001[laughter] All right. Good evening. I am um going to call the H Heartland. >> Sorry, I'm here. [laughter] >> 10 board meeting to order at 6:05 p.m. And um this is our reorganization meeting. So, I'm going to um start us off and then pass pass off the meeting to whoever becomes the chairperson of the board. So, >> um I'm sorry I skipped over introductions. We have a new board member. We will be introducing ourselves. Do you feel like ready to introduce yourselves to [clears throat] our our public? >> And there's someone on the line. Yeah, let's let's do questioning if we should. >> All right, >> so Hannah Ben Simone, school board member. >> Oh, Heather Vanetta, >> also school board member. >> Beth Schwarz, school board member. >> Uh Ryan Pezowski, newly elected. [laughter]
002>> Oh, newly elected term for his five year term. >> Somebody when I reached out to him, I said, "My name is forever going to be Ryan Ryden Pezanowski." [laughter] Um, >> also Tony Vendetti for the win because apparently the way she spelled it out for people Pez like the candy. >> Yeah. >> Last name ski. She was going to send out a whole email. No, no, [laughter] no. I'm not gonna like that was really helpful for me. >> I just wrote I just told everyone just like go Ryan pens and then put a ski at the end. >> Um, yeah. Remember >> for five years. >> Yeah. >> All right. So, I'm going to start by taking uh nominations for the election of a chairperson for the H Heartland School Board. And so, do
003we have a nomination? >> Before anybody does the Spider-Man, not me. Um [laughter] I I personally don't want to. Um but I think that given the uh last budget meeting that we had and uh yeah the last budgetform informationational meeting we had that uh Hannah spoke very well um as for herself as well as the board and I think she'd make a great chair. [laughter] >> But not me. But not me. >> No. >> Yeah. But not me. >> So Ryan has nominated me to second. I would second that. >> Beth Beth will second that and then um Hannah, do you accept the nomination? >> Okay. Are there any other nominations? I have to say that. No. Okay. Any discussion? >> Thank you. >> I think Hannah would get accepted. [laughter] >> I'm just like
004Hannah finally got a nanny. So, [laughter] >> if Hannah didn't get a nanny, then this might have been a different situation. >> All right, then. So, we're going since we're all in person, we can just vote together. All in favor of um Hannah as the uh chair of our board, please say I. >> I. >> Any opposed? >> Any abstensions? >> All right, Hannah, you're [laughter] close of order. >> Yep. You get to take over now. >> Okay. So, um I will now take nominations for the vice chairperson. >> May I speak? [laughter] I also don't want them to uh I think that Hecker given her seniority on the board. >> I am the oldest man. >> And uh and yeah, I think she'd make an exceptional vice chair. >> I second. [laughter] >> All
005right. Any do you accept the nomination? >> Sure. >> Any discussion? >> All those in favor? >> I I >> All those opposed? Okay, the eyes have it. Um, and now a nomination for the clerk of the board. >> Beth, >> what [laughter] does what does the clerk do? >> It just it's the you're the new person. I had to be clerk for the last two years. So, >> take at the retreat. >> It tends to be the the sort of most recent edition. >> That's fine. I'm not like taking minutes at every single >> There's AI. >> I nominate Beth to be uh the clerk of the board. >> I second. Do you accept the nomination >> with pleasure? [laughter] >> Any discussion? >> All right. All those in favor? >> I. All those
006opposed. >> Okay. The eyes have it. Um, and now nomination of the signer of the manifest. >> I would like to nominate Ryan for [laughter] this position because I believe he looks closer to something. Yes. I second the nomination for Ryan as signer of manifest. >> All right. Uh, do you accept? >> Sure. All those in favor? >> All those opposed. >> Okay. Um then Oh, nomination. >> Oh, good. Oh, incred. >> Nomination of representatives to the SU bargaining council. >> I nominate Heather to representative to the SU bargaining council. >> I will happily accept that nomine >> martyr among >> you know it it's a you find it rewarding. It is. And it's also it's hard and it's not like the funnest thing, but you know what? At the end of the day, >>
007it's it's it's what needs to happen. >> Yep. >> And well, we're grateful. Um, all those in favor? >> I All those opposed. >> Um, and then nomination of representatives to the SU board. So, I think that >> I have to be. And then do there have to be three? >> Okay. So, we need two more. Um, and you don't I mean it's great if you can attend the meetings. A lot of SU board members sign on remotely. >> I'm um >> and you can miss sometimes. >> Yeah. Um >> I will >> we do we do it one at a time to do a more >> I think we can. So this is the default that I am. So I don't think it needs to be voted on. So I will nominate Ryan Pesanowski
008and Heather Benedo. >> Wait wait wait wait. Unless do you want to do this? Because I mean I mean I had a great time but I am more than happy to >> because you don't have to do it if you're also doing the >> bargaining. It just turns out that like especially this time of year when we start bargaining because it's a bargaining year next year. Yeah. I'm going to be in 80 million meetings and so if anybody you would rather do it. >> I'm not like jumping for it but I would do it especially if I can be signing on >> you can for sure. Okay. >> All right. >> She's in. [laughter] >> In that case, I will nominate Ryan Pzinowski and Beth Schwarz to be uh representatives to the SU board. >>
009Any discussion? All those in favor? >> Be second. >> I be seconded. >> Second. >> Any discussion? All those in favor? >> I. >> All those opposed. >> Okay. Oh, and now a truency officer. >> Do we have someone? >> We do. We typically nominate the um principal school resource officer. >> Oh, okay. >> Call that row. And if you say school resource officer, >> okay, >> that's fine. [clears throat] Um, so I guess this would not be a nomination. This would be sort of a motion to designate. >> I make a motion to designate the SRO as our office. >> I will second. >> All right. Uh any discussion? >> All those in favor? >> I. All those opposed. Okay. And then the designation of the official newspaper. So we have been using values
