0016:15 on May 5th, 2026. Um, do we have any changes or additions to the agenda? >> Uh We have one um we have resignations on here but we don't have any so >> Okay. >> where the resignation >> I read that on my way over here and I'm like >> No, we're just going to put that on there this time of year cuz >> Okay. >> lots of time. There are lots of time. >> Uh so no changes. Uh approval of minutes from March 10th, 2026. >> I motion to approve the minutes. >> Oh, we can't do that. We have to actually hold that for next one. >> Okay. So, we will table that till next meeting. >> Yeah. >> Um moving on to public participation and announcements. Yeah, you can do it. >> Yeah,
002we can do that. >> And we have Julie here. >> Yes. Hi. Uh Julie Hamblin, uh parent of uh Savannah in second grade or going into second grade and Layla going into fourth grade. And just wanted to vocalize some uh discussion that I have heard around potentially combining the second grade classes into one singular class and just expressing our opinion or personal investment regarding the focus on um the developments and uh literacy at that age and how foundational it is to setting up uh them for future advancements and educational successes in years to come. I just strongly feel that second is such a foundational year to um get in front of any areas in which a child may be lagging, to provide some special attention. And with the class sizes that we currently have, I
003think they're combined class is somewhere around 22 kids. Um so being able to have two separate classrooms with 11 each really is pretty ideal for that individualized attention to catch someone before they need um any interventions. And if we're able to catch them early on and give them the support while while they need um it would prevent maybe longer-term more costly interventions later later on. And I just just really am am pretty passionate about uh these early ages and the difference that a smaller class size makes on them and and the greater impact. So just uh just a parent trying to express that. You're welcome. >> Uh Frank, she's talking about the uh second grade difference switching to >> I think it's in his report tonight. >> Yeah. Do you want me to probably better
004if I just do my report cuz there's a number of components connected to that. >> Yeah, cuz then my next question is like what we're planning on doing and what are the numbers that look like >> Yeah, all of that will be in my report. >> Okay. >> Any other anybody online public participation going on? I think not. Okay. >> Nobody there. Just us. >> Administrative report. >> Such a tease. All right. Okay. Oops. I know I had the first page of my presentation. It must be so genuine. >> All right, Frank. You're up. >> All right. Um Next slide. We can start. All right. So, first off, uh this is Teacher Appreciation Week. Uh most people know, if you don't Um just a little shout-out. But, uh first to the PTO and all the
005people that are part of that. Uh we talked about this probably a couple of months ago that we wanted to do something for our teachers to recognize. And so, with their help and assistance and along with the administration, front office, these are the things that we have going on. Just want to highlight. Uh there was a morning breakfast of treats, and that included some donuts and breakfast uh things. The room was decorated with balloons and I thank yous and tables. So, it was a really nice setting when they came in. So, we did a morning breakfast on uh on Monday, I believe. And then today, Tuesday, we did an ice cream bar. Um which we went around with a little ice cream music, and we just made sundaes for teachers. Um kind of did interrupt
006their classrooms, but just as a little thank you. We are doing pizzas for them tomorrow. Um we're going to do a revisit cuz we have some extra ice cream. So, we'll do ice cream again. But, the PTO has also arranged um for massages >> Thursday. >> And on Thursday, right? So, um they'll they'll have that going um as a thank you. And then on Friday, the administrative team, front office folks are all making something um like their own favorite stuff uh for lunches for them. And uh we'll we'll serve that lunch, and that'll be like lasagna and sausages and I think soups and Michael's making um pulled barbecue chicken sliders. Yeah. So, just a little something to to say thank you. I know it's a small token of appreciation for all that we do all
007that they do, but the PTO is is so instrumental. So, just a shout out to everybody and and appreciate the work that's done in this building continuously. As you know, we do an awareness. This month is mental health awareness and so each month we've done something. Had a little low in sort of the recognition, but I still put it in our newsletters and we still have students that do either draw something or write a poem or what have you. So, it still is recognized. I just want to make sure we don't lose sight of the fact that it's something that we're we're doing in this building. So, thank you. All right. So, this is kind of the slide I think we're we're talking about. So, for next year, kind of looking at some of the
008the structures and really it's a new schedule. And the new schedule came about for a number of reasons and I'll kind of talk a little bit about why the schedule had to we had to make some changes to it and then what you're going to see within the schedule. So, the one of the things of creating this schedule was so that we do not go through three PE teachers in one year. What we had is a schedule that was just untenable for a PE teacher. If you you take a look when I looked at it, it it just was overwhelming. It didn't have the breaks necessary. It didn't have the combination of classes. It really did not create a lot of break and was a bit overwhelming. And so, one of the things we wanted
009to look at was how do we create a schedule that's conducive to an easier ability to get free time, to be able to also do some electives or hit some of the other areas where a PE teacher is vital in their schedule. So, that was the first part. The second part was we are now going to be teaching algebra uh in our building. And if you're going to be teaching algebra in our building, >> Right. >> She's one of the one of the ones that we we bust out. Um that creates a little bit of a problem where you have to create an extra section of a class. And in doing an extra section of a class, you almost have to create a new block in your class. So, in other words, when you're having
010uh however many kids taking algebra, that is not an elective, that is not um a secondary class, but an actual class, then you have to find out what you're doing with everybody else in the building. And in doing so, you have to create another block within that schedule. So, those are the two I That was the really the impetus behind all of this, but also again, things like PE. So, we are going through our schedule. It's not finalized yet. We're working to fit in things like making sure lessons are being addressed, um making sure that lunches are equitable, meaning that we don't have too many kids at one time, and then offsetting that with PE classes that we've been working on. So, we're at the final stages. There's been a lot of input into what
011that schedule would look like. I I I'm pretty To be honest with you, I'm pretty happy with all the input that we did receive, and how everyone was able to work together. So, one of the things you're going to see in the schedule, and this will help address the the first grade, was an algebra class now that is a full class that is being taught in this school. >> Is that going to be mandatory >> It is not. So, it is we What we did in this criteria criteria for we just sent out an email. So far, we have 10 students that'll be taking an algebra placement test this week coming So, we'll take a look at that. There was a certain criteria of recommendation test scores. I sent out something to parents. Um they
012responded. This placement test will help that. We also will have a leadership block. So, without our day, all of our students at the middle school level a few days a week will be taking a leadership block. That leadership block could be a number of things that we do, working in the kitchen, working in classrooms, working in maintenance, working within our community, within our grounds, what have you. And that's something that's new and added to our schedule. The first grade class will have one I'm sorry, the the second grade class will have one second grade class. Um the reason behind that to to to lay it out is the first grade class, the current first grade class going to second is the smallest class that we have within this building. There's 22 students. All other grades
013going through, the current second grade is 29 students, the current third grade is 28 students, and the current fourth grade is 31 with another addition coming in, um and two possible within um I believe that four five were waiting their sort of um in review, if you will, waiting to see if they're going to make it. So, the the numbers at the four and five have grown such that looking at the schedule that they had this year and what they will offer, it made sense to move one of the teachers that we had in this 22 group section up to the four five. And so, now we will have four teachers at the four five level for the 32 students which will be entering in fifth grade and the 28 students will be entering in
014fourth grade. Taking a look at the rest of the grades, kindergarten has 22 currently, first grade has 22. In speaking with folks and just going through what do we need to do, what it made sense was to have second grade be combined into one class. We then took a look at our second grade teachers and see who would move up to third grade because third grade's going to have 29 students. Who's going to stay at second and what that would look like. So, overall, the reason behind creating that one it's it really was taking a look within our schedule and is it ideal? Absolutely not. If I had the teachers like the faculty and staff to do it, I'd love to have two, two, and two, you know, all the way up and then have
