we have some, um, public here tonight, I think maybe it would be helpful if we just go around and give some introductions. Um, and then we can go ahead and look to the agenda and see if there are any changes or additions. You mind starting, Ryan? >> Sure, I'll start. Um, so I'm Ryan Pznowski. I have uh a first grader, a uh I have four kids, one in the school and three more on the way. Remember? Um yeah. >> Um I'm Hannah Benone. I um have two kids in the school and another coming through. >> Board members. >> I'm Beth Schwarz. I'm a board member. I have a se rising second grader and a rising kindergarter. >> I'm Mike Schaefer, assistant principal
002sitting in for Mr. Roi this evening. Christine Borne, superintendent Windsor Southeast. It's great to have you all here. >> Um and I think um in terms of changes, additions to the agenda, which has been published publicly, the only addition is that we will add an executive session um uh following um the school board candidate introductions. Um so we will go into executive session at that time. Um if we can turn to approval of the minutes from May. Um, someone >> I will make a motion to approve the minutes from May. >> Second. >> All right. Um, any discussion? >> All right. All those in favor? >> I I. >> All those opposed? >> Okay. The minutes are approved. Um, and now what we'll do is turn to public participation and announcements. Um, and um, I
003think this was published for everybody, but just so people kind of know how this will run tonight. Um, since we don't, um, normally use this time as much, I think, just to sort of review the plan. Um, we're really glad you guys are here to put comments on the record. Um, we will ask you to to limit your time to several minutes. Um, and just know that this won't be a time that we're able to necessarily respond to any comments, but we'll certainly, again, we're very grateful that you're here. We'll certainly use those comments to inform future agenda discussions at future meetings. Um, important to know that anyone addressing the board should be a district resident. Um, a school staff member, student or parent. Um, or individuals who have been requested by the superintendent or
004the board to present on a given subject. Um, additionally, any persons who's directly affected by matters on the board agenda. Um, and then any others at our discretion. Um, so we'll open the floor to anyone who would like to contribute public comments. I guess I will. >> Good evening. Uh I have two children in the district. Uh for starters, I would like to thank the board and all the educators in the room. Uh I know you guys do a lot of work and do appreciate it and probably a lot of thanks uh work. So first off, thank you for that. Uh secondly, reason I'm here was uh I listen to the last >> by the way, sorry, what's your name? >> Uh sorry, uh Daniel Hall, Heartland resident. So, I listen to the last board
005meeting and one of the main reasons we moved to Hartland was because of school choice. Uh, it was very concerning to me to hear that school choice might be eliminated. What was even more concerning to me was the tables and graphs that were being used for possible decision-making. Uh upon further review of those tables and graphs, I found them to be misleading and also inaccurate if you're going to use them as a cost savings analysis. Uh for starters, it was alleged that there would be a $5 million savings if the districts merge and there was no longer um school choice. That's not truly accurate. Um the districts would no longer have a $5 million expense item for tuition, but of that 5 million currently a million already goes to Windsor High School. So Windsor High
006School would have to make up that money. So you're not going to have 5 million. It would at the very least start at 4 million. Uh based on the Hartland and Wellisfield town reports from March, there are currently 46 uh paying students to Windsor High School. So if you take 46 at 22,000 that gives you a million dollars plus. So I think at the very starters you have to take off that million dollars. Um it also doesn't account for the additional cost with that influx of student uh again based on the town report if everyone was to go to Windsor High School it would be 200 additional students not including uh the students that are currently enrolled. Um during the presentation it was discussed that they believed four additional faculty would be needed for those
007influx of students. I'm not an educator but that seems to be grossly underestimated to have four teachers for an additional 200 students. Additionally, it doesn't take into consideration all the support services for those students. So you have your special educators, cafeteria, janitor, transportation, uh so forth. I mean you guys would obviously would know it more than uh you know anyone with all the separate line items. So I would urge the board before any discussions are made about you know possible merger or not that an independent accurate cost analysis would be performed. Uh I I don't think you could just say merger no merger. There's a lot of hidden costs. Uh and like I said that million dollars it's already going to Windsor. So, if we stop paying tuition, they're going to really need they're going
008to need that million dollars from somewhere. Um because I think if that was if to happen, uh it would be very damaging to the Heartland families and students to make a decision and then all of a sudden realize that, oh, we actually didn't have the ledge savings. Sorry, we uprooted everybody. Uh but we thought we were going to have the savings, but it actually it wasn't what we thought it would be. So that's why I would strongly urge that uh independent accurate cost analysis be performed. I would also uh recommend looking at possible other Vermont schools that would have be similar in numbers. So whatever Windsor's current tuition is, add the 200 kids and then look at what their budget is and just to kind of give a ballpark to see what that would be.
009>> So thank you for letting me to speak. >> Can you share where you got that information? >> Yes. So, uh, I have the Hartland Towns, >> uh, budget, excuse me, uh, from the town report and Wellsfield town report. >> So, if you look at either one, >> yes, where you're at. >> Okay. So, for Weathersfield, currently, they're showing 42 students. >> Yes. >> At 21,878. >> Right. They pay that out of their local budget. That doesn't come out of your budget. >> Yes. No, I was say because in the presentation they were referring to both if Hartland and Willisfield there was a total $5 million savings. Yeah. >> So that's what >> I I hear what you're saying now. >> Okay. >> So you take that 42 plus the four students uh that go
010to Windsor from H Heartland. So that gives you 46. And then 46 at 22,000 that gives you a million dollars plus. >> Okay. >> And then the other numbers, like I said, there's currently 140 and 98. So you're looking at 240. You subtract the 40 you 46 students it gives you approximately 200. So that would be an additional 200 students potentially going to high school. >> Yes. But I understand what you're saying. Hartland is not paying Windsor a million dollars currently. >> Yes. No, but the combination of Hartland and Wellisfield is >> Yes. >> Correct. Correct. >> And the reason I grouped it together was because the presentation grouped it together. Okay. Thank you. I'll try to make sure that's clear. >> Thanks, Dan. >> No problem. >> Any additional questions? >> No, I was
011just curious how you were how you were. >> Yeah. No, I went all by the town report, which I'm assuming is going to be accurate. It was audited. So, I could explain any other information if you like. >> Uh, no. If there's further questions, I'll have Larry. >> Okay. Um, I'll say something. My name is Laura Percy. Um, I have three children in the school. I have a rising eighth grader, a rising fifth grader, and a rising third grader. Um, I was I came to a meeting, I want to say maybe February, there was talk about school choice again. Um, and I think at that time I shared that one of the main reasons why my husband and I bought in this town was because of school choice. Um, that was a huge draw to
012this town. Um, and one of my concerns is that if we do away with school choice, you're going to lose a humongous draw to this town. um you're going to potentially lose families that are going to want to move from this town because they for whatever reason want to go to this school, this school, or this school. Um and then I just see a lot of the draw that brings young families to Heartland. I feel like that is potentially something that we're going to lose. Um you ask probably the majority of the families here why they moved to this town and I would say pretty confidently that the reason is probably for school choice. Um, so just from a property owner standpoint, I would be nervous that, you know, people are looking at the cost