010using the Vermont standard. There was discussion at time of whether or not we wanted to use any other of the sort of more um online but I think yeah like the digger or seven days but I think in general we have felt like keeping it sort of Yeah. Um, >> and this is basically where we would need to this is where we need to warn any meetings. >> Anything we post >> would go there. >> They cover this sort of get looped into this yet because it's not because it's a newspaper, but like Okay. No, >> I'm sort of comfortable honestly keeping these two. It just I feel like in some ways decreases the the cloud of of spread and obviously part of what those other news outlets are doing is reporting on >> so
011that are coming from those two places anyway. >> So I feel comfortable and I would take a motion to designate those Valley News and Vermont Standard or I will make said motion. [clears throat] >> I second said motion for Valley News and Vermont Standard to be the official newspaper. >> Okay. Uh any discussion? All those in favor? >> I. >> All those opposed? All right. Um we do yearly just revisit our time, place, and date of the monthly meeting. Um it seems like six o'clock has worked well on this Tuesday. Anybody want to go to 6:30? >> Every year I try to >> You do. >> I do. It's okay. I go 5:30. >> Oh, [laughter] dude. I mean um >> well not this Tuesday the first Tuesday, right? >> Not the first Tuesday of
012every month. >> The second Tuesday. >> This is the second Tuesday, right? So the first Tuesday of every month here at the school library at a TM. >> Do we like the first? I mean is there like does it matter >> the SU board is which Monday? >> Monday. >> Last Monday. So that's why so you end up with the last and then two weeks in a row of meetings away. >> Yeah. Although so frequently then if we have an extra meeting midmon it sort of is but I think it's fine >> the first Tuesday. >> Yeah. So I'll make that motion for continuation of first Tuesday of the month at 6 p.m. meeting in the school library. >> Second. >> All those in favor? >> I uh all those opposed. Okay. And then the
013final piece is just to agree that we will use the sort of amended Robert's rules which basically allows for >> it just allows for um >> we don't have to do we we do roll calls for virtual but otherwise >> do roll calls for virtual um you can say okay let's see um to adjurnn you can say I move to adjourn Uh, a second is needed. Wait, I don't know. Wait a minute. That's simplified. That's not Robert's rules for small boards. There's like >> I I'll send you I'll send you some information here. >> Okay. >> It's like you don't have to second things in in Robert's rules for small boards. You can just make the motion and then >> vote. Consent. It's called consent voting, I believe. >> Okay. >> Yeah. Um, if people
014want more time to read about that and we can table it or we could make a motion now to approve that. >> I'm fine with opportunity [laughter] boards. >> I will second that. >> Okay. All those in favor? >> Great. All those opposed? [snorts] >> We don't even know who. >> All right. Great. We did it. Um, any changes or additions to this week's agenda? Um, and if not, we'll go on to approve the minutes from February 3rd. Um, and I think we were all there. It was our final. Let's see. Right here. Um, I think we were all there and it was just our pre information meeting, right? So, we just sort of reviewed. Okay. So, I'll take a motion to approve those minutes. A motion to approve the minutes for February 3rd, 2026.
015>> I second. >> All those in favor? >> I. >> All those opposed. >> All right. Public participation. >> I'm using my left hand this time instead of my right. [laughter] >> What should that is that like is that foreshadowing what's to come or No, >> I have three questions. >> Yeah. >> First question. At the last meeting, you spoke about the new playground equipment. Can I get how much it was? how much the grant paid and how much we had to pay. >> Yep. >> Please. >> I'm quite sure we can get you that information. It was all sort of overseen by how much >> how much how much the playground equipment was. >> Okay. >> How much the grant was and how much we paid and where it came from, where that money
016came from. >> Yeah. >> Did was this Did we I'm just trying to remember if there was a very small amount taken out of capital reserve. There was a >> wasn't voted on if it came out of capital voted on. >> There was a there was a $25,000 grant that was repurposed I believe. Um was there was something that we did have to vote on to to take down to we did >> that was that came from capital but that had to go to the voters. >> Yep. And we did that was two years ago. Yeah. >> I don't think any money covered the entire >> I think otherwise the grant and then community service. So we had a lot of volunteers come to help build it. >> So volunteer day. Yeah. There was no
017money from the budget. >> And I think our maintenance staff took it down and it didn't cost $10,000. I'll find out. >> Right. >> Thank you. >> Question two. Special ed. Special ed is at the WESU level. Is that correct? >> It is. Is there a way to bring it back in house? >> It's by law at the SU. >> Sorry. >> Because I think it'd be cheaper if we could bring it back in house. >> So So and hear me out and this is my reasoning. Bring it back in house. So [clears throat] you have a year that somebody leaves. So it frees up 150,000. You take you still budget the 150, but you put it in the reserve fund. Somebody moves in two years later. You need that 150 or 75. you take
018it out now. It doesn't cost the taxpayers any money because you you're you're ready for it. >> You can't use though capital reserve for anything. >> So you make up a fund, right? You make up a fund. >> It can't we it's by law. It has to be at the SU level by Vermont statute. >> Vermont statute RHS. >> So does curriculum >> um special ed curriculum business office. I believe there's a number of them >> and some of the movement in act 73 is to take those >> activities of the SU at the SU level and further consolidate them. Right? So not necessarily like the proposal the BOCES proposal that was was not actually to move kids or school buildings but to further consolidate those >> it's a share it's a shared service model.