015four at the four five. When I came in budget that I had when it happened previous, I believe there was a retirement that was not filled if I'm right, Christine. And we had a PE position that was also either taken away or whatever that looked like. And so, I'm only so many fingers to kind of fill in the holes that we were having. And so, what we looked at was the second grade. And again, I don't disagree that that's not ideal, but I'm looking at my schedule trying to figure out where do I need to make this up. Does that mean that's going to continue each year? I couldn't say that. I think we have to kind of look at the numbers each year, look at our budget, and see where where do we need
016to make adjustments. And so, again, for for next year, it made the most sense in second grade. I also have full confidence in all our teachers in the building but within elementary and specifically in second grade to be able and speaking with this person that they're excited actually to have the kiddos that they're going to have a little bit of a bigger class because I think it's going to include some other interventions that we normally would not bring into a classroom. >> Can you elaborate on that? >> At the time I don't want to elaborate too much because we're still working on the schedule, but what I would love to see is within the interventionists that we have within our building at the elementary that um as a for instance, not as a definite, co-teaching
017always exists as a possibility when you're dealing with your interventionist. And so those are things that we're working on now. They're still doing class lists to take a look at the numbers, what are the needs. I haven't sat down with the special educators, case managers, and Jen Holst to go over that second grade class coming in. How many parents will be needed? Right, I know they're going to to need that. Um but all of that is in the works. Um and again, I I I think great. Uh it it's it would not be what I ideally would want to do, but I had to do something to make sure that uh as a whole hit all the things that we needed to do. >> Still being pretty new to the board, um I don't know
018all of the instruction stuff. Can Can we discuss this? Can I Can I speak up as a board member {slash} parent or do I have to wait until you're done with the whole admin report? >> Uh I don't See, I think I should >> Admin decides. >> Yeah, I mean I can do it now. >> I'll have a little discussion about it and then I can finish or whatever you want. >> I'm talking specifically the second grade piece. >> Yeah. >> Uh I'm curious, did you look at the possibility of a split two-three? >> Yes. >> Because if you cuz that would get it down to 15 and we know the ideal number like 15 to 17 is that sweet spot for K to 3. Uh whereas the 22 or potentially more, I know last
019summer two kids came in over the summer and you're looking at 50% more >> Mhm. >> than what would be ideal >> Yeah. >> for a class size. So have you looked at at the potential of a split two-three? >> We have discussed that and if the numbers start to increase moving that between now and summer or the beginning, then yes, that is a next option is to create a two-three classroom. Again, looking at class rosters and seeing >> Is there a reason why like what made you all go with the very large 22 potentially more second grade versus doing a two-three right from the get-go? Why Why is that not the option? >> The The ability to have interventionists come in and work in a possible co-teaching model is what we wanted to try
020and keep the second grade as best we can together. And that's the decision why we why we did it that way. And again, if the numbers are going to grow, then we're going to have to look at splitting them into a a 2-3 model. >> And And I'm just super curious about the communication piece, like we just found out because my husband and I had emailed you from the parent role a month ago. You You all You all just happened yesterday to decide you wanted to follow up, and it was only yesterday afternoon that we did hear that this was going to be brought up today. >> Mhm. >> And there's just like I've just got there's so many reasons that I'm sure you like I'm not I'm not teaching anyone anything new, but a
021year of three is just such an important time frame, and we all know that having a smaller classes in the earlier years is way more important. They can handle the larger classes as they get older. I'm not saying a class of 28 would be ideal. I'm just thinking there has to be other creative options rather than putting at least 22 second graders in one class together. I know my own first grader, she has a really hard time the days that she has her specials that are combined. >> Mhm. >> It is so overwhelming, and I'm just thinking if that's her every single day, this is like and she's not probably not the only one. This can be a make-or-break moment for so many of these children. >> Mhm. >> Those that are afraid to speak
022up, but their teachers know them so well. I'm I'm not taking I don't know any of these teachers personally. I just know as a teacher it is it's hard when you have 22 plus kids that now you have to know each of them individually. The communication piece with family, building the bonds in the classroom, and I know this is a very sweet group this group of 22 first graders. They They are a special bunch. A lot of them have been together since 6 months old. Um I just have so many concerns concerns about the disciplinary issues going up, taking away from instructional time for the rest of the class. Um it really really concerns me. And I know you said it's going to be 1 year at a time, but I just I'm terrified that
023this is going to set the precedent that these this cohort of children is going to for the next 7 years get the short end of the stick here. As I'm saying, I'm terrible at saying things. So, I I would just really I would personally like to see other options. I I know it's not ideal as part of the budget process. I I I get it. Um but what happens when those interventionists aren't available for the co-teaching? What if we can't fill a pair of positions? I don't know. I I I want to be optimistic. >> Mhm. >> But I I'm worried. >> Okay. Frank, do you know probably not offhand what the like averages are for like those specific grades for like statewide or even the region? >> State statewide is 14.9 between 16.2. Vermont
024has one of the smallest classroom sizes nationwide. Nationally, it's anywhere between 19 I think to 22 23. Um with Act 466, some of that obviously may be changing moving forward. We don't know. I know that. Um but yeah, Vermont's one of the smallest. That's one of the the gifts of being in Vermont, right? Is is having that. Um but what what we're looking statewide, like I said, I believe it's 14.9 and between 16.2 or something like that. Um with some of them being somewhere around 23 24, no higher than 25. Um which we don't we don't want to do that to kids anyway or to a teacher. And nationally, which is is not going >> And how are things like how will you be communicating to families this summer if hypothetically if kids move in
025and you end up switching structure? >> Well, we're going to have to if we start to see the number start to swell, right? And I just got six kids coming in um or five kids coming in most of middle school, but I think one of them is at the at the four five level which the number if they come in will be at 60. So, I'll have 60 kids at the four five level um which and then you talk about discipline and I understand that. Um one of the toughest discipline lists this year has been at the four five level and I do think it's reflective of having three teachers not having that fourth teacher and having to rotate through some of those groups and not having consistency. I also have at the four five
026level which I'm sure I can say this a teacher on >> They approved it. >> Yeah, so I have a teacher on sabbatical. Okay, right? Um I have another teacher that's actually going to be teaching that math class. So, one of my four or five teachers is actually teaching that algebra class. So, if I'm losing a teacher at the four or five level to sabbatical we can't find subs and couldn't find a sub for PE. We're struggling to find long-term teachers. That four five team is is going to need an extra teacher. And so, again, looking at developmentally, I understand that. But I also have to take into consideration I have 60 kids at four or five with one teacher that'll be gone for half a year. Another teacher that's going to be teaching this
027algebra class. >> Well, I sorry. I totally get that. That's why I was just asking about this the split >> Um I don't know what Windsor does, but I know Wethersfield has at least one grade that's split. That fourth grade that's been the whole model. >> Historically, you guys have done that. >> they've done it here, too. >> Yep, I looked it up. Yep, they did it I think it was >> What class? >> Yep, I think you guys in the fourth and fifth grade level you guys had a whole class. >> What was the split? Cuz then you would take two you take 44 kids divided by three. >> In essence you Yep, depending on Yeah, you would just look at all numbers where they are and that's an option. I just In speaking