013savings of not having to pay tuition out to all these, you know, different schools, but what is the risk if we do away with that choice and, you know, everybody who would potentially move here isn't going to because they're not going to get school choice. Um, so that's just one of my concerns. Um, another thing I've I spoke to um a mom who had who lives in Cornish and her kids go to um Cornish Elementary. They do school choice there as well. One of the things that Cornish does, which I don't know if this is something you guys can talk about in your f future meetings, however things shake out. Um, but one thing they do in Cornish is they set anchor schools. So, they have a Vermont acre school and a New Hampshire anchor
014school. And so they set a basically to go off of the anchor school's tuition price. So for New Hampshire it's Lebanon um for Cornish and for the Vermont school it's Hartford. And so if a student decides to go to another Vermont school that charges more than the Hartford price then that family is responsible for the difference paying the difference of whatever the tuition is over the Hartford price. Um, so I just, you know, throwing it I'm sure that's probably something you guys have talked about, but um I just that was interesting to me. And then the other thing that I would like to bring up is um I know you guys have talked about potentially the state doing a tuition cap. So I just was interested to see I know they just voted on something
015recently. I didn't know if that was something that was included in that bill, but um you know I think that's something that you guys have all said that would be helpful. So, um, just kind of some of my thoughts, I guess. >> Yeah, thank you for being here and, um, putting all I think it's really helpful to have all this stuff on the record. Um, if it's okay just to kind of respond to that specific question just because it is sort of related to kind of act 73 does include tuition caps. the um it is going to be based on the foundation formula um and it is dependent upon the district lines being drawn is my understanding. So like act 73 said first there have to be new districts and then foundation formula comes into
016effect. H955 which has now passed the legislature but is not yet signed. Um it has he's not forcing mergers >> requiring merger committees. So heartland required to send someone from the district to be on a merger committee that will be led by a state facilitator according to these CISAs that are predefined. So we are in a CISA withford, Woodstock, Windsor and a lot of surrounding towns I believe but you can check legis >> but the final maps are not out yet either >> and so until the so I and so I think the question that sort of remains is what happens with foundation formula and those tuition caps in the absence of new district maps because the whole point of the foundation formula was it was supposed to come into effect with new maps. We
017don't really have a new map. That true though that foundation formula that is like going to be figured out until 20 27 or something >> it'll go into effect on it's not certain but um FY30 >> by when >> and then the steps this excess >> hey Jackie I'm watching Jack I'm watching okay >> further and further decision >> let me see if I can >> um that's going sort of slowly bring us to foundation formula like they're going to charge us double tax for everything we go over this average amount. So >> now the tuition cap is that something that wouldn't go into effect until >> the tuition cap uh in this bill is 3.8% for FY28 I believe. >> Okay. >> But the other >> 3.8% beyond spending by the district like the
018district can't charge more than 3.8% beyond their cost. >> And and the other bill that isn't signed but passed is the yield bill, which I think is the most concerning right now. They call it a bridge to the foundation formula. Um and under that they um cap the excess spending threshold that you can't go over or you get double tax they say. Um, and so next year, not next year, in FY28, when we budget next year to to come under the threshold in H Heartland and not be penalized, you will need to reduce the budget by $1,200,000 or which is significant. >> Yeah. Now, Hartland has traditionally been over the cap since I've been here, so I don't know to say that. But that's that's a that's a lot of >> and then I'd be
019curious to ask the anchor school question. I believe in Vermont state law, schools cannot charge differential tuition. So like whatever Hartford decides as their tuition price, that's what they're going to charge any student that goes there. So it it precludes us from identifying two schools and negotiating. >> Well, I don't think they use it as a negotiation. I just say I think they just say like >> this is our set tuition that we are paying out to any Vermont school. So say I don't is it 22,000 >> depends on the school. Oh >> for Hartford. >> Uh no I think Harford's more >> okay. So whatever they say is their anchor school in Vermont is basically like so if any kid goes to Harvard then obviously they pay that to Harvard. Say a kid goes
020to I don't even know what would be more than but they go to that Vermont school and it's you know 25,000 then the family is responsible. They're not they're not negotiating. the family is on the hook for paying that difference if they want their child to go to that different school. >> I don't remember if Vermont statute allows for that because of the equity issue of them saying to a family like well you would only have access to this if you could pay more but I don't know that for sure >> and that was kind of like a follow-up question because Ben and I have talked about >> can you guys on the board set your tuition price saying like we're only going to pay out this much and then the family can pay the
021difference. >> No, we don't have that much power. >> No. frustrating. >> Yeah, except by the receiving school. We're sort of we are we are at the whim of what the receiving school set the tuition prices at. >> And this and the state of Vermont says that because of the equity piece, you can't just pay the families can't pay the difference if they're >> right unless not for public school. I believe for private schools that's true. There's an average Vermont tuition paid out. >> I believe that's correct >> for like a kid who goes to like KUA. Well, they gone now. >> It was the case. Correct. They would pay the state average and then the families would pay the difference to independent space. Y >> thank you. >> Max Warner. I'm a uh se
022rising seventh grader and a rising eighth grader. Uh two comments directed at things that that occurred last time. Uh and the first was the comment by Larry that you know with a uh a merger like this we wouldn't be losing school choice we'd be gaining a high school. I think that's a ridiculous comment. Uh but I think it's also worth looking at be gaining a high school that when given the choice only 3% of Hartland families select like when they have that choice. So based on the FY27 and FY28 numbers, it's 3% of families choose that Windsor is the best choice for them. And that's fine, but I think to say that that to broadly apply that to to all of the families, I think is a is a bit of a stretch. And to
023to build on Bolo's point about the the draw of school choice. So just even if you look at it mathematically, right? So tax is break it down. you've got, you know, the dollars divided by the number of people that need to pay them. So the bottom number, the denominator is much more sensitive to to any sort of change. The top number changes linearly. So a 10% change in that will be a 10% change in you know the quotient the answer. The bottom number as it gets as it decreases as it gets closer to zero it behaves much more uh erratically exponentially. So to her point, taking away school choice means people aren't going to want to move here and means people who are here and have the means will be leaving. And so which means
024that those that remain will have a higher tax burden. So, you know, I would argue that school choice is not necessarily driving our tax rate up. it's keeping it, you know, from going higher because, as we know, Vermont has an aging population and bringing in families is the way to help spread that. And by gambling school choice away, I believe there's going to be second and third ordered consequences to that, which will leave the rest paying a higher tax rate. >> Thank you. Is there anyone online that had anything to add? See, I don't see anything else, right? Um, unless there's anything else I think I'll just quickly just another comment. Um I agree with most of the things that have already been set up. Anna, I'll um so he already introduced us. So um