019>> Yeah. Yeah. So potentially. Yes. >> Okay. That's a great question. >> Thank you. And my last one is school choice. >> Do you folks know how, say we wanted to change school choice to three or four schools? >> Does that have to be voted townwide? Does it go through the SU? Does it have to go through the state and through a a series of >> It's here. Yeah. It's the school board uh at the as elected by the town members by the district. >> So, it doesn't have to go to a public vote. you guys here could make a >> make a motion and and say, "Hey, we want to pick these four schools as our main high school choices." >> The thing to know is that if we did that, um the town
020I believe this is correct because I spent some time reading about this because I've had the same questions you do. So, I'm like really curious and I've really tried to understand Vermont statute and try to understand what this looks like. >> If we did that, like let's say we said Windsor Woodstock Hartford. >> Yep. The tuition I believe that Hartland pays to Woodstock, Hartford, Windsor has to be the same tuition that those three schools are charging all of their sending towns. We don't have We are not empowered to negotiate a a H Heartland rate. >> Well, we can't anyways. >> Correct. We can't. >> And I don't care about doing that. What I'm trying to do is reduce the cost. >> I don't. But I think if you do the math, like if you go
021to that page in that thing, >> Hartford is not Hartford's not that much cheaper than Hanover. It's $1,000 cheaper a year than >> up to $24,000 a year. >> More than that. >> So if you So if you take those handover kids, they're going to go to Hartford presumably. A couple go to Woodstock, which is also not that much cheaper. Right. >> We also now pull all the kids that are going to the schools where we're only paying 17,000 18,000 20,000. >> Those now and our Yeah, we did the math this week. >> Um and if we let's say let's say we went said you have to go to Hartford. >> Yeah. >> We would spend more on high school than we're spending now. So the only way to make high school significantly cheaper would
022be to merge with Windsor. And the caveat there because I think this came out of the act 46 work is that Windsor can't currently accommodate 100% of Parkland kids, >> right? >> So the Windsor cost to build and to >> would obviously a lot of unknown variables in that but well they would have they would have to right if we sort of tried to put all the H Heartland kids there >> because you'd have to then do weather kids too. Well, if if it was H Heartland and Weathersfield, we'd have they'd have to add on. I would probably absorb one of the schools because as everyone else, we are experiencing declining enrollment in in Windsor. So, >> um but so that's that I think and you know and I Elizabeth Burrows, you've probably saw in
023the list serve her response which and I'm really grateful that she shows up to the list serve and but >> it was a little misleading because it sort of implied like if we merge with Windsor there goes the $3 million that we're spending on high school which of course is not true. It's just not leave. It's a different line in the budget. It's not tuition. It's now high school cost. >> No, I don't know that that's true. If >> Well, we would still have to pay to educate our kids. >> If you merged with Windsor and and there were enough staffing to accommodate the kids here, it would not cost you any money. There would be your tuition line would be zeroed out. Well, no, I know tuition would be zeroed out, but like the
024the SU like what we're paying into the SU would would go up, right? because you're now paying I mean you're still going to have to pay to educate those kids. >> I don't think so >> really. >> Um yeah, if if you think about West Windsor merged with Windsor, >> they don't they don't get charged um >> right because because it's the same >> it's their district. It's the same but their property taxes somebody >> somebody's paying for those kids to go to high school, right? But you already you already have the teacher on staff >> if you're not hiring more staff. And maybe you would have to hire a couple staff. I don't know. I've done the math. I can I can certainly have Larry do it do it for you. He could bring
025those numbers quickly, I'm sure. >> Um because it's it's a question that is coming up in multiple towns. Um your tuition line gets zeroed out. Um >> you have more students in the formula to divide into. So your per people pupil costs are reduced, right? Because you have more kids in that formula. Um, but I can have you bring that next month if you if you'd like. What would it cost? >> Yeah, I think we need to know that. I mean, because it's certainly getting it's a question a lot of people are asking. >> Okay. >> Now, what would happen would be you would grandfather the students that are out in >> obvious schools. So, you don't necessarily see the savings for a couple of that's to be expected as well. >> So, I I'll
026have him bring the numbers for you. >> Um, and then you can think about it. >> Yeah. I mean my, you know, just my thought about this is it would be this is obviously a really like um this is a question that people feel really strongly about on both sides, >> right? Oh, absolutely. >> Um I would have a very very hard time just deciding it in this board even though we are the board that we make the decision. is something I would feel very strongly would have to be pretty well discussed and potentially even like I would potentially even motion for some kind of referendum >> to have to really hear from people. Oh, >> um, you know, because I think it's hard because I think there's a lot of young families here with
027kids who feel like what they're hearing is, >> um, the stuff that our kids got when they were younger, we're not going to make available, you know, and I think a lot of young families in America feel that way in general about the world is that it was like it sort of the cards are stacked against young families trying to do it now. You know, a lot of policies from the federal down to the local level are being shifted away from supporting families now. So I think it's I think it would be and and I think the school choice is very very representative of that for a long time as >> absolutely but as you said the landscape's changing >> the population is shrinking on the school side of of the population in the whole
028state not just Harland the whole state has the same issue >> and we got to figure out something quick because people can't pay the taxes. Mhm. >> The delinquency rate this year went up 100,000 more than last year and last year went up 100,000 from two years ago. >> So our delinquency rate went up $200,000 in two years. >> How do you have the impression [clears throat] that people are appropriately seeking income sensitivity in H Heartland? Like do you think there are people that are >> being registered as delinquent when they could have sought income sensitivity? I think some people are using it are not doing it because the non- tax rate is so much lower >> than our current tax rate, homestead tax rate >> that they get a bigger break by doing that.
029>> I've noticed five or six tax bills that have come that way and that's illegal to the Vermont state statute. You're supposed to file your homestead act as part of the state statute from the the 90s. that was part of the X63. >> And but the state has the problem we have now is the state has lowered that that cap. That cap used to be 135. Yeah. >> It's now 115. >> Right. Right. >> Most households >> come so close that they might get a $200 break off the tax. >> Right. >> So it really doesn't help them. >> Yeah. >> That 115 has to go back up. >> I don't know why they brought it down. >> So I think for that exact reason. >> Yeah. Exactly. So they pay more. So I was
030looking at someone's tax talking with someone's tax bill today. Theirs went up $2,000 one year. >> And it wasn't because they they haven't got a tax credit for a few years, but the school portion of it being homestead more than the non-homestead um has made it so, you know, because their escro company caught up and said, "You got to go $200 more a month." And they're like, "Well, what's going on?" and their tax bill going up $2,000 from last year. >> Um Martin, one other thing is that with Act 73, >> we don't know what that's even going to look like with like school choice and how things are going to go. So like there's a part of me that, you know, is happy to pursue this idea of like let's check out all the
031school choice, but when the legislature comes through like I we don't none of us know what this is going to look like. So there could be a demand. There could be a, you know, there's no more school choice. Like our cards might already play for us. So there's a part of me that's like, should we sit and wait for a year before we really dig into this so we can see what Act 73 is going to look like or should we pursue, you know, looking because like there's I also feel like I because we don't know what the state is going to do and if we're like yes, let's join in, you know, like with WS with the Windsor district, >> like what if that later on causes bigger problems down the road that we
032haven't foreseen. >> Right. Because your point is Heather that if we if we if we make that decision then we might lose the opportunity to be part of some other regional high school that gets formed. >> Exact like but you can rechange it. >> Um we might not >> Yeah. Once you're merged, you're in. Well, you you can always change it like people. But I mean, >> but Act 73 is two years before it even >> Yeah, we'll see. I mean, finding the numbers. It's not going to change anything for next year. >> Yeah. Budget is set. >> But at least we can start the conversation. We can start, you know, setting some things in place so that people can see that you're proactively looking out for for what's going on because the state Yes.