028with the team, we were One was excited to kind of have a group of all all of the same grade levels with the supportive co-teaching situation. >> Co-teaching meaning that basically that teacher would have slightly more access to the reading interventionist cuz >> Yes. More more access to interventionist um to be able to plan out lessons, to be able to split um students in working in different groups. >> Which which you would have to do in a two-three as well or any combo class because you'll have a couple two ranges of two grade levels of students that you're responsible for teaching. >> Mhm. And often times ELA, social studies, it's easier to um combine the grade level curriculums. >> Yeah. Math is really hard. >> It's really hard. I did it. And yeah, it's really
029challenging, so I think I think they're weighing the the challenges, right? >> Yeah, we're not done with registration, and if numbers start to move in the direction again, then we're going to have to sit down and say, "Okay, we're starting to see >> Since I apologize, I mean, I apologize for stepping into this conversation late and also just sort of like still learning kind of board protocol things. Like um like ultimately these kinds of decisions get made really by the administrative team, right? With just like cuz um so I want to just be like a little bit careful about like how much we the board weigh in on your choices about allocating teaching, um and acknowledge that as board members most of us are parents, and so as we do hear about these things when
030a sabbatical for a fourth grade teacher who is beloved and amazing gets proposed to the parents of two rising fourth graders, it's Yes. It's a different conversation than if we were, you know, So I just So So I want to say that I hear a lot of what you're saying as really really important parent feedback and then also just to say like as the board our amount of weighing in on those decisions is probably probably just have to be um you know that's not so much in our scope right like our okay just just for just for clarity about that. >> So maybe that should have been public participation on my behalf. I don't know. >> Well, I didn't know either and so that's but I mean I I you know >> You play two
031roles. >> Yeah. But I so I am just curious like again not to but so do has this decision this it sounds like you really made this decision in concert with the second and third grade teaching teams. Would you say like you've really gone to them to say like here's the dilemma and you feel like from from them you've heard a preference towards the challenge of having 22 kids in one class versus the challenge of you have to do first and second grade math is that fair? >> I brought it to the faculty. >> Yep and we we discussed it as a team because there are implications of algebra being taught within the building which then changes the entire schedule which then in doing so takes a member of the four or five team up
032to algebra at the middle school. So all of those things well it's a domino effect. We had a discussion as a faculty in several different areas with several different teams in trying to understand how best to approach >> Yeah. >> what it is that we need to do and then what are possible solutions. >> Yeah and so yeah this was definitely made >> kind of with them hearing from them about what they yeah. >> Um but just another like so again when we like look at the budget we always sort of approve certain like you know positions etc. And and that's really what we do right? We we approve positions not funding for budget lines like um what I'm getting at is like what we're now experiencing is the really unfortunate impact of the cuts
033that we've had to make in this budget, right? Just we don't feel that there are enough teachers in the building for the kids that are here. And there's not any opportunity at this point to flip funding for paras. Like should we say as a board like, "Okay, seeing what is coming, what we would say we prioritize is a classroom teacher over two paras?" That it that's done. Like cuz that is Got it. Okay. Fine. Okay. Okay. Just curious. But like do you want to say they hadn't Okay, if they hadn't, it's not like that is Like when the town votes on the budget, they are not voting on that granular level of allocation of funding. Okay. Okay. So that's not an option to like reallocate faculty funding. >> It could It would be after town
034meeting before >> Before town meeting. Got it. Okay. Okay. >> So it's like a month. >> Okay. >> Or as part of the budget process. >> Okay. And the So the 64 fives will be divided into three groups of 15. So the alternative would be somehow you make four fives. >> Yeah, we're working on what that structure would look like if they're going to teach individual, if they're going to have two two sections each two teachers per grade. >> Or if they're going to rotate like they've been doing. Cuz that's not been totally >> No, that hasn't been planned out. And like I said, the schedule it is difficult as everyone I'm sure can understand a K to 8 schedule. And especially Again, I go back to PE, but you've gone through three PE teachers
035in in a year and and whatever it is. Um and since all students have to take two PEs, that really drives how much is available in your schedule. And you bring algebra into the building, you do create another section which almost creates another block if you're not creative. We are creative enough to be able to simultaneously have math going on and bringing up a four five person without being having to add that extra which is what we thought. Um but again, in in also doing so and knowing that we're not going to have such personnel for half of the year moving, um I think it makes sense with some of the um discipline that we saw this year at that level to help support those kiddos as well. And dare I say, like we go
036through this and whatever the case may be for what um whether we split and do a blended classroom or what have you, obviously as the year start to go on, I will look into like I maybe I may come next year and say, "Hey, this is what we need." And whether it be a two-year Yeah, I mean, algebra the decision to teach algebra whenever that occurred and then all of this sort of was >> Yeah, when did that occur? I thought >> That falls >> So, okay, to bring it here, to have it on campus for the Yeah, okay. >> It started last year. Yeah, I remember talking about it. Yeah, okay. All right. >> Yeah, it's tough. >> Yeah. It's It's not an easy decision. Um at all. But I'm just kind of looking
037at it through the lens of the entire building. How do I utilize the personnel that we have in the spaces that we do? Um >> I mean, the only thing I will say to you as now just parent, not >> Yeah. >> Um there are almost no better educators in the building than those second grade interventionists. So, if you have to maximize your It's time with them. You won't be unhappy about it. Um >> That was part of the equation. >> Yeah, right. They're just incredible, right? They're real stars. >> What I will say to is that I'm happy to sit back down with the second and third grade team, right? And go over numbers of where we are. I know again we're doing class rosters. Um And we'll see. >> Would there be any
038opportunity for engaging parents of those two grades in that discussion or do you think that opens up too much potential for kind of group think and contentiousness? >> So, the survey? >> Yeah, I I thought of it to be honest, I thought about a survey and like well what we'll look at. I just don't I'm always I'm always open to the feedback. >> Yeah, I just want people to understand they provide the feedback, but it doesn't It's not the decision doesn't dictate the decision, right? What it'll be is that it goes into the equation of thought. >> Yeah. >> Um and say hey and I don't have a problem with re-thinking and re-looking. I know we just looked at it from the angles of all things how best to serve all students. >> Yeah. Yeah.
039Okay. >> And I appreciate everyone's opinion. I appreciate I didn't even know this was going to see you. And I didn't know that was a lot to say in an email. No, I tried it was a lot to say in an email. Um Yeah. >> Can I add one comment if public is allowed? Is I just also uh I don't think I even met mentioned this in my email, but one other thought that I think about with this cohort of children is they're also the pandemic children, right? They're the kids who had to go without so much during daycare that already put them behind the stage and speaking as a parent, my little Savannah, she wants to know everything. She wants to be so confident, but the feedback I get in her first grade class
040is she has the teacher has to ask a second time, "Do you really understand it?" And she doesn't. And with and but her teacher knows that about her in a large classroom even with interventionist, she only gets an interventionist if they know that she needs it. She will fly under that radar because she's so confident, she wants to get it. She's got that drive, but she needs that extra little nudge and if that's that's what we miss in this cohort missed a lot in their early early education years. So, that's that's my last >> Nope. >> thought on it, but I appreciate the challenge very much. >> Um all right, I I appreciate that. I'm going to kind of just real quick so that people kind of know. Uh PE, which I'll get to uh
041new hires, but uh a couple of other things just I want to highlight about this schedule is there's going to be a uh related arts block, which means there's going to be common planning time for teachers that they don't have right now. So, when our kids all go to what their related arts electives, specials, what have you, there's going to That's created how we work that in the schedule to have common planning time, which that hasn't been offered before, uh which actually will lead to to more planning and more student success. Structured advisory, um which is something that I'm looking to do and and include an equity component in there with our equity coaches and work that they're doing. And DEAR time, drop everything and read, I'm trying to structure something in there as well.