025so one of the one of my kind of serious concerns that I have um is that would also need to be addressed is academic opportunity. Um and so my understanding is that Windsor does not have AP classes or really doesn't provide a like a rigorous curriculum for um students who are academically really strong. And so that is one of the reasons why many families choose to go elsewhere. Um and so for students with college ambitions like this AP courses are really like it's a requirement at this point. Um and and so you know just thinking about like you know if this were to happen um you know we really can't provide that at this point. Um, and so, you know, I just urge that the board consider that as like a really, um, significant piece
026of this. Um, and that we shouldn't be that we should be trying to support students of all different um, types of learners. Um, and you know, we shouldn't be kind of taking away opportunities and this would take away opportunities. So, thank you. >> Just a response to that. Um, as a teacher who works in a lot of high schools or just Woodstock, um, there are many high schools that don't have AP classes, um, handover is one of them. Um, and so I know that the more students that you have, the more opportunities you can provide. So if if we did and just a reminder like we like it was never our board's ambition at any time for us to like talk about merging. It was a a question that got brought up. So like we
027are just collecting information and our hand is going to be dealt to us by the state no matter what. Like we may not even get the option of deciding if school choice is something that H Heartland can do or not do. Like we may be told what we will do. Maybe >> I mean I think the H955 there will be a town vote right that is part of like we will have to be a part of it. There will be a committee to study as somebody pointed out right like this will be there will be a formal study and any proposal would be brought to the town. This is not a board level decision. If you watch prior meetings where this has come up we've said that this is not a board decision. This would
028be a town vote based on extensive study as was done with act 46. Right? So there would be a study committee to look at all of these things, opportunity, logistics, transportation, etc. But with the like with small schools, it's really hard to offer all these things. Um, and so the more population you bring in, the more opportunities there will be. So like I understand how this all works but like we need to remember that no matter what happens here like opportunity will happen if there are more students per for that reason. So like I have faith that no matter like what happens like there is going to be opportunity for our children no matter what. So there's my sky. >> Can I just add one thought to that? Amy, I love them as well. Um,
029yes, I've totally agreed. I've worked at many different high schools across the country. Um, numbers matter, but it doesn't happen right away, right? And so, I think for those of us who have middle schoolers, it's the thought of, well, what would it be right away, right? and and just thinking about that transition process for for people who are kind of at that stage I think would be an important part to kind of build into the plan. >> Okay, thank you all. Um should we go to the administrative report? I >> think so. >> Sure. >> So um Mr. Romeo's out of town at a family um graduation. So, Mr. Shaker is going to deliver the report which um at the June meeting is our um spring star assessment data and some behavior data. So, >>
030it's always so small. >> I'm make it bigger. Hold on. I can make it bigger. >> Even when it's bigger. >> How's that? A little bit better. >> Not yet, but it's I know. >> Yeah. >> All right. Sher, you ready? >> Yeah. Uh, thanks for coming to see the data report today. I appreciate it for >> It's all in the dles. We just we've finished up our the star data, our star testing and our dibbles, which is the test for early literacy skills. And with the dibbles, you will see that things remained largely, I wouldn't say stagnant, but the numbers have not changed very much. Um, as I understand it, the thresholds rise a little bit or the difficulty gets a little bit larger as it's going through. So even if students are scoring
031the same percentages, they're doing it on higher higher level thinking and higher level problems. Star reading is where we break into the third grade and fifth grade. Um in these just largely to look at the reds and the greens, you want the greens to be getting larger and your reds to be getting smaller. So for our third through fifth grade from winter to spring, we did have a decrease in the number of students who were below benchmark. Therefore, an increase in the students who were above benchmark at or above benchmark for grades three through five on the STAR data. >> Um yeah, Mr. Schaefer, can you remind us about when you say at benchmark or below benchmark, what um >> what exactly does that mean? Like are we saying like a third grader is reading
032at a third grade level and that is a benchmark or is it a third grader is reading at a fourth grade level because it's at the end of the year and that is >> I think they're reading at the end of the third grade level not the beginning of fourth grade. >> So we can look at spring data here and say the third through fifth graders in reading 54% of them are reading at we could say at grade level >> or above or above >> or above. Yeah. So in the winter they were reading at 50% of them were reading at midyear. >> Yep. >> And then now we've got 54% reading at at above at end of year. So it's a little higher bar. Is there a buffer between like at benchmark and below
033benchmark? Meaning like the kid who is you know if we take star scores and the score is supposed to be 950 and that's like the benchmarker above the kid who scores 945 like to me that's you know >> but they show up in the in the red but they show up in the red. So there's not it's a >> okay >> at or above. Yep. >> With star reading for six through eight we had similar results. Again we had about 41.9% who were below dropped slightly to 41.5% 54% who were below. So which led to less than a less than a 1% increase of students who are at or above for middle school. >> And Michael what are we doing with students who are below? >> So that's when we have our intervention programs. >>
034Okay. And how are you testing that the intervention programs are like making like having students make progress. >> I would love to get back to you on that. >> Okay. >> If I can. I mean, that's be my answer to a lot of questions, quite honestly. >> Yep. Thank you. >> Yeah. I'm happy to take any questions that we've got. If you want to include them, if people want to include them in chat, if you want to include them, that's totally fine. I'm happy to take them. I'd rather take a question than give you an answer that I don't know exactly what's going on. For math, uh, K through five, we were at 43% who were at or above grade level. That dropped slightly. >> Another slide. >> Oh, sorry. I was trying to tell
035>> I'm looking at I've got it on one speech, she's got it on another. >> Sorry. Slightly slightly lower >> synchronized >> with 40.6% 6% at or above end of year benchmark. With middle school star math, it was similar. We had a slight dip. So, it went from 40.32 being below grade level to 46.88 grade uh below grade level. Again, that was the middle of the year grade level. And then at the end of the year, we're looking at at end of the year grade level. and our our um maybe I'm wrong. Our last year's breeding sort of looked like this. Then we got an intervention program and that's what our hope was with the MA but math is only three to five, >> right? >> Okay. >> So by demographics uh there was little
036change in the free and reduced lunch that will be on the left hand side. It's very small to see. In fact, there was no change. Um, the growth did come in the right hand side in the non-free and reduced. There was more of a growth there in the free and reduced for math and this was whole school. Uh, dropped slightly from 49 from 40% to 35.38% on the left side at or above benchmark. And then for non-free and reduced it went from 52 down to 49. It was that that drop in the math that we were concerned about. >> That doesn't mean that students aren't making progress individually and a lot a lot of them are. Um but this data presentation doesn't show that. So >> IP students again it seemed relatively well entirely flat.