033The state's going to get there, but you're stopped talking three years before the state comes to >> at the minute >> or more, right? As slow as they were. >> People in this town are getting squeezed, >> as everybody knows, >> between gasoline, between groceries, they got taxes, they're going up. Um, and I'm not blaming you guys. You guys you guys do a fantastic job. So please just trying to figure out how >> as a whole kids can get what they need but at the same time >> parents aren't >> squeezed so bad that they can't give the kids what they need >> and you would you would have a feeling about doing >> right but because by Vermont statute that's what it says right is that it's the board >> uh I can I
034can look that up. Um, >> okay. But I'm glad to know that that's the because that I my feeling was like, well, we would never do that without having a talent like a district. >> You would at least have community forums to I'll I'll look that up in as well. >> It looks [clears throat] like when you go to the Vermont statute that it says the board at the discretion of the district voters or something to that effect. >> But you're right, that could mean that first there's a vote and then that vote is used to >> inform a motion or whatever. Great questions. >> Thank you very much everybody. >> Yeah, thank you. >> Appreciate it. >> Um all right. Um any other participation out there online? Um if not, then we will turn
035to the administrative report. >> Yep. You're ready. And before um I pull it up, I want to uh thank the Heartland community for passing the budget. Um it was uh difficult obviously and um we're very appreciative that it passed and I know it is um challenging for some people to to keep up with their tax bills. So just wanted to say that before we begin and and the board did a you know did a great job um keeping it as low as possible which was helpful. All right, Frank. >> Yes, >> you are up first. Ready? >> Okay. Yeah, I'm ready. Thank you. >> All right, folks. Uh, first I just want to echo uh what Christine said and I just like to thank the Heartland community. We sent out a little thank you as
036a small token. Uh we appreciate the support and everything that goes into to building a budget and passing it and and ultimately it uh supports our kiddos, our faculty and staff. So, thank you everybody. I don't have a tremendous amount given we were working on the budget for the past month, but I'm going to highlight a couple of things. Uh, one is just our awareness celebration that we continue to do. Uh, it's National Nutrition Month and as in the past, kids get to submit a work of art, writing, what have you that we display around. So, um, just nice to recognize the things that we're doing and celebrating. So, next please, uh, National Nutrition Month. So, as everyone knows, again, just a little shout out to Ian in the cafeteria and the food they continue
037to put out and the fresh vegetables and fruits that are available to our students and uh, as we've talked about, it's just nice to see kids continuously having the ability to get some fresh fruit and vegetables and the nutrition that they need. So, good way to celebrate that. Next, it's also women's history month. So, we just want to touch on that for students. Again, having the ability to recognize that and celebrate that mention. Next, >> it's right. I wanted to highlight this because this busing students and one of those unstructured times meaning that we don't always have adults on a bus gets to be a little tricky for all involved. And this was something that was put forth. It was a presentation to Michael and myself. Um, I want to thank Heather Pogue and Jamie
038Bernstein and and Tracy Price who helped orchestrate this with some of our students. This came from students. This was their sort of answer to or support of what are things that we can do to make this safe for all students and I highlight it because they recognize we did not go to them and say hey can you come up with something they met asked us to join and said these are things that we're thinking about that uh allows for safety and support for all students. So, I just think a shout out to to that group of students to say, "Hey, we recognize a problem and here's a solution." And so, I we're going to implement that. We're going to bring that up to students. This happened just before the break. So, again, worth highlighting. Um,
039that's something that they did. >> Can I ask some questions about that? >> Sure. >> Can. >> So, um, so there's going to be a seating chart for every child on every bus route. >> Yeah. They have any say? >> Excuse me. >> Will the children have any say in like the person they would like to sit with? I'm thinking my own child. >> Yeah. No, I get that. I think what we're going to take a look at is see who we have on the bus. Um, and see age groups, what students, uh, siblings, that type of thing. Talk with the bus drivers because they know those kids better than we will in regards to where they have been sitting. and then try to go through it that way methodically so that it's supportive for
040everybody. So I I would say >> will gohead. >> Oh, go ahead. Will you keep families in the loop? Will you communicate? >> We're going to send this out and say that we have a seating chart. Obviously, we can't give out other names of kids, but we'll say, "Hey, please speak with your kiddo or child that we're going to have this seating chart. They're going to be paired up or depending on the how many kids on the bus." Again, some do ride individually, some have uh two to a seat. So, again, kind of revamping, taking a look. We will obviously let families know, but I kind of wanted to introduce it here to say this is something that kids brought and that we're going to be moving forward. So, yeah, it'll involve everybody and we'll
041let families know. Again, I got to speak to the bus drivers and get a better understanding. Michael does ride the bus. So, Mr. Schaefer has ridden several buses and we're each going to take a turn to ride the buses also to get a better understanding of kind of what's happening and where people are so that we're better plan I guess moving forward if you will. >> Can I jump in for a second? Sometimes the sometimes the seating is by age like kindergarten and first grade sits in these first couple of seats and second and third grade might sit in the next couple. So sometimes it doesn't need to go as it hasn't gone as far as having an actual seat, but it is by age span a little bit, which helps to cut down. >>
042Yeah, that sounds less scary to a six-year-old than being told they're just going to be put in a seat with someone. >> Yeah. And again, this was just this is how it was presented to us. So we're not we're not saying all of this is happening right now. This is what we need to bring to the conversation with the bus drivers. >> Yep. >> Thank you. >> Yeah. highlighting the hard awards that we have and I get some of you were there so it's always nice to see you folks. I appreciate the celebration and the support. Just wanted to highlight that >> and I think from there I think I picked back up Christine. >> You'll pick back up after um with the data report. >> All right. So a few things from me. you
043know, always want to start with um our goals that we're working on uh regularly um through our strategic plan, our student success and engagement. And I'm in the schools as much as I can be, at least once a week in each school for a period of time. And I get to go into classrooms and and visit and see what's going on. And I'm just always impressed with the level of engagement in in our department. the kids, the teachers do an incredible job making the lessons um exciting and interesting and um give students as much voice and choice as they can. So there's Anna Brooks and somebody's little boy. [laughter] >> Is it yours? >> Yes. And when I when when I was in first grade, you know, Anna and Shannon, they the two first grade