042And the schedule that and there's the people the work that has been done on the schedule, I I I cannot compliment enough. Um but things like that are what we're trying to put into the schedule. Um so just some highlights there. >> That would seem to be a good idea. >> Yeah. That's a mental health awareness which we did. Um other things I just want to highlight, right? There's an art show coming up. Um there was a middle school dance. There's a laying screen. There you go. Um so just highlighting some of the great things that are going on outside of uh going through schedules, okay. Um next one, please. This year we review the newsletter which I know you folks do. Going to see all the things that we're doing on and want to
043highlight the the work being done in eighth graders. Uh Alyssa's doing a phenomenal job with all that she's putting into uh first grade team. We had a clean up day. We had poetry for the fifth graders, which uh folks um I think went to Artland Art Show. Welcoming incoming class. We're excited about the kinders and having their registration and screening day. So, all of this stuff that's coming in as the end of the year. So close. >> And uh I did see some folks there. Um I just wanted to highlight that was my first in in the spring time and I just what a phenomenal show it was and the the amount of work that goes into that. Um it definitely just worth noting to Mr. Foley and Mr. Bronson. >> Hey, I'm up >>
044That's it. >> I'm up next. Um So, um I couldn't resist throwing in that picture of the kids. That was like right when they came back from break and they were so happy to be back at school and to be engaged in learning. Um so uh that is one of our goal areas, student success and engagement. Um that's a kindergarten classroom and I happened to be in there uh a bit ago and watched the teacher masterfully um use the curriculum program that we are required to use, but make it fun and hands-on. So, um I wanted to share that as well. We have We have phenomenal teachers uh throughout the building. Um but uh kindergarten is particularly uh I would say challenging with the curriculum that we have to um implement and doing it in
045a really creative and fun way and they do a really good job of that. So, keeps kids engaged. Um this is a a just a picture of um uh Karina Brown, our SEI, who really does I mean, our SEIs really do help shape the culture in this building because they are proactively and reactively at times, but they focus on proactively working with students to keep them to build relationship to um help them stay regulated, to meet their needs. So, they definitely help shape the culture. And there's an art elective, which I think um giving students as much choice as we can also helps create a really positive in-school environment. So, always working on those two areas. Um I'm not going to go into all the legislative updates that I did at the SU board meeting
046last week cuz most of you were there. Um but I did want to point out that um H949, uh the yield bill, uh S220 has been embedded in the yield bill, which is a slick move um in the legislature. So, Senate Finance uh did that. They incorporated the language into the yield bill before voting it out of committee. It moved to House Ways and Means. Um they've been taking testimony on the bill last week and this week. Um and if you don't know, the proposed change is uh to change the excess spending threshold to down to 100 uh and 12% and what that means for Heartland and the rest of the SU is on my next slide. So, uh we would have to reduce in Heartland $1.5 million if that passes. >> Uh to avoid
047excess spending. >> Yeah, that's what I thought. >> So, if we're at 18 now and we're heading at negative 12, wouldn't that essentially mean that 6% * 2, so we can almost guarantee our budget's at least going to go up 12% next year even if we do absolutely nothing? >> I'll leave that to the math. >> It's It's a little different. It's a little different. It might be worse than that because of that before any health insurance increases, contract agreements. >> Yeah, I was just saying if like like we didn't change anything right now and it went from 18 to 12% difference, that's 6% of our budget we'd have to double tax on that. Yeah. >> So, uh from what I heard yesterday, it'll come out of it'll go to conference committee. And when it
048comes out of conference committee, it'll be an up or down vote. >> But this is So Elizabeth thinks will not pass, right? Is what she said? >> I think she's not sure. >> Okay. Okay. But this was the one that she said I don't think it will pass because of how they tethered it to something else. Is that wrong? Was she talking about something else? >> I don't think she said I think that's what she was talking about. >> mean not obviously we're just talking about >> this is the this is what they're calling the bridge to the foundation formula. >> Right. Right. Right. Right. Right. But we're just inching down the pain. We're inching up the pain I suppose. Yeah. Yeah. >> So I just wanted to bring that to your attention. There there
049may be a call >> foundation formula that with this you would have a choice to overspend. >> You would. >> The excess spending. With foundation formula I would not overspend. >> Or you can raise 10% in excess, right? >> For four years. >> For yeah. Just for four years. >> Um there may be uh a call to action this week. >> On the agenda. >> I will be reaching out if we need to advocate because we might need to send letters about it this week or early next week. So >> Okay. >> Just while you're Is this the end of legislative update? >> Yeah. >> Have you heard anything about capping tuition? Does anyone as they talk about foundation formula think that it would also be appropriate to apply foundation formula to high school tuition
050>> levels? I haven't heard that much. >> Okay. Should we be advocating for that? >> They There was a There was some talk of tuitioning >> And it didn't go anywhere, right? >> Okay. >> Yeah. >> I might reach back out to I did talk with Connor Kennedy who's Joe Crowinski's um speaker of the or um chief of staff who's a Heartland >> Okay. >> uh you know kid and um I might just reach back out to him to see because >> I don't think >> it is crazy, right? That they're saying you can only spend this much but like you're allowed to be charged >> Yes. >> the three times as much that by a neighboring town in within the same state and legal framework. >> Yes. There was also um a request from
051>> Yeah. >> I can't remember who. >> only other town is officially >> They They talked about last night at the Monadnock board meeting signing a statement basically saying we don't um our independent schools are They're held to the same standards Thank you all standards but they receive public dollars. And so some people think that's wrong. And then so >> Once I sent that email, I didn't understand like I didn't know that there's only 10 schools that are that are over the threshold at 118% and two of those 10 are exempt from even though they take our state dollars and they send them to New Hampshire. They should be quadruple, not double the excess brightness credit threshold, but they're exempt and they're like two of the highest >> Yeah. >> cost per pupil which is
052like mind-blowing >> Will they be applied Will the foundation formula apply to them? >> No. >> Cuz they're interstate. >> They're interstate. >> So how will Okay, right. >> They're They're created by an act of the US Congress. So the state can't touch it. >> Right. So Vermont will just give them whatever they say they want for budgets. Like they still will just do their budget process in the same way. >> I believe so. They they it will still be part of the foundation formula, but I don't know how they're going to make a difference. >> Okay, okay, okay, I see I see. So >> There's no way they can >> They'll have to raise above and beyond. Okay. >> And the threshold does not apply to them. >> Okay, okay, okay, I know the
053threshold didn't. I just assumed that the foundation formula would. >> We can look that up, but I understand just like with Act 46, they're exempt. >> Okay, just a couple quick other things. VT Cap we finished. Woohoo! We'll get the results to you when we get them. So the students will start start and Dibbles assessment in a couple weeks between May 12th and 22nd. Yeah, I know. Woohoo, right? From one assessment to the next. Yeah, I know finals. Summer when is underway. We met yesterday. We have a good plan. We have um good sense of how many students we're to have and how many staff we need to run that program. And then just to remind you, graduation is the 10th at 4:00. >> What's the last day of school with the students? >> Is