037Um but again that was comparing midyear expectations and end of year expectations mass students on IEP again remaining largely flat when you look at the the percentages again there is growth it is in the growth of content. >> Can I ask a question about that? So they they're all taking the same exact test though. So this isn't showing how the students and IEPs are doing towards their individual goals. >> Yeah. >> Looking at lunch studental data from last year to this year that the students from last year to this year there was a we see in the Artlands grades three through eight last year's third graders to this year's fourth graders. to that state group there was a dip in reading from 61% to 53% 63 to 50 from fourth to fifth then the pendulum
038swings a little bit we go from 63 to 67 for the fifth graders into sixth grade the sixth graders into seven also had a rise and the seventh to eighth graders stayed at 40% for math It was a slight increase first to third or first to second slight decrease second to third increase from third to fourth a larger increase from fourth to fifth 67% from fifth to sixth that stayed the same almost the same slight dip from sixth to 7th and an increase from seventh to 8th. This is the percentage of students who are at or above efficiency. Um, perhaps my favorite thing that I'm going to show you tonight is right here. Our attendance this year. We had set a goal of I think 90 or 91% in attendance and we're up to 95%
039attendance rate this year, which is fantastic. It's the highest of any school I've been in for sure. Um, so that's elementary school and does not change at all when you get to the middle school, which is great. The last thing we looked at is behaviors. And we're this is set up in Power School and we log it. We can find the average number of logs per day. Um and you'll see that it changes throughout the year. It's the top is your elementary, the bottom is the middle school. It's follows a similar curve. Um there was a bump as you saw in both in about October and then it went down a little bit toward December, small ramping up a little bit and then it has sort of it rose a little bit in the spring
040and right now we're about you know 4.38 per day in May and 3.14 done great this week and yeah June has been fantastic before >> the last two days have been perfect so this was done last the end of last time of day. It's a little bit different for elementary um and middle uh from that middle to late morning is a really challenging part of the day for our elementary students and we see this and we can monitor this and we can make our presence a little bit different. Um whether I'm down in this wing or if I'm down over in this wing or Mr. Romeo's out and about in the different wings and the different times of the day. Um, we spend a lot of time in the afternoons, uh, in the middle school
041ones because that's where there tend to be more issues over there. So, taking a look at the data, even though you wish there were no issues ever, it does tell a story and that's something that we can react to and respond to. So, between the SEIS and Mr. Romeo and I, we uh, say we are in the hallway a lot in that afternoon just to try and be around. Can >> I ask a quick question? >> Sure. >> Is there any correlation between elective specials? Um, >> so that will happen between 10:30 or between 10 and 11:15 if you want to look at the uh middle school. >> So that that's where a lot of those will be happening. Lunch goes until 12 or 12:15. >> 11:15. Yeah, it ends right around 12:00 because you
04212:45 >> 11:55. So electives and lunch would be that those 10 to 11 Saturday 10 almost 12. >> So it's it is largely the afternoon. It's a challenging part of the day for middle schoolers for some reason. >> And we don't have classes at 11 p.m. Something people do mark that wrong. It it doesn't default only to school hours. So you'll see some things that are a little bit wonky in the data. And I wish that was trolled and we try to do our best, but that's why you see these outlier sort of things. 1 a.m. >> We got a lot in elementary school. >> Yeah. So, I think you could probably take those that information and put it into the stuff. >> Classroom is definitely where most of our things happen. Um, particularly in
043the middle school that is it's almost entirely. There are a few things in the in the hallway and in the library. You'll see that there are some issues on the playground with the elementary. you don't see that nearly as much with the middle school. There is a whole lot of learning how to be kids and how to get along on the playground. Um so that that's a problem. Not a problem necessarily, but it's definitely something we've got more we've got a lot more people who are out there with the um elementary students. Um and I'm out there as well. It's it's actually quite lovely. U but watching them learn and learn and grow. We do have plenty of people in the cafeteria. Um, there are a lot fewer issues in the cafeteria for middle school
044than there are in in elementary school. And again, this is where kids are learning how to eat with other people. This is where kids are learning how to behave with other people and how to keep their hands to themselves and all those sorts of things. Subtype of incident is the next section here. Um, I would say most of our if you look at most of our data, it is either disrespect or disruption. This is a a drop-own box that is not required. Um perhaps if we made it uh required, maybe we wouldn't have quite as many no subtypes, but disruption and disrespect is really the largest thing that we have going on. But honestly, we're very fortunate. Um and non-compliance, if you think it's the same thing, it's, you know, non-compliance, disruption, and disrespect. And
045those are your three largest areas of of challenge. I I think we're in a pretty fortunate place to be quite honest. Um any questions? I'm sorry. I should have stopped before. >> Yeah. >> Have data on the number of incidents that require >> um not on this. No, I don't have that at my fingertips. We do have it, but I don't have it here. Yeah. It's not It's not a large number. >> I I can't imagine there's been more than three. >> Yeah. >> To be honest. >> And and and when the SRO is involved, if it's criminal, obviously we have to call. But if it's um the SRO really is not involved in disciplinary action at the school, unless parents are involved and they're called um before that happens. and um we have an
046amazing SRO and he is all about building relationships with kids and um functions like a mentor in the school. So just a know that can be a controversial controversial topic. >> Um two other things that I wanted to add. Um >> are you going to a different >> Is that Yeah, that was the one. >> I'm sorry. >> It's okay. Um, so we did notice that there were challenges with math before and part of the budgeting process we put in for a halftime intervention is for math for middle school. Notice >> sorry. >> Okay. I just couldn't see the meeting and I'm trying to monitor the chat and make sure people are coming in. >> Okay, there you go. >> Noticing the information and and the results from that third, fourth, and fifth grade level.