044teachers, Miss Brooks, and Miss Kramer, they collaborate a lot and they do um literacy stations and math stations. So, um there were kids doing different things in the room. Um and Miss Gilly is uh running a kindergarten circle and she has the kids participating. And then I know you all know about the winter carnival last month, but I don't think I saw you until after, but since before and it was just an incredible um opportunity for kids to to do some really um kind of fun outdoor activities together and some some of them are planned by the kids and it's just a great community event. So, >> y >> of course >> one of the things I want to highlight, Tina Skihan was sort of the drive behind this with our leader and me, but
045a lot of our students were our students came up with the activities and worked with the younger grades that we had. So we had cardboard bob sled and uh other activities snowshoeing and that was really the push behind that was the students coming up with ideas and then working with the younger grades to make that happen. And so as Christine said it was a highlight. It was uh one of the best days so far that I've been associated with at H Heartland and I would also say the fall festival when we do things like this and truly see student engagement. Um I appreciate you mentioning that Christine as well. >> Yeah. and Tina's been great. Um, one of the goals in this school is to really use that buddy classroom model. Older kids, younger kids
046working together and it's >> her and Abby have been wonderful. >> Yeah. Um, the next thing I want to just highlight, we had a professional development day um March 2nd and this was planned by uh jointly with our uh curriculum director and our diversity and equity and inclusion director. And there were three tracks staff could select to participate in. Um, one track was here at H Heartland and that was EQS which is uh education quality standards and culturally responsive teaching. We brought in Clemens Family Farm and uh people participated in looking at curriculum that can help enhance the curriculum we already have and make it more culturally relevant and diverse. Um was very successful. One track was um on uh universal design for learning neuroinccl inclusive work and that was facilitated by um Hannah Marcos
047from Vermont Higher Education Collaborative and uh that was um a pretty great workshop. I I got to attend the afternoon part where they were actually practicing um strategies for um UDL practices which was pretty exciting. And the third strand was um reflective restorative practices which has been a which has been primarily worked at the high school this year. And a group of students at the high school have surveyed the students in the high school and staff and they brought the data to the full staff to um to share and to examine which was pretty powerful. And staff were receptive to what they heard students saying about the student experience. and and then the rest of the day was uh on restorative practices. So that was um the day after the break where you all still
048had your children at home and we were at work doing actual [laughter] bonus day. I really wanted that bonus day what we were up to while you were home. >> Um just uh federal updates. I know we've been really worried about fun federal funding, but um this came down the pike that um we're gonna it looks like our funding is going to be okay for next year. Title One idea grants and other other programs are um are level funded. So that's really a great um piece of news for us. >> We do fund um positions through our title and and IDA grants. Um legislative updates. We talked a little bit about Act 73. I want you to know that um I have heard that crossover is in a week. There is no bill from act
04973 coming out of house ed um and have been they really are having a hard time. The conversation has been about maps and there's a lot of what do you deliberation disagreement um in what those maps should look like. So, uh, I've been informed I should pay attention to Senate, um, Senate Ed because, um, there's talk of of the same in in that, um, department as well. So, your guess is as good as mine, but I don't think it I think I think not coming out of House Ed with a bill is telling that people can't there's no Okay, it's all >> Yeah. Yeah. Um, couple other >> Don't worry about it. >> Yeah, I mean >> legislative updates. Um, >> H52 ends CCBs. Um, >> H640 requires school district boards to include voting student
050members from grades 912. I don't know. That one I think is going to be on the back burner. Um, and then there's one relating to artificial dyes and foods and beverages. I learned about one yesterday which is about um teacher contracts uh which is getting some traction. So right now we hire a teacher under contract once they're hired and this bill would allow them to basically be let out of their contract you know the day before school starts which is pretty detrimental to education kids. So, uh, keeping an eye on that one. >> Oh, wait. I thought that was about the artificial >> dies. Wait, can I, um, Frank, we still Is Emily still part of our >> Yes, Emily is? I spoke with her today. She could not make it, but she plans on
051attending moving forward. >> I just wanted to make sure. >> Yes. >> She's also volunteered um at the SU board level. A board member brought um there's a new HHB policy. There's some revisions to the policy and some procedures that there there's been a group that's been meeting for a while and they've come up with um recommendations to the procedures. And um one of the board members asked if we could form a board subcommittee with students to look at those and see if we can change our procedures before um instead of waiting for you know >> probably two years before they actually get changed. So, Emily, Emily volunteered to be part of that. Um, >> Emily, which is great. Okay. And now we're going to move on to the winter data report. So, I'm going
052to turn it back over to Frank and get the right tab here. Okay. >> Um, Frank, I am your driver. >> All right. winter 2026. >> First off, Ked three dibbles. Uh so taking a look at what that data. There we go. Uh you can see your slight increase and this is looking at it from 202526, right? Sideby-side comparison, beginning of the year, middle of the year. So >> you want the green to get larger and the red to get smaller. >> That's it. Yay. >> Pretty good. >> We should just add some like animation sounds to instruct the [laughter] crowd. >> Applause. >> It's It's beginning of year, middle of year. Okay. >> Beginning of 39. >> 397. >> We want green. We want green to be moving to the right. >> Red to
053the left. >> In the right direction there. >> Yep. >> All right. Uh now under star reading starting this is overall schoolwide. So we're about four points off there. Um and you'll see as the next few slides sort of where that uh that slide has come from and some of the things that we've talked about moving forward. So that's an overall look. All right. So three to five. Um and you can see that dip. Um, one of the things that we've talked about at the district level is this is not just a H Heartland sort of move. We noticed this districtwide. So, we're going to spend as we move forward the end of the year summer to kind of talk about how we're going to address and what we're going to look at for our