054it the 15th or the 12th? Still waiting to hear. >> Okay. So, I didn't miss anything. I can >> miss anything. No, we're waiting waiting for the uh secretary. >> Okay. >> Uh Hannah, you typically the board chair says a few words. >> Okay. >> If you can, if you can't, you can't. >> Okay, it's fine. Is that a Wednesday? >> I think it's a Wednesday. >> Okay. >> I believe so. >> Okay. Um Larry's going to do a quarterly update, and then he's going to present um >> It's what the grant does. >> You go right after this. What the board asked in terms of the meeting last month, um what it would look like to >> Yeah. Thank you. >> Um so, let me hold this up there. >> So, quarterly updates, uh
055Harland is in good shape financially uh for the fiscal year. Um this could I'm just going right to the to the last page. Uh >> I I can make it bigger, I think. >> And um we have projections. There's a lot of forecasting of revenue. The way we feel right now is as of March 31st, uh you were going to end with a slight surplus. I say slight, it's it's a big dollar amount, but percentage-wise, it's a small amount. So, uh it's not um we don't really until we do the budget process for the next fiscal year, fiscal year 2028, is when you'll decide what to do with any surplus you may actually have. Um so, as you read the financials, the first page is revenue, and then I go into a summary page of
056expenditures, and then a detail of the expenditures. The last page is the full summary, and that's what we're looking at. As of March 31st, you had a projected $402,000 and change um surplus. So, good news for Heartland from that perspective. Any questions on the financials? Okay. >> In the black, not the red. >> Better to be in the black. >> That's good. All right, you're going to share, right? >> Okay. >> I guess not with your staff. >> All right, so our current spending situation and uh you were just talking about this is uh when we budget, we work focus a lot on the K8 districts. So, a lot of the cuts come from the K8 part of your budget. The SU um has a lot of fixed costs, special education. That's a big part
057of your budget and admin and operations a smaller part, uh less than 10%. Food services less than 2%. I'm sorry, less than a little over 1%. ECP, the early childhood program, a little under 2%. Tuition is about 28% cuz you don't operate a K12 district. You operate a K8 district. Any tuition out there for uh high school. So, when cuts need to come, they come from the blue spot mostly. Now, there have been reductions at the central office. Um but mostly they come from the blue spot for Heartland. Uh very similar to our other K8 operating district, which is Waitsfield. They made cuts this year because their budget after went down and all those cuts came from K8. If you look at this is going to look at the last 5 years. The green line
058is your approved budget and the blue line is the tax rate. There is a loose affiliation between the budget and tax rate. In a lot of states, it's a correlation. But in Vermont, it's uh kind of depends. Right? So, uh but mostly there is a slight correlation. You had a budget increase on average of 8.8%. And a tax rate increase of 8.5%. Now, how could you have a budget increase of 8.8% with your enrollment going down? It would be because of high school tuition, excess special ed costs. Um and speaking of enrollment, uh So, I started working here in 2006. In 2004, there were 377 students at Harwood Union High School, K-8. Harwood has lost 43% of their students in 22 years. So, even with the six that Frank is talking about, that would put
059you from 221 to 227. Okay? And that's where the pressure is, and that's how you get 8% budget increases. Because if you lose 10 teachers, you don't lay off a classroom teacher. If you gain 10 students, you don't lay off You don't hire a classroom teacher. Right? It happens over time. And and that's where Vermont's in the situation they are, and that's why there's been a lot of talk in the last couple years, two or three years, about consolidation, mergers, etc. So, Wes Kenney asked me to run the numbers about what it would look like if we did merge. So, you can see these are all your school districts in our SU. Harwood top at 11.8 million-dollar budget. There's your LTWADM. It gets you edu spending per LTWADM plus the excess spending threshold. With the
060current law the way it is, not including the parade of horrors that Christine just presented S. 220, right? If that's Let's I'm assuming in all my projections that S I didn't know about S. 220. Right? So, we're assuming the law is at 118% for excess spending. What you do is you take your expenses, you divide it by your average daily membership, which is your student count weighted. And that's how you come up with the number. I To make it simple on this, I'm adding the excess spending in because it is a law. You can see Mascoma needs 16.6 and they spend about 2,000 less per student, roughly. And Hartford and Wethersfield about the same, about 2,000-ish less per student. If you merge the district, you'll notice that it's significantly less per student. It goes down
061to 15,264. Why is that? You're under the excess spending threshold with a 16,470. So, you don't have to worry about that. And then also your um LTD LTWAM, the other side of the fraction, is bigger. So, when you divide something by a greater number, it's a smaller number. Now, the numbers that you may notice the green does not add up the 38.2 million. If I added up Hartford, Mascoma, and Wethersfield's budget, it would add up to 38.2 million. Where did the other 5.5 million dollars go? That's tuition. Wethersfield and high school and Hartford pay tuition at 5.5 million dollars wouldn't need to be spent anymore. It would go into the district. It'd be a K-12 operating district. Just like how Windsor does not pay Windsor itself tuition and West Windsor does not pay tuition anymore
062to Windsor, Hartford would no longer pay tuition to any other high school and Wethersfield would not pay any other tuition to any other high school. >> But, if you add, you know, 1,100. I mean, if you were to merge Wethersfield and Hartford with Mascoma, and obviously we can't decide about Wethersfield, right? So, you're more than doubling the long-term weighted average, but you don't you don't account for the increased needs that are in the high school, right? So, I think that's the one piece that I would >> to get to that. >> You got it. Okay, fine. Sorry, sorry. Okay, okay, okay. Sorry. Okay. >> I'm going to get to that. >> I knew you would. So, forgive me for questioning you. >> So, what would that look like on your tax rates? So, I have
063to do some projections. >> Yeah. >> So, for the no merger scenario, I'm assuming the last 10 years, sorry, the next 10 years will be like the last 10 years. >> Mhm. >> And that's how I came up with the red. How I came up with the blue is I took everybody's previous 10 years and averaged it all together. I took Hartland, Mascoma and Wheelersfield, averaged all the tax rate increases before the CLA together, and that's what we came up with. This does not assume the excess spending threshold going from 118 to 112. If that were to happen, that red line would be much higher, and the blue line would be much lower comparative to the red line. >> It would be higher, but a little bit higher cuz we're still talking >> No, cuz
064you're under the threshold. >> the threshold. Okay. >> So, that's um what it would look like. Now, what would it also look like if the new board decided, the new merged board said, "We need to Well, I want to put an extra million into the education spending." That's the blue line. The red is still the no merger line. The green would If the new board said, "We want to add four more high school teachers. We want to add that second grade teacher at Hartland that they lost. That Frank would like to add at every grade level K through 5." That would be the green line. So, if you reinvested 2 million additional dollars into your K-12 that's now yours, that would be the green line. Your taxes, you still would not pay the same tax
065rate next year if we were to merge July 1, 2027, which I have to pick a baseline. Uh you would not pay that tax rate until fiscal year 33. That's it assuming you put 2 million extra. So, you could, for example, add we talked to um Jim Taft at Windsor. If all the students if something happened statewide and all the students that currently are tuitioned out had to come to Windsor High School July 1, he could take in them all. There's no space issue. So, if I'm a buildings and grounds, there's no issue. >> Sorry, who is what's his role? Sorry, is >> He's the director of buildings and grounds. >> Got it. I like that. >> So, there'd be no building issue. >> Okay. >> He might have to buy some furniture. >> Okay.