047Uh we're looking to shift that focus a bit uh to go from a middle school straight six, seven, and eight focus down to three, four, and five interventionist for that interventionist that has already been budgeted for to looking to shift that focus to see where the sort of needs go. Um, also hoping that in addition to boosting those third, fourth, fifth grade numbers, that's also going to pay dividends. Um, uh, six, seven, eight. >> Michael, is there any like what are we going to do though with those students who need intervention in six, seven, and eight? >> There have been plans. There have been teachers who have said that they'd be willing to support that as well in addition. So already who are who are already on staff that that's what I understand. The last
048piece that I've got to bring up is the sound system. Those many of you have been here for events that we've had. I want to stress by saying when we bought our sound system, everything that we had was legal. Okay? I'm saying that and I just want to be very clear about that. So I'm going to read this. One of our mics and one of our battery packs needed to be replaced after this season. We went to look for replacements and could not purchase any. We realized because the setup we currently have has been deemed illegal used by the federal government. What makes them illegal? Wireless mics have restrictions as to which frequencies they can use. A few years ago, with the addition of 5G, the FCC changed their regulations in order to make room
049for our mics to run on those frequencies. If used, these violations can make us vulnerable to major fines, so we can't replace them with what we need. >> Um, Mr. Foley has gathered some prices to see what the estimated cost of the replacement would be. In order to be able to continue to have these professional development uh, professionally developed assemblies, concerts, and shows that we have here at school, the total we are going to need to spend is approximately $20,000. It seems silly. It is very real. Uh it is a very real number but it's really you know bottom lines and all. Um it is it is technology that has changed. It is legislation that has changed. We need to stay in compliance. >> So we'll be voting on that later. Yeah. >> And items
050for action. >> Okay. Thanks Michael. I just have a little bit to share tonight and then Emily has a little a final >> final student board member report tonight. Um so let me just get to mine. Um I always have to start with um some of the wonderful things that happen in this school and it is um a community effort. So our our two main um strategic plan goals are student success and engagement and um culture and student wellness which we're always working on. So the pictures up here um are mostly leadership day which was a spectacular event. Again, kudos to all the staff and students for all the hard work that went into it. Um, but I also have a picture of some first graders which I shared at the SE board meeting because
051I went into that um first grade classroom a couple weeks ago and the teacher was out and there was a sub in there, but the students were running that classroom. They knew just what to do. They were on task. They were helping each other. And it was just like kudos to um our teachers who create those routines and that confidence in the students and and they told me that they certainly didn't need a substitute and they could handle it um all day which was which is pretty awesome. But >> also regulations and restrictions >> other things the federal governments can't do that but like they were just I mean right into it. Um and then just um some more pictures of leadership day. I I ah come on pictures. There they are. Um the students
052really put a lot of thought and effort into it and the older kids leading um the activities for the younger students was just heartwarming to see because that is something that we've been really um working on with the kids. So I saw a couple of you there. I was in the back in the performance, but it was great to see people there and we had a wonderful turnout. So >> um just a couple of other things for you to know that are going on. um the agency um is really working on uh reducing special education costs. So that's come up and come up and there was a report released um recently and from that report the AOE is placing a strong emphasis on tier one instruction. that's universal instruction for everyone um in the classroom
053and have identified that um if we can shore up our tier one instruction, we won't have as many students that need additional supports and intervention in special education. That's a theory. Um I believe it to be true actually. So they are um really focusing on making sure that um schools are using high quality instructions and programs that are evidence-based and aligned to standards and they're using them with fidelity. You know, we're we're ahead of the game because we have a coordinated curriculum. by law we have to across the SU and um they're relatively new and our grade level teams any implementation of new curriculum there's some growing pains and we've had those for sure but our grade level teams have really spent a lot of time this year mapping the units and the assessments and
054reusing the same materials and um so uh we're going to really hold people accountable to that um next year and staff are actually pleased to hear that for the most part. Um so just a little evidence that when you are not using grade level material which sometimes happens if you don't have coordinated curriculum and people are doing things that they want to do um bringing in other materials. Um, there was a study done, the new teacher project of 4,000 students and they reviewed 5,000 assignments across five school systems and and 26% of the time those students were working on grade level um materials. And so that um equated to a loss of six months of class time per student, which is pretty significant. So it's really important that we are delivering grade level um materials
055to our students. And so we're really going to be focusing on that and we believe that will help with our our um data scores as well. >> Just so I understand the hypothesis is that the the curriculum the content being delivered is not grade level but in the current curriculum that >> if you're using the curriculum >> then it will if you're supplementing >> and and bringing in other materials and not using materials that you're that you're supposed to be using. that's when that's when the drift happens and um students aren't necessarily getting grade level um materials in front of them. So, we're working on that um as an administrative team. Do you know if there are a lot of teachers here in the school that are not using that are supplementing >> across the
056entire SU and probably in every school in the country >> are kind of using the grade level but then we'll supplement and aren't just >> or some people are just haven't been using it and so yeah it's really like we need to get on the same page and and do this and then you know if our data doesn't show improvement then we know we need to look at something else like maybe it's the program that we've selected. Um so yeah so we'll keep you updated on that. Um we are planning professional development um at this time for next year. We're going to be focusing on math in the elementary level um and bringing in practices of UDL which is universal design for learning so all students can access the curriculum and the educational quality standards
057which call for um culturally relevant curriculum where um all all groups of people are represented and kids can see themselves in the curriculum that we're presenting. So that those will be that'll be the focus in elementary. The middle and high school focus is going to be on advisory and really um trying to get at creating a really positive culture through advisory and building relationships and um we're going to do some work on restorative practices which is a a proactive approach to building positive culture. So, and that is in line with um Emily was on our our SU um subcommittee to look at our phasing harassment and bullying policy in students are calling for this. So, um, we're listening. Um, other things, we are final planning for summer win is underway. You know, it's going to
058be here for H Heartland students this year, three days a week, four weeks of summer or um, three hours a day. And then graduation is the 10th at 4 o'clock. We hope everybody joins us. And then we talked a little bit about this um a little legislative update. So I won't go into great detail, but both H955 and H949, which is the yield bill passed. Um under the yield bill, which was 949, uh they voted to buy down property taxes again by $101 million, which does impact us and our budget in the following year. We have to play catchup. So >> Christine, that's like kicking the can down the road. >> It's kicking the can down the road. >> Kicking the can down the road still. We're still kicking it. Uh there was a push
059for bond exemptions to go into that um um threshold, student threshold spending which was passed. So um I know Woodstock has a bond so that won't count in their spending um until well they extended it until July 20 26. Um there's a phase reduction in the excess spending threshold. I gave you the number at one at 115.5%. Hartland would have to reduce by 1.2 2 million to stay under that thresh threshold the following year it drops to 114.5 113.5 until it gets much lower. It really is a way for the for the state to force consolidation. So it's just their tactic. Um so they did the House and Senate agreed to cap annual tuition increases paid to receiving schools at no more than the year over year percentage increase in statewide education spending. That starts
060in FY28. That's that 3.8% that I shared with you earlier. >> Can I ask a question about that one? >> You can. Might not be able to answer. >> My question is is like now like I don't know what the what all high schools tuition rate is. But let's say there is a high school that is charging $22,000 and then they see this and they're like, "Oh, cool. We're just going to bring it up that 3.8%." So, like is this giving high schools sort of like or is it actually saving money because some of them are far over the 3.2 8%. >> Yeah, I asked Larry about that. He said Windsor they budget 5% increase of 5% annually. So, >> it'll be it should be a reduction. Okay. I don't know if that's true for