054three to five students and all the work we done. >> Frank, can I add in something? As someone who deals with STAR all the time, we always seed from fall to winter. it always goes the other way and we always try to say like what did we do? What's going on? Blah blah blah blah. And really at the end of the day, >> nobody has any answers because then by the time spring comes along then everything's back up past where fall was. I just think there's something about doing it in the middle of January that somehow just sends everybody >> Yeah. >> off the rock. the expectations higher in the middle of so it's like the yeah milestone so even if I had the same score kids are making progress okay >> but I mean
055we've talked about you know we really work on um skills >> until about third grade and then we stop um you know third grade you learn >> reading to learn and then >> I'm sorry learning to learn >> and we have found that we we have kids in the in these grade spans that still need real skill for reading. >> Do you guys look at this data in other ways? I'm sure you do. And so I'm just curious like do you see the is it a normative curve that we're talking about? Is it biodal? Like how like it just, you know, I realize at the end of the day, this is what people want to know. How many kids pass the finish mark? But like when you look at the detail of the data, is
056it easy to see that like there's a bunch of kids really close or is it that like there's a lot of kids over here and a lot of kids down here and that we're >> Yep. Yep. And you can break it down by skill. You can you can you know deep dive that it'll group kids for you. These kids need >> So it does kind of look like a normative curve with like a lot of people clustered in the center on this side of the >> I think we see it that way. That way >> I was I was wondering that exact thing. I was going to ask like I almost want a scatter plot. >> Yeah. Yeah. That's what I want. That's what I want. Is that possible? Is it possible to pull >>
057by like can we see that? Can we see it larger? >> You can see it by grade data >> um and in different forms. >> Uh I will I will talk to Bridget about that. She she helps put these data reports together. >> It's just fascinating to me for me because for me I'd rather get into the minutia rather than just see okay how many are meeting. I I do want to know um where are the outliers and all of that as well and not because I mean you know just to say like our job is not curriculum or teaching right >> so but just more in thinking about how do we talk about this as a community because it you know we are part of the community and then also sort of representatives of
058the school to the you know so it's just interesting to look at the data and wondering if there's ways to see this data that tells a different story on behalf of the school knowing But >> yes, well said >> hard for you cuz you straddle like I I'm like I don't know how you teach people anything. Um [laughter] I mean I don't cycle but like not that you know teaching me but >> well I I if I could just point out the I think the data you're talking about is extremely important when we talk about a robust summer program because we want to get down into the weeds so that when we are working on our summer program we know where to concentrate our efforts. We know what grade level, what skill, right? Those that
059are approaching, those that need what work. And so that information is extremely important and stuff that we would use to drive instruction and support for the summer program. So absolutely, we will get that. Uh taking a look reading 68 again, the numbers in green moving to the right, red to the left. Um a few percentage points there. Excellent. Thank you. Nice. Yeah. Yeah. >> Can we leave that one up for a little bit? [laughter] >> Yeah. >> Again, you need the applause the applause animation on this to make sure we >> So, just to highlight again and you're going to see as Nope, you can keep going through um where that green is moving and I want to continue that momentum, right? And that's the idea behind and >> we're getting closer to what our
060goals may be. I want to keep strengthening and um reiterating that that uh having a math intervention is is going to continue to move that and so I'm excited about having that building on that um working with our awesome math team and and moving that in the right direction. So, [snorts] >> okay, you ready for three? >> Yes, please. [clears throat and cough] >> Decent jump and middle And then [clears throat] >> yeah, great. That's great. >> 60% in that is >> pretty great. Yep. All right, that's our Here you go, Frank. By demographic. >> Just taking a look at demographics and this obviously speaks for itself. So, we can just kind of give it a a 10 second or 15. I'll be happy to answer anything I could, but I'm not sure what information
061I have. >> This is free. It's free and reduced. >> Actually, you know what I love to see about this is like there's not a hu there's this like not wildly different. And I think that's like such a testament to this school, right? That it's that we're taking kids from a lot of different backgrounds and resources and opportunities and they're getting educated in [snorts] really equitable ways. I think that's awesome. >> Green Hannah. >> So, it's none of us can read it. Just to be clear, this isn't some superpower vision. We've just looked at these enough. So this is showing the top and bottom is comparing um students with um the left is free and reduced status >> and the right is non free and reduced. >> So students that qualify for free lunch or
062reduced lunch and on the other side those who don't. So this is capturing some socioeconomic data. >> Then upper is all lower. >> It's all reading. >> Yes, that's reading. >> That's reading. Correct. Yeah, this is math. The larger gap between >> Yep. which echoes what we saw earlier. >> Okay. >> And I think to your point, Hannah, again, like seeing that we're moving in the right direction for all students, >> some work to do here. >> Yeah. Well, >> yeah. Yeah. All right. Um, is that neuroincclusive? Yeah. >> Okay. Okay. Here's your VTC cap data from last year that just came in. >> Correct. >> Okay. So, blue in the state is red. Yeah. Average. >> Way to go. Fifth grade. That would have been Ruby's That's Ruby's grade. >> So, >> yeah. showing
063growth happening in H Heartland in those middle elementary still. >> Mhm. >> Okay. That's >> I mean it'd be interesting to see like standard deviation curves, right? I mean just to know like how you know how statistically significant is any of this because it's 59 58 like that's the same. >> Do you know how the school as a whole for the all this falls based on because like some grades are doing fairly well and some are below. Is that in here? >> No, I don't think it is. >> I got say >> and this is last year. So the kids that we just got this data so super helpful. >> Yeah. [laughter] >> And the kids are taking now. >> Uhhuh. So for this current year >> there's math. >> So six shining but >>
064pretty close to state average given >> yeah the average of the averages. >> Yeah I think so. >> The other thing to note um for math uh Windsor Elementary principal wrote a grant last spring and they purchased number corner. There's the math um fluency program look. >> I don't know much about that one. [snorts] >> Um I used it when I taught and I I liked it. I thought it was pretty beneficial. Um they're using it at Windsor Elementary. Their math scores are improving pretty pretty dramatically as well in the um lower grades. So, we're going to spend we're going to um Bridget, our curriculum director, has um amended the title grant and she's moving some title money around so she can purchase it for the other um schools and the teachers really want it.