066>> Uh and then uh Kate said she would need four teachers. So, >> The state would need >> just to to meet the Act 73 class size minimums. She would have to hire four teachers for the additional Cuz remember, Wethersfield's situation, most of their students already go to Windsor High School. >> What percentage of Wethersfield goes to Windsor? >> 43%. Most of their They're the biggest plurality of students go to >> what do they pay for tuition to Windsor right now? >> $22,000. >> Got it. Okay. >> Okay. So, that is assuming the new board not together and they said, "This is a lot of savings in our taxes rate. We're doing really well by our taxpayers. We want to reinvest $2 million because we need to hire four extra teachers. We want to make
067the second grade whole at Hartland. >> Mhm. >> We want to hire more interventionists. >> Mhm. >> Uh we want to pass a bond that would now be paid across four towns instead of one town so that Hartland does not longer have to have their cafeteria and their PE classes in the same room, for example. >> More additional programming, whatever the new board decided to do. My larger point is that green line wouldn't come close to touching the red line. >> Mhm. >> So, that's where you can put money back into education spending that is currently leaving the district. >> Mhm. >> Some of it All right. So, now, what would that mean to a $250,000 house. Cuz when we talk to people with a budget book, that's that's where they automatically open up to.
068>> Mhm. Mhm. >> So, the fiscal year '27, that's my baseline. That's the budget that was passed by your voters in March at town meeting. We estimate a $6,400 total taxes paid for a $250,000 home. If we merged on July 1, 2027, 2026, that would be 4981. You would not pay in taxes what you would pay for fiscal year '27 till fiscal year '33. And that would be a $21,273 estimated savings for Hartland taxpayers over 10 years. If it was a $500,000 house, that would be $42,000 in savings. If it was a $100,000 house, it'd be like $11,000. >> Mhm. >> And that's my presentation. >> Thank you so much. So, um I this is really interesting. This is really helpful, I think. This is obviously something being asked by a lot of people in
069town. Um I think um Yeah, I mean, I think we need to we need to really give this consideration. Is Wethersfield asking the same questions right now? Like, is this >> Starting to Starting to. >> Yep. >> So, I will share my um report next week in Wethersfield that um this was shared here tonight. I'll be able to bring to >> Yep. >> Wethersfield for consideration. So, yeah, people people are talking about it. It It's high school choice online, right? Some people really feel strongly about choice, um, but the state's going to do something. So, I think it would behoove us to start talking to our communities about this. >> Yep. >> And another way to think about it is I had to talk to a I said to Wethersfield board member was you're not
070losing choice, you're gaining a high school. >> Yeah. >> You would be a K-12 district. >> Right. Right. >> What, um, just speaking like numbers-wise, I know majority of our tuitioning kids go to Hartford. How does that work if like say, you know, we get the town's input or like we have to pick high school, we already send majority of our kids to Hartford, but we're already part of the Windsor Southeast Supervisory Union, like how do we go like how does that then happen if we're already part do we like break from our agreement to be part of this? Can we break from that agreement? We need approval of from them to say >> State board, yeah. >> I'm sure the state board would have to approve it. >> Cuz then you'd be going outside
071your SU. >> Right. >> So, the state board would have to approve something. And then, um, also remember the savings, this is going to get a little complicated. The savings for Hartland might not be as obvious or, um, large if they were to join Hartford because you're paying Hartford tuition. They would lose that revenue. Do you see what I'm saying? So, Wethersfield situation, they would see a savings too. I run the numbers for Wether- and all the numbers are public and it's on everything I shared tonight. If you click on the link at the last slide, it'll show all the numbers. But since Wethersfield sends most of their kids to Windsor, they would see a savings too, but the lines are closer >> Okay. >> right, than Hartland because you're joining a district and and
072you're you're spending more per student, so as things get equalized and the divisor is bigger, then that's like it's at 15,000. Now, in Hartford's case, they would lose that revenue. They would lose the revenue and the students They would gain the students but lose the revenue, but you would pay, so it's it's you're not going to see the savings as There's still the state >> revenue from Heartland tuition would might offset the savings and hand it back to Heartland as property taxes to rejoin the district again. >> Yes. Whereas in the Mount Ascutney case, that wouldn't happen. Essentially, what you'd be doing is saving the tuition revenue. Mount Ascutney would be losing the revenue. You'd be part of Mount Ascutney, but it's a much larger number students. >> So, let me just ask you something
073really direct and I'll I'm going to be like pretty transparent here. I think that when this conversation gets brought up in families in Heartland, that, you know, there are probably three categories of things that get tapped into. Logistical life, right? There are a lot of parents that drive to Upper Valley and dropping their kid in Hartford is easier than going into Windsor. >> Yeah. >> Academic and um extracurricular offering. >> Mhm. >> And then just some like good old-fashioned elitism, right? Can't do anything about that. We're going to just say that that third of response we're going to have to ask people to like sort out with their therapists. But if we talk about And we can't really do anything about the logistics either, cuz we're going to have to say, "Sorry, you live in
074Heartland and this is where the schools are and you need a bus. Sorry." >> And and and we do bus. >> We do bus. >> But if we talk about offerings, that might be a slightly more legitimate concern that families might raise that would be really helpful to be able to talk with them about. And the ones that I see people coming up with in particular would be sort of advanced academic offerings that certain families really feel like they're getting more access to in Hanover. For example, I mean, I do think Hartford, too, but I definitely think that if people are feeling incredibly academically oriented, they will cite the Hanover as the place to get that. Um I don't get the sense that sports comes up as much. I think there's some people that feel
075already attached to athletics, but feel like they could do that. I suppose like hockey is one, right? That's not but but but kids can always play sports if it's not offered at the >> Windsor offers a program through through Windsor itself. They offer a program. They bus kids to Hartford to >> to play hockey. Right, so there's some sports you can always play. >> So, I would also say promoting what Windsor offers cuz they offer the tech center to Hartford. They offer >> You take the bus there to tech >> They get bus the kids everywhere to Hartford if you want to go through Hartford. >> So, there's lots of stuff. >> Um AP classes comes up. It's come up at Windsor. Uh I believe Kate is uh they're they're going to offer one next
076year. The the staff made a conscious decision to offer um What do I call them? Running Start. They're they're early college classes, so they have teachers that can teach and the kids get college credits for those courses that they take. >> Yeah, they have a little bit of a tech center. >> So, they they opted for that because you you pass, you get the credit. And then the AP course, you don't necessarily you have to pass it and the school has to accept it. So, >> Yeah. >> um But they're I mean, Kate, the principal there, has heard >> Yep. That that's a >> um >> Cuz I think that will come up with families as we start talking about this. >> For sure. >> I would say two things about that. So, one would
077be the one or a million or two million, I'm just picking round numbers, that could be reinvested into the education spending. However, that's reinvested, high school versus K-8 or whatever you the new board would decide to do. So, that could solve some of the academic concerns. The other thing would uh as far as opportunity is from an extracurricular perspective, um if you go to a smaller high school, >> Yeah. >> Windsor would still be even if all the students in the SU went to Windsor High School, it'd still be a relatively small high school, relatively. And uh you would have more opportunity to do more things outside of athletics. So, for example, if 50, 60 kids come out for basketball versus 25 and you don't have cuts at Windsor High School, every kid can make