061all schools. >> I was just wondering it's like this is like a green light like >> Yeah. So the the the number that they're using, is it a a state selected number of what they think it costs to educate a high schooler or is it what the school currently has? >> It's per pupil spend. >> It's based on the state average of spending. I believe just a little bit >> multiplied by the long-term weighted average of 1.39 for a high school student presumably. Um, I thought she told me what it was. Uh, let me look into it. There is there is a formula that they use, but >> I mean the truth is we're going to get a we're going to find out what the tuition is and we presume it will be following this
062law. It's going to likely be they're going to mostly be in the mid20s. >> And is that going to affect all schools like in including like handover which is a New Hampshire school. So New Hampshire can still so handover can charge whatever they want and are still responsible for paying for it >> until they say that no funds are going out of the state. Okay. >> Which they may do at some point. >> Okay. So we just need to be aware that like >> any student is choosing to go, you know, to handover or family is choosing to go there. >> This doesn't apply, right? >> That this this does not apply. Right. >> And that handover could if they wanted to be like sweet and just bring up their they could bring up their
063tuition rate to whatever they wanted to. >> I believe that to be true, but I will double check. All right. Lastly, the um H955, which is the ED transformation bill, which everybody's heard about. Um that is about uh voluntary mergers, replaces force consolidation with an aggressive timeline for voluntary mergers. Study committees, as we talked about, will convene. I think they um they're hiring facilitators uh September 1, I believe. Um and school districts will each district will um be able to have one member on that study committee. The first study committee will meet on October 15th and um communities will be involved in those conversations. It will >> is that is that a member of the community like a member of the district or is it intended to be a member of the school? >> Of
064the board. Yes. One of you lucky people gets to be on that committee. >> Um yes, one current school board member to serve on its assigned merger committee. So um and then um the studies happen for about um over a year in March of 28. The vote it'll go to the voters. Yeah. >> And if there's I don't know if you saw the the letter that the Wooki school board put out. Um, I thought it was very interesting and they sort of commented on their worries about this process for them being a small district surrounded by many larger districts and the fear that there sort of would not be they may go through this process multiple times. And what they alluded to in that letter that I was unclear about is do both towns have
065to vote yes for the merger to happen. So for example, let's say Hartland wanted to merge with Woodstock. Does Woodstock and Hart like does all of you know the >> You mean does Woodstock have to accept Yeah. H Heartland? >> Because that was what was implied by the Wooki school board letter and I didn't gather that from reading the bill, but the bill is 146 pages. >> Well, and the bill's not actually very clear on that. >> Okay. So, >> so we don't know if it would just be that like Hartland will vote yes or no and that's the final decision. It's not like we have to be accepted by a >> um I'm not clear on that one, but I will ask. >> Okay. >> Yeah. >> And in this bill, um if Hartland
066chooses not to merge >> Y >> do we just keep getting penalized worse and worse and worse until we >> Well, it's no longer a penalty. It's just here's the foundation. This is what you're going to get. Here's how much money you get for student. The penalty is the like stepping stones to the foundation formula. >> So when the foundation formula goes into effect, which is roughly FY30, >> right? >> Um yeah, it'll be >> we will get about 15,000 per >> We haven't figured out all the weights yet. Probably likely more than that. um than that and our current >> but is that based on like right now prices because like let's be honest like if that's based on right now prices in in 2030 that's going to be very >> based on like
067Chittendon County education cost which everybody knows are a lot lower than upper valley education costs for whatever reasons. Um so they'll set that and I'm sure inflation and costs will be factored into it but um yeah the current >> what's written in act 73 is about 15 something and then multiplied by >> yeah um >> and what is our current per pupil spending department is 17 >> 17983 >> okay so it's about cutting about 3,000 per pupil >> but your your money for the stu the money is going to follow the students. >> Yeah. >> So all your high school students um get tuition out that money will follow those kids. So right you will get it. >> But again assuming that does go into effect the money that follows the student is no longer
068a tuition set by a receiving town. It is now foundation formula multiplied by 1.39 tuition capped like >> correct. >> So it it it we're less exposed to the so-called retail pricing of high school. Right. It is now. Therefore, like >> that'll be the that'll be what you get, >> right? >> Yeah. >> Which happens in other states. Some states, a lot of states use a foundation. >> I'm sorry. Could you explain that again? So, would that mean like the state would set a limit what we could pay Harford and Woodstock and hand over then? >> Yeah. The the money follows the student in a foundation formula. So, it's set and and the districts receive, you know, if you have 200 students, you'll get $15,000 per student. That's a that's a guesstimate. That's not the
069number and that's the money you'll get to run your school. >> So in the long term we wouldn't really have to worry about how much Harford Woodstock or increases their tuition because it's going to be set by the state. >> Yeah. Yeah. >> Eventually. >> Thanks for >> I think it's the getting there that's the >> Yeah. I think what people really hard to understand is like act 73 depended on this idea that the legislature would draw a map >> and they ended up in total gridlock and allegedly reached this compromise which is not forced mergers but >> put a person on the committee and there's going to be a a paid facilitator who if you read the law has the right to report a district for bad faith engagement. like it there is going
070to be a lot of pressure to do it. But but the question is like if there is no merger then how does the foundation formula like how does the foundation formula even play out if there are no new district maps and I think that's what's really >> very hard to know right now. >> Yeah. And things could change to be honest with you. >> 30 legislators are not running again because it's been such a mess. So there's a whole bunch of people that could come in and just change it next year. >> And the timeline's aggressive. You know maybe it doesn't seem it but it is. It's a it's a lot of work. um boards, schools, communities in a short period of time. So, we we know consolidation needs to happen. It just needs to
071be done in a thoughtful way that doesn't harm our kids. So, >> um so I'm going to pull up Emily's report now for the fun. Ours weren't so fun, but >> Emily share. >> Haven't we already done like wasn't ours one of the school district and a few others got the goies to share first? Yeah. Yeah. Yeah. So, but like so so now that's gone away. >> No, no, now it's now it's statewide. >> It's the first one. >> Yeah. We were in the first part of one. >> Yes. And other the other however many other BOSE that have to be created >> across the regions. I think it's seven. Um >> Okay. >> They're using our articles. We're helping. >> Okay. Got it. Okay. Because when I read that and it said change to
072I was like >> but our CISA Yeah. now is more inclusive, right? Because the original Boseies that was formed with WSCSU and >> seven other >> was like was Hartford included in that and now it is correct. >> Not yet. >> Oh, okay. >> But it could be. >> I see. >> Yeah. >> Okay. Emily, are you ready? >> Yeah. >> This is Emily's last board report. She's moving on to high school and she's been an excellent student rep on the board for two years now. >> About. Yeah. >> Yeah. >> Thank you, Emily. >> Yeah. She's done a great job. So, >> all right, Ann, you ready? >> Yeah. >> Can you read that? You have good eyes. Or would you like >> No, I need >> um >> you two with your classes.
073>> Um, so first off, happy June. We're in the last like less than two weeks of school. Um, so we had the New York City trip, the drama, the drama. It was really fun. Long story short, >> it was we went to see Aladdin. I think a lot of kids enjoyed it and the groups we had a lot of parent help so we could do smaller groups. >> Thank you. >> Um yeah. Um we had leadership day which I know a lot of kids had fun with. I know I had fun with. >> It was a lot of work. It was a lot of work. The eighth grade put in a lot of effort for the sets and everything. And then we had Memorial Day, which is its typical Memorial Day assembly. We had the
074eighth grade car wash, which got us I think about $900 to our eighth grade trip. And then we had the art show, which is pretty selfex explanatory. But yeah, that was I think all that happened in May. >> Okay. Um and then there's not many events in June. However, the last day of school and then everything that has to do with eighth grade, like the eighth grade trip, the eighth grade graduation and the barbecue. Excuse me. Um, >> where are you going on your trip? >> We are going to Six Flags New England. >> Nice. >> We get the fast pass, the meal plans, and we're there all day. So, it'll be a lot of fun. >> And that is >> uh what? >> Tomorrow. >> Oh, it is tomorrow. Yeah. >> Better rest up.