065So, >> you said it's just lower grade. >> Yeah. >> All right. And there's science. That's my It's my fault. >> Oh, [laughter] she always calls me. Um, >> science. >> Yep. Go science. >> What grade do they do science? Eth, [laughter] and 11th. >> Oh, yeah. >> So, your eighth grade scores are well above the state average. >> Well above >> last year. >> So, they're really, really great at science. Really phenomenal. >> We got a bunch of scientists and their math is really good. >> You got you got Yeah. >> Yeah. Straight beaching test takers. >> All right, we're testing. >> Here you go. Next. >> You ready? >> Yes. >> Taking a look here, we have H Heartland Elementary School attendance, 96% attendance rate. And just looking at the numbers of what
066Tarly Tardy excused and tardy unexcused. One of the things I know when I was hired, the conversation about community outreach and getting students to school, communicating with families and and providing support that we can. And so we're continuously doing that. We have an attendance team, as I'm sure people know, and a committee and outreach. I think a 96% attendance rate definitely worth mentioning and noting. and then kind of just working on that tardy um and getting kids and a lot of that as people know right is not especially at the lower grades that's also supporting the families to get kids going and um and getting them in. So always reaching out to families to see if there's more that we can do to help support them getting their kiddos into school. Well, you know, Frank,
067we are piloting a virtual um project at our house where we just threaten that you're going to come [laughter] and get everybody in the car. You don't get your shoes on and get upside down. [laughter] >> So, if you want to offer that strategy for anyone else, it's working super well. >> I just had us pick them up [clears throat] because then that like that's it. [laughter] Either ride the bus or >> Yeah. >> try the try the threatening Mr. Romeo is coming. He probably will. So, it's not about disliking Mr. Romeo. It's about having level of fear. I don't [laughter] know. I don't know if I get fear Mr. Romeo. >> I was at I was asked today, can you please go Romeo my my class? And I was like, what does that mean?
068Like, can you go in and scare them? [laughter] Why is that a thing? Where does that come from? But that's apparently a thing. So, I can understand. [laughter] um middle school again 95% um it's the tardy excuse a little bit higher there and working on again those numbers and the outreach to families but [snorts] again I like the numbers where we are to me that that speaks to the work being done by faculty and staff the student engagement wanting to be in school the programs that we offer the buddy teacher the leader in me all of those things um Michael Schaefer's leadership group that has our older kids working in classrooms and working around our building and community. All of those things add to that number of of seeing, you know, 95 and 96. And
069so, uh, I I appreciate everyone's work on that. That's not any one thing, but a but a community effort of of people in our building to get kids in and keep kids engaged in school. >> This data looking at this in regards to log entries. And I think what's important just when we look at this and as you look at it log entries if people just need a quick is that is our reporting system for behavior and discipline. So you need you need something you'll put in elementary puts in right a what we call a log entry we get alerted to that and Michael our SEIs our MTSS team are part of that either first responder or the followup so to speak if you will [clears throat] also important to note that not all log
070entries will result result in a disciplinary action sometimes it's data information it's gathering um it's helping ing when you have meetings with parents or even if you're talking MTSS um that multi-tered system of support of looking for patterns, looking for when, where, how often, what classroom, that type of thing. So, I think it's important to kind of see um and you can you can look at this data in many different ways and come out with a lot of different information, but overall uh every week or at least every two weeks we're running these reports to look for patterns and support for for kiddos and for our staff in classrooms. Then we break it down by time. I think we do it by time of day, uh, place, infraction, uh, gender, location. So again, looking through
071those patterns and almost and being proactive in instead of reactive and trying to isolate and discover times where maybe SEI or Michael or myself can be and that's proactive being in certain areas of the building. >> Teachers do this. >> Yeah. >> Yes. And administrators can also enter a >> log if they're >> so Martin's messing up in class in first class they log it in >> third class different teacher she logs it in >> we can see we can see it >> just for fun can you see how it matches up with the full moon [laughter] >> that's a thing >> it's for fun and for reals absolutely that happens >> I'm really into the data >> which that >> and Ryan >> to answer that in a in a continuous is that we
072will see that and that will trigger certain conversations um with students right uh or with teachers and sometimes and as we're should always be self-reflective is if we notice something in a classroom um that might be that that teacher needs some support not something individual right but there may be something happening in the classroom and working with teachers in what's the approach. What can we do to help? You know, stuff like that. So, um it it definitely is a multi-tered system and it doesn't just get entered and and forgotten. It gets followed up on. We have on our end, Michael will continuously go in with our two SEIs and there's a spot for us to show what the admin uh action was. So, might have been just a call home, it might have just been
073a follow-up meeting, it might have been a conference, a timeout, what have you. So all of that data is tracked from the beginning that it the time that it's put in to what the admin action and followup would be. >> Sometimes there is no admin action. It's a the teacher has to take an action and they mark that. Um so we know that they've handled it. >> Um but our our rule of thumb is if it's if it's a student and it's a minor behavior that becomes repetitive over time, it becomes a major and the administrator gets involved to support that student. >> Yeah. Um, I think that's the last slide. >> I think it is. And the only other thing I also want to say is that it holds everyone accountable, right? So, if
074if I'm a teacher that puts this in, I'm waiting to see an admin action or a follow-up. So, like everybody else for administration, it holds us accountable to make sure that we are supporting kiddos and it's supporting our teachers when we get these uh log entries and incident reports. >> Are they instant? >> Yeah. So once you see it >> once it's in. Yeah. >> Once I put it in. >> Yep. And you can the teacher can tag relevant people that need to see it. So not just Frank, but Michael and an SEI or a specials teacher so that they might know this kid is having a hard day. Um I don't know they the teachers can stop and look at it all the time, but >> Right. No, I get that. Right. Right. But
075at some point during the day, somebody in the administration goes in and listen. >> Oh, the administration if it's you get a email right away. All right, Frank, you get an alert. >> We get an email on everyone. Everyone [clears throat] >> that's on >> also just if I could touch on for a second that'll be something that is record reported, right? But if there's something egregious or something in the moment, that's a phone call. So we don't have to wait for something to come in, right? That's data entry. That's uh data information. But if there's something where hey I need some help that's a phone call and we'll you know respond immediately and then we may say hey put that log entry in. So if it's something serious I want you to know that