078the basketball team. They may not get minutes, but they get to make the basketball team. You can if there's five chairs of flute for the band and you're the seventh best flute player, you can't make the band. But in Windsor you could make the band. So I think that when we think about smaller high schools, that comes up a lot. I hear is that there's students who come from Cornish Hartland, Weathersfield who choose Windsor particularly because they have those opportunities. They have access to other things that they wouldn't have at a bigger high school because they may get cut. They may be again, they don't have 10 chairs of flute or for trombone or whatever. So >> I feel like the nice part about Windsor too is if you merge, they can make the sports
079teams. You might get enough kids that want to play like volleyball so they don't have to be transferred to Hartford. They can just make their own volleyball team. >> Exactly. >> Um great. Thank you. I don't know if how much you guys want to talk about it now or we can I mean I think you know ultimately my impression is that this is from having read the the statutes, but I think we should look at it again. This is something that is stated would be decided by the district. It would be decided by the board on behalf of the district I think is the language. But as I said previously, I feel like if this was something this would be really important for us. >> Yeah, I did reach out to the legal counsel on
080it. Yeah, Hannah. And he said um I asked if uh uh to to to make a decision I'm sorry, let me just read it. If the board has the authority under the law to make a decision to merge their district with the Mascoma School District without a vote of the community. So I think that's what you asked last time. >> Right. I mean I don't want to do that. I just wanted to know what the law says. >> He said um there's a way but the short answer is no. There is a process under statute that would cause you to go by the people. >> Yeah. And from Act 46, my understanding and I again, I don't want to I'm not an attorney. Not playing one on TV. But I don't know if Mount Ascutney
081would have to take a vote to accept Hartland but Hartland may have to take a vote to join Mount Ascutney. Uh what came up in Act 46 also uh is that um for example um cuz they looked at a bunch of merger scenarios with Act 46. Uh voting-wise, when I say voting, I mean by the board. So, currently you all have three members on the SU board. Right? So, you're equally represented. Uh whereas if you were to join Hartford, would they give you equal representation? Probably not, right? I don't know. They they wouldn't under Act 46, you know? And then same thing with Woodstock, if they got seven towns and you're one town out of eight versus one out of four you would get you'd get a smaller amount of votes. So, um the SU
082has been very magnanimous, the SU board, I don't mean one particular town, in that they offer equal I don't know of another SU around that has equal representation for each town. By town. Yeah. >> I mean, I'll just like if it's okay, I'll just kind of you know, I've obviously thought about this a lot in the last couple years. Um I in general am very skeptical of this idea that consolidation is going to suddenly save Vermont a lot of money. Um I think we have lots of case studies of that in other places and we all can imagine the ways that costs are to increase as you get bigger and bigger districts. That being said, I do worry a lot that Hartland is gouging its elementary school to maintain school choice. Um we're seeing it
083now, right? We're seeing it. Um and it really begs the question like for what? Like what is it that we are all so attached to about school choice? Um it may have been the reason that many of us chose to move here, but is it the reason that we want Are there enough good reasons to continue it when we sort of see financials like this that we know hurt our kids at the lower levels, hurt our neighbors. Um and when you sort of in my mind thinking about consolidation on a more local level does not feel as um misaligned as sort of creating these big larger districts, um which to your point decrease representation, increase transport time, increase sort of a sense of distance and lack of community in the way that actually um you
084know, in in engaging with what is our current SU in a more kind of all-in sort of way would protect resources and actually potentially enhance opportunity for everybody. Um you know, I think again I I feel very strongly that this hat would have to be really, you know, very much discussed at the community level and voted on by the community level. Um but that just in sort of having thought about this a lot, it does seem, you know, we're sort of at a moment of education in Vermont where we're staying so attached to school choices, um I worry that it's the wrong choice for Hartland. Um So it does make me want to kind of continue this conversation. Um you know, I would be incredibly interested in talking with the Weatherfield board and it's part
085of why I'm very excited about this sort of SU board because to be honest with you, I think if part of this was, you know, there is something to be said for um kind of power in numbers and sort of um pure pressure. That's not the word I want to use, but the sort of magnetism of right, so sort of saying like, "Hey look, it's it's it's really the whole SU coming together to to commit to this strategy of fiscal and educational responsibility. Um because that could be really neat to sort of have it be that, you know, it's not just Hartford kids getting tacked on. It's really that we're saying like no, no, we'll restructure. You know, maybe it's even a question of saying like we don't call it Windsor High School anymore. We
086call it Mount Ascutney High School, right? That we sort of think about how can we cultivate ownership more broadly amongst the multiple towns. >> Yeah. Yeah. I love how Larry put it. You're not losing choice, you're gaining you're gaining a high school. >> a high school, right? And you know, it's somebody wrote a really thoughtful um response to this when it was recently flared on a listserv that just sort of said like, you know, the school choice thing was kind of a initially this like a consolation prize to towns that didn't get high schools, right? In an era where people were really staying much more local, not driving all over the place, not, you know, this was sort of like, "Sorry, you don't you we're not going to build you a high school, but you
087just get to go to whichever one is closest to your house, right?" And over time with all of the ways that the sort of bizarre architecture of the Vermont education policy has morphed, it's become weirdly a um you know, it's become a little bit of golden handcuffs, right? Because it's become this thing that people feel very attached to, but that is extremely expensive. And, you know, ideally Vermont would say, "We're not going to allow towns to charge tuition that so far exceeds what we state is a reasonable cost for educating children, right?" That would be ideal if they say like foundation formula applies to tuition, but they're not going to do that, it doesn't seem. And so and you know, to your point, I I do worry about this idea of these larger mergers cuz
088it does not seem there's construction funding coming down the pike anytime soon. So, I think as a town, you know, as our town, we sort of have to think like what is the kind of safest harbor to, you know, dock in? Um so, yeah, so I would be very personally very interested in finding a way to kind of move this forward into discussion with with both Wethersfield and the town. And I don't know the best way to do that. Um people are going to show up with pitchforks either way. >> Well, I think You can I mean first of all, I you can talk to the Weatherfield board chair at any time. >> Okay, that's what I should do. >> Happy to talk to the two of you. >> And maybe start there. Um but
089I think you got to get community input. So that's a community engagement night, a forum of sorts where there's um a presentation and you take and you listen. >> Yep. >> And >> Which we've done and it was a very resounding like we believe in school choice. Um so that's but but we didn't really present the the financials. >> Right. And that and that was that was a When was that? >> Yeah. Yeah. Yeah. Yeah. >> And and also I I think during the Act 46 process the two districts that did merge in RSU, Windsor-West Windsor I was at all those forums. >> Yeah. >> And uh and West Windsor was oh if you would have got taken a vote of the people who showed up, it would have kept it would have failed, right?