075>> Yeah. >> We're all very excited. And then we had um $700 left over, which is uh yeah, I will not be saying who that's going to because I don't know if they're on this meeting, but it's going to someone very special. It means a lot to the eighth grade class. >> Yeah. >> Next slide. >> Yeah, it's the last slide. So, um my portion of the meeting is now over. So, I'm very grateful to have been on the H Heartland School Board. It's been a very awesome experience and I've had a lot of like opportunities being on the school board and I've gotten recognized for a lot of things being on the school board. But um I'm going to graduate and I'm very excited. I'll still be in the same SU but I'll be
076on the new school board. Is that what it is? Yeah. >> Instead of a Hartland. But I've had a really good middle school and elementary school career. So thank you. GREAT JOB THEN. All right, Hannah, back to you. >> All right. Um, thank you all. So, um, some items for discussion. So, tan signatures and approval. T is back. >> Well, I thought we did it. >> Yeah, we have to take an official vote. >> I even used the burp pen. >> I know. And I'm sorry, but that means you have to sign it over again. >> Okay, that's fine. >> So, somebody needs to make a motion to approve. I make a motion to approve >> uh one up to >> one up to >> up to I'm sorry up to 1 million >> up
077to 1 million >> 98,000 >> 125 >> 80 cents >> and 80 cents >> in a in the for the tax anticipation note >> the tax anticipation note aka the tan >> and I will second that. >> All right, any discussion? We lost. >> No. Um, >> can we consider this a forum? >> We need all those in favor. >> I >> posed. >> Okay. And then we'll sign. >> Yeah. >> So, don't put the date on. >> Okay. Heather, >> thank you. I'm sorry about that. >> It's all right. Oh my god. There's like six spots. >> I know. This is >> I feel like I'm buying a house again. >> Yes. >> Really nice house at that price point. >> I know. >> It's almost $2 million. >> What is this money? >>
078It's to cover the payroll. Yeah. Budget >> if we need it. We don't always have to use that. um just prepare yourselves that what we need to talk about next while you're signing is we're going to need to get a motion to cover the speaker system. And so my understanding is that there is surplus money from this fiscal year that could be applied to that not coming out of any correct >> um capital fund. So it doesn't need to go to town vote. So we could use that towards the speaker system. >> Yep. So, if anyone's so inclined, >> um, I'd like to make a motion to use the up to >> up to >> not I'm sorry. >> not to exceed $20,000 in this current fiscal year. >> In this current fiscal year. >>
079Yep. >> Uh, I'll second that. >> Great. All right. Any discussion? This is about 20,000 surplus going to >> My question is um do we know like after the surplus how much is left >> in the surplus? >> Yes. >> I don't know the answer to that. >> Like is this like a lot of surplus or a little surplus? >> Where's Larry? >> I think I think you have a decent surplus. I'll text. And also I mean we have been putting money into the capital reserve like could you could >> I would have to be voted on a timing day. So we have to literally wait. Got it. So that's the reason. >> I didn't I didn't realize that we had to wait until >> uh well or would have to warrant a special town
080vote and that because our capital fund is >> got it. Okay. has to be voted by. >> But under we have a policy and any anytime the board expends more than $5,000, it's not planned for in the budget. You just have to vote on it. >> Okay. Um >> Okay. All right. Any further discussion? >> What's the um does he have a plan on where he's getting the sound system from? Is it somebody local or >> That's Mr. Romeo who's on that and it has to be purchased by June 30th. >> Okay. Can we >> to use this year's money? >> Okay. But he knows that. We talked about it. >> I'm sure. Then he probably did reach out to local vendors and stuff. And >> Mr. Foley did. Yeah. Mr. F Mr. Foley did
081the research estimates. Yeah. I'm not sure what what >> just because I mean I will say that our sound system is terrible. Um so I'm really excited that we that this could possibly get a new one by any chance. Is this like a sound system though that can like grow meaning like I don't know if you can answer this but like I'm assuming that that 20,000 might be fairly you know like budget budget like but like is there a room where we can like add in other stuff if we need to to send sound system at another time if we have more money? >> That was a correct assumption. Yes. >> I cannot answer that. >> Okay. >> So I'm not sure again I don't want to speak to something I don't know the answer
082to. just cuz like I would love to be able I think it's a fair question to go to these kids concerts and like actually hear them sing but unfortunately we never can and >> you know there's a lot that would be lovely if we like all the kids in the play if we could mic all of them and do all these things like we could actually hear them which would be lovely >> I know >> I had an actual mic you did >> but mine didn't work halfway through >> mine I know >> so Larry's not comfortable Larry's not he doesn't feel good about about quoting something for sure until August or September because we haven't closed all the books. Y >> but an estimate is around $500,000. Okay. >> So, okay. $20,000 is not
083like we're the surplus. >> Okay. >> All right. So, any further discussion? We have a motion in a second. Any further discussion? All those in favor? >> I opposed. >> All right. Um All right. And then I think um we are now going to turn to the schoolboard candidate introductions. Um I think just before we do that we just had sort of designed a process where we had a deadline for um applications and um we're very grateful to have received two applications. one did come in late and so just want to bring to the board the request to hear from both candidates um sort of um you know ignoring the the deadline and and accepting both applications but if uh we need to make a motion to do that >> I make it okay >>
084um one day >> I make a motion to uh hear from our two candidates okay >> um who are looking to fill our vacant >> seat Right. >> I'll second that. >> All right. Any other discussion? Okay. All in favor? >> I opposed. >> All right. So, um Christine, I think you have the two candidates if we go in. >> I have um a letter of interest from Anthony Wilson who is here and and one from Cara Hall who's on line tonight. You can see her. So, thank you for both being here. So, um, we can go we can go in alphabetical order. I first name, I guess. It's elementary school that we're in. Seems like the right way to do it. >> Anthony W., your line leader for >> Wait, what's your last name?