090Miserably, but both towns passed it three to one. >> Yeah. >> In the voting booth they voted >> Yeah. >> to merge. >> Right. >> Three to one. >> Right. >> Um but you would never >> that says how much >> Well, and they maybe the ones who voted to merge didn't come to the meetings. Who knows, right? And that's a small town. Three to one, right? So you would think that anybody wanted to go out of a thousand people. >> I will say something too though. I mean just considering we should move on cuz I don't want to spend too long on this tonight, but I had a conversation with a parent recently who said to me to be quite honest, I sort of wish I didn't have to help my kids choose, right?
091So there may be a lot of parents who would say yes I want school choice cuz I want this but that really in their heart feel like what a hard thing to have to feel like we're picking, right? And that friends are getting broken up and that you know, there's one is better than the other. When in reality, like >> It's also interesting how it goes in fits and starts. So, for over 20 years, I've been here for 20 years. Wethersfield, they when I started, it was probably like half and half. And then it was overwhelmingly Windsor. And then the lately there's been some Woodstock, but still the plurality of Windsor. At at uh Hartland, it was there was a big Hanover for a long time. A lot big plurality of Hanover. It was always
092cut up. And a lot of Sharon and a lot of Thetford. And now more recently it's a little more Hartford, right? And uh I think that's all because of the cohort of the kids. When the kids and their friends go to one place, more friends come. >> There's also a lot of people in Hartford. So, a lot of their parents drive past Some of them drive past Hartford on their way to work. So, they can just drop their kid off at Hartford. >> Rather than take the bus. >> I do think also, I mean I think people get involved with activities at Hartford and Windsor. >> offer promotes their sports a lot more than Windsor does. And Windsor, since they're so much smaller, they kind of get shut out more. Cuz that cuz Hartford's bigger,
093so they have the bigger like sports like football. >> Yeah, I think so. Cuz I think um we should keep thinking about how we sort of continue that conversation. >> My la- last thing, I I just said maybe I'm stealing this from like a Vermont public article that I read about the mergers and voting on it up in the Northeast Kingdom, but my only concern with like, you know, doing this ahead of everybody else and being one of the first schools to do it is if, you know, the state decides that there's hey, you know, there's all these other options like that we might miss out on something because we've already decided that like oh no, this is what we're doing. Um >> I don't think >> You're not going to decide right now. >>
094Well, I mean it's it's going to be a process. I think we'll know more by August, right? I anticipate the legislature's going to go a little longer than they normally do. Um >> And and in the house bill, correct me if I'm wrong, the house bill has incentives for mergers. >> It does. >> So that would make the green line >> Right. >> line of my presentation. >> I mean, Ryan, I totally agree with you. I've had the same thought, right? Because there is something like incredibly appealing about this like mega regional high school, right? That is like Hartford-Woodstock. Um but it's really I do feel like it's really hard to swallow these costs, these tuition costs year after year while we wait for the state to to provide this very, very, very hypothetical, underfunded
095>> And if they go to that, Ryan, it's going to swallow up >> Windsor- >> Right, if there's a big regional high school, it would be Windsor-Woodstock-Hartford, right? That would be like >> if you're merged or not, right? >> You're going to >> Yeah. >> at that point. >> So I don't >> No, but your point is that like say Hartford merges with Windsor and then in 5 years >> There's a mega high school. >> suddenly they're like, "Hey, actually we found like $12 million to build >> 120 >> $120 million. Okay, sorry. $120 million to build a building or like here we're going to turn the Windsor prison into a high school. Your point is that Windsor High School now including Wethersfield-Hartland potentially just goes into that. >> Well, I'm losing out on Hanover
096would be >> Right. >> If that happens by >> Yeah, there is public high school choice. >> There is There is still currently there is public high school choice. So percentage of your students >> The new board The new board could decide to set a percentage and then a cap number. >> Like a lottery. >> Like like a lottery. If it if they're many. Uh they they would be a lottery. If there weren't that many then you wouldn't need a lottery. And and there would be no dollars changing hands. >> Right. Okay, got it. So, it would exclude So, it would exclude Hanover >> It would exclude Hanover. It would stay Hanover. It's for Vermont schools only. But, for example, it could go from Woodstock to Windsor or Windsor to Woodstock. Hartford to to and
097it would not cost the new board any money. >> two that come and two that >> Got it. Currently >> at the high school level. So. >> Yeah, but we And that's been existing law for a while. >> We'll put it on the June agenda. >> Okay. Yeah. >> Yeah, that concludes Hanover. >> Yeah, for sure. >> Yeah, now you have three hats to wear as will she. School board member, parent, out-of-district educator. >> Um we didn't approve the minutes this >> Okay, I'm so sorry. Okay, so I'm so sorry. I'm so sorry. Okay, so we're going to move on to items for discussion. Correct? Or do you want to go back to the minutes? Why Why we move back to the approval of the minutes? We can do that. Um, so I'll take a
098motion to approve the minutes March 10th. >> Go ahead. >> So moved. >> I'll second. >> Great. Um, any discussion? All those in favor? >> Aye. >> Um, and great. And then we will move on to items for discussion. Um, >> We have no resignations. >> Great. >> Yep. >> New hires? >> Yes. >> Great. >> I have uh, one new hire for the PE position, Mr. Cole Bloom. >> Hi Cole. >> Um, he came uh, I was here at least twice, met with uh, students. He actually sat in on some PE classes, uh, met different areas of the building. He comes to us from Claremont. I believe he is currently a PE teacher at Claremont Middle School and has been there for 6 years. Uh, and so um, we had a number of candidates
099that we kind of went through and um, it actually came down to a couple of folks, but in the end um, given his background, uh, his references were were great and we have put him forward to Mr. Cole Bloom. >> Great. Um, >> The Cole Bloom >> Cole Bloom, yeah. Uh, so I'll take a motion. >> I will motion to hire Mr. Cole Bloom for uh, PE teacher. >> And any discussion? Uh, all those in favor? Aye. All those opposed? You guys have it. >> Yay. >> And then we'll set the next agenda. So, June >> June 3rd. And it'll be a regular meeting. So, we'll do our um, the administrative report and we'll have our student growth report ready. >> Okay. >> So, we'll have your data to to share with you and um,
100items for discussion. We will uh, discuss merger merger discussion. >> Okay. >> And if anything else comes up here, I'll I >> Okay. >> I'll text you. Sounds great. All right. >> The results from that What is it? The LMA survey get shared um >> M R I >> They do. >> Yeah. >> Yep. >> Yeah, we should have >> close this week. We close this Friday. We I think we did another send out to families. I I hit up hit up the students again as well and then the teachers. So, yeah, I think we close this Friday. >> So, we can if those are ready Um our next meeting's my last one. >> Aw. >> Oh. >> Yeah. >> Celebrate, Emily. >> something. >> All right, I will take a motion to adjourn. >>
101Uh I take a motion to adjourn. >> Are you giving it? >> Uh I'm giving. I'm >> Second. >> All those in favor? >> I. >> All right, we are adjourned at 7:32. >> Did I say Tuesday or Thursday? >> Thursday. Sorry. >> Second, got it. Okay, we'll all know it's a Tuesday. Okay.