085>> Oh, yeah. >> We have your first name. Um, thank you so much for being here. >> Of course. >> Yeah. >> Um, so good evening everyone. As you heard, I'm Anthony Wilson if you don't know me know me already. Um, thank you for considering me for this opening. Really appreciate it. Um, you know, I just want to start by acknowledging um, the collective climate around public education these days. I think tonight's meeting was a great example of that. There's a lot of retiration. There's a lot of big numbers being thrown around. There's a lot of questions about uh, what is actually in bills, what's been voted on, what's been passed, what they mean, whether they're, you know, enforceable, etc. Um, you know, I I I think given that it's it's kind of a time
086for humility um from our board members and and I I hope to be a person that could to provide that uh to this board. Um, you know, I think it's time for understanding and and working together and considering every option um that can benefit the most students the most greatly. I certainly won't claim to have all the answers. I mean, I think even tonight that we've seen that, you know, there's lots of people that have given their opinions on things and and it's really hard to have a solid opinion when when we all don't know what's going on. Um, you know, I I've worked in or alongside education for the better part of 30 years throughout my career as a a professor, a coach. Uh, currently I'm a curriculum manager for for a learning management
087system. And I don't know everything um you know about this process about about what's going on with education but I I do think that means that I'm capable of bringing like a nonpartisan approach to this object an objective focus to this board um and evaluating choices based on data both quantitative and qualitative um and rather than ranker or political division and you know I'm committed to learning as well um you know I think there's a lot to learn about this process and I've already started that process. Uh, you know, I' I've loaded every bill that's passed or not passed or, you know, into notebook LM and I've been asking it questions day and night. Um, even including in this meeting. Um, you know, I I I should I be selected, I'll I'll commit to, you
088know, growing my knowledge and skills through trainings, readings, any means necessary. Um, I also think I bring a a pretty unique perspective to the board in that both myself and my four-year-old son are neurode divergent. Um, you know, as such, I have kind of an intimate um lived understanding of how critical specialized support, accommodations, and tailored resources are uh to students in need. Um, you know, I'm fiercely committed to ensuring that essential services are available for all students who need them. Um, and then, you know, far from just a selfish focus on, you know, my son and myself, um, you know, I I think ensuring every student has the support they need to achieve their potential is is hand in this process. Um, I'm well aware of the budget constraints that we all face. I
089mean, I went through all the votes two years ago. Um, you know, and and I see what you guys do every day. Um, and I' I've always been sort of most engaged by seemingly insurmountable problems. Um, in my day job, uh, which is managing a curriculum operations for learning management system for health professions educations. So I'm I'm teaching baby panis um which it involves you know high volume operations balancing tight resources work for nonprofits if you don't have money um and steering complex project management uh operations I'm not saying it will be easy of course u but I do think that there's some creativity involved um I think there's going to be detractors for every decision we make um I've gotten thick in uh I get a lot of critical feedback from MD and DO
090students. Um they're not afraid of sharing their opinions, especially of my work. Um and so I' I've gotten accustomed to to hearing that critical feedback and especially important. They're not challenges I expect to face. uh you know although community feedback at times can be viciferous um it's not without merit and its underpinnings are born from both frustration and desire uh for the best for students and the heartland community. I think remembering that in any interaction with community with parents uh with fellow board members is important. I will commit to listening intentionally to the wants and needs of partner families um and translating those into uh actionable decisions and parent teacher and community board collaboration is also a vital part of understanding this education system. And lastly, I you know I expect to work alongside superintendent
091board members as a cohesive team. I've spent the better part of my 49 years on Earth as a team member. Um, and I don't think this is the end of it. So, I thank you for your time and I hope that you will consider me for the school. >> Appreciate you. >> Thank you. >> Um, and uh, Miss Hall, I think we can unmute. >> Yes. And I apologize. I'm not there in person tonight. My work schedule cut it a little close. Um, my name is Cara Hall and I'm here tonight to share why I submitted my name for the vacant seat. Um, I would say I I submitted my name because I care deeply about kids. Um, and I care deeply about kids having access to highquality education and I care about how that
092access um, and maintaining that access um, will affect our community. And I have never aspired to sit on the school board. Um, this is not something actually I to be honest I I sort of don't it this isn't this isn't um a role that that it uh is something that has ever really crossed my mind. Um I prefer boots on the ground work uh working directly with students uh which I've done for the last 25 plus years of my career. And the reason I I was prompted to submit my name is because I was really concerned about what I heard at the last schoolboard meeting. Um, and it made me think a lot about um whether or not there were there was enough diversity in the voices represented on the school board. And um for
093that reason I reached out um and offered my name. Um I feel like I would bring a diverse perspective to the school board. Um not only as a parent but as an educator for over 25 years who like kids have been my life, education has been my life. Um, and I would bring that perspective as well as the perspective of a parent who hasn't always had great educational experiences for my children. Um, and so I think that I would bring that dual perspective um that I think is important. Um and as I hear more and more um about what's coming down from the state with the difficult recommendations for financial restructuring um a worry that I have is what voices are are being heard. Um, and I worry that sometimes the voices that are most
094active in in bringing the data are often the folks who would be most deeply personally affected um should the state um force consolidation and um and that worries me and it worries me that there could be potential bias um unintentional but potential. It's human nature. Um and and I would hope to bring a lens of um I think I bring a lens of I I am somebody who asks a lot of questions um and I challenge assumptions and um I do so even when that causes discomfort to others um and because I'm I'm curious and I want to know and and I don't accept accept things at face val. And I like for example tonight I really appreciated hearing from Dan in the audience where he was like, "Hey, I looked at this data and
095I looked at at this and it doesn't match up and and he challenged that." And I really respect that. And I think that's part of like what it means to be part of a democratic process. Um and and it takes voices like that to to stand up and question and challenge and um that's something that I I'm comfortable doing. Um and and I don't think everybody always is. Um and so that's why I brought my name forward to the board. It's not because I am aspiring me on the board, you know, but but I I think this issue is too big and too important not to make sure that all folks perspectives are are um honored and respected and that assumptions aren't made about parents and assumptions aren't made about individuals um who have, you
096know, strong opinions. that that they're heard and that I think all people should seek first to understand and listen um before making judgments. So whether or not I'm chosen for this, Anthony, I think you sound great and like I could see why you would get picked that, you know, whether or not I I'm chosen for this spot matters less to me than um trusting that folks on this board um recognize that a community really benefits from having all voices heard and listening to folks who ask difficult questions. and who encourage deep thinking and who demand accountability. Um and and that would be my hope. Um and and I think the more voices involved um the better. >> Great. Thank you. Um so I think what we'll do now is go into executive session. Um so
097I'll need a motion to do that. Motion to go into executive session. Just a second. You should state what it's under. >> Got it. So, the executive session is under uh IBSA 313 section A. >> Um any discussion? >> We um after we come out of executive discussion, what is or are we is the meeting over after that? >> The next agenda. >> We just need to you have to you'll make your selection. >> Yes. So, okay, >> you'll make your appointment >> and we will set the next agenda. >> We will set the next agenda. >> Okay. >> Is the next meeting on July something? No, there's no >> August. August. >> And then our next meeting is September. >> Okay. So, we So, we're setting our first one for September, >> correct? >>
098Okay. So, that's the one that we're setting. >> September 1st. >> Okay. Y cool. Which, by the way, your school year is very different than ours this year. My kids are going to be in school. >> I thought we have a full state calendar now. >> We do, but has some contract language. >> Yep. >> We do have some contract language. >> All right. I can tell you that. >> What do we have? We have a motion. We have a second. >> We're doing further discussion. No. >> All right. All in favor? >> All opposed? All right. So, we're going to go to the conference room for executive session. Okay. Stop the video while we're done.