076that is an immediate response because we we don't always want to sit at our computers right but we will answer that phone call and say over the radio through the office like hey can you go to Michael's room? Can you go to Christine's room? That type of thing. >> Thank you for clarifying that. >> Yes. >> All right. Thanks team. Um so I think we're now going to move to items for discussion. Um so the first is just to debrief on the budget. Um which I think again we're grateful that the budget passed and acknowledge the mandate that comes to for the work to be done as we continue to work on budgets for the district. Um, and then next I believe we have two sabbaticals to discuss >> and I could pull I have
077the I have pull up. >> Yeah. Do you mind? Because actually >> I don't mind. >> One of them was to open. Thanks Martin. Thank you. >> Um, and so I know the person better. >> Which one would you like first? >> Um, we should probably start with Ann's because hers she was first. >> Does that make sense? Um, while we're there, we didn't get to mention that um, Kelly Pichchum >> Mechum Mechum, not Peach. Mechum um, she won um, the H Heartland Conservation Award for this like for all of her composting. So, I think that should be >> recogn. So, thank you. >> Yes. Thank you, Kelly, for being awesome and winning awards and everything else. >> Kelly is awesome. >> So, just to bring us up to speed, so this was a sbatical
078request we had the opportunity to discuss at our last meeting in the context of sort of um evolving budget dynamics, but but sort of too late to integrate this into a budget. we elected to table this discussion for this month's meeting and I think the just if it's okay just to quickly summarize the the um the perspective I think we all generally shared is this was an amazing proposal for really meaningful work that would cost the district essentially somewhere between the cost of a >> art sub >> plus substitute benefits because it would be a long-term sub for we think 3 to four months basically. >> Um and we estimated that to be around 30 to 40,000 plus or plus or minus the ongoing 50% salary for >> that you can elect to pay or
079not. I think benefits are non-electable if you look at the right benefits continue regardless. The question is whether or not it's the salary is 50%. Yes. So basically >> pay in full pay half or pay none of the options. >> Yes. Um and can you remind so is there anything else anyone wanted to add from our discussion from last time? Um we can you remind us where this money comes from like now that there's a budget. >> What line does it come out of? >> Comes out of the salary line. And if you go over budget because of this, >> uh, then you're running a deficit to your next budget season. >> And we just would have to like roll that deficit because you couldn't take it like there's not savings that can be made
080somewhere else. >> No. Um, you know, a budget's fluid. You might hire people at a lower rate than somebody that's in your building. Somebody might take a different benefit package. So, it's always fluid. Mhm. >> We did this year we did run >> an overage, >> right? Surplus. >> We had a surplus. >> You did this in 2025. >> Okay. So, if we have a surplus again, that can take the >> You're always a year behind, right? >> Okay. Yeah. >> But if we have a surplus at some point, >> that can cover this. >> And this would be for the year 26 to >> This would be fall 26. >> I think it was fall >> back in January. Yeah. Okay. >> Yes. >> Okay. So, >> of course, interestingly, one of the things
081we talked about as a significant benefit of this is the professional development that it affords and the way that it enhances our um wellness of our faculty and um the you know exposure for our students. Um, we did sort of mention that the potential challenge is that it might lead to a lot of other ones and it sort of sets a precedent which is sort of good and bad, right? because we want all of our teachers to be seeking professional growth and development and also acknowledge that we can't um we have a lot of longstanding teachers in the building and if everybody took a sobatical and so I think maybe is it okay if we do also discuss the second sobatical because I think there there has to be consistency in what we do and
082so it in my mind would make sense to make a consistent decision for these two >> now and hope that that can serve as a precedent. >> I agree. Okay. >> Are they planning the sbatical in the same year? >> This would be spring of 26. >> 27 which would be next year. >> The same bud >> same budget. >> Yes. >> I know. I know. There's there's like but I think Jen's is is Jen's shorter >> spring semester April through the end of the school year to pursue a self-designed professional study focused on communities foster mental health and resilience in students need for this work is increasingly urgent according to CDC 40% of US high school students reported persistent feelings of sadness or hopelessness in recent years and the prevalence of anxiety problems among
083US children aged 6 to 11 have also increased underscoring the growing importance of comprehensive mental health awareness and support within schools. As I enter my 25th year, amazing applause. >> As an educator and 22nd year in our district, I remain deeply committed to strengthening my instructional practice in ways that directly and meaningfully benefit our school community. Okay, I'm going to let you take over since it's so much larger for you. During the spectacle, I proposed to spend one month in Portugal and one month in France researching and observing community- based approaches that promote mental health and emotional resilience among young people. Both countries are recognized for emphasizing balance, community connection, and whole child education areas that closely align with our district's goals and the needs of our students. Through meetings with educators and engagement with
084local in uh initiatives, I am I aim to study practices that cultivate belonging, well-being, and sustainable habits that support both academic and personal growth. My husband, a teacher at Hartford High School, will be conducting a similar satical project through the his district. Our daughter, currently in fifth grade, will accompany us and participate in a structured homeschool program during our time abroad. We view this as a meaningful educational opportunity for her to experience diverse cultures, languages, and perspectives firsthand. The purpose of this sobatical extends beyond personal professional growth. It is grounded in practical application. My goal is to identify culturally transferable strategies that can be adapted to a US public school setting and shared with colleagues. I hope to contribute to a collective understanding of best practices in mindset and mental health education and to help
085strengthen a school culture that prioritizes well-being, resilience, belonging, and lifelong skills for both students and staff. I believe this experience will allow me to return with renewed perspective, research informed strategies, and fresh energy that will positively impact our students, colleagues, and the broader community. Thank you for your thoughtful consideration of this request. I would be pleased to provide any additional information or documentation to support this proposal. So she didn't ask per se for >> Yeah. >> to be paid or >> Okay. And so but hers would be basically you would have to find >> um a few >> wellpril really the end of April. Basically May and June. Yeah. After April break. Um >> yeah. Six or seven weeks. >> Six or seven weeks of a longterm sub. So so less financial >> a little
086bit less. Um, >> depending on depending on the long-term subs experience and whatnot. Got it. It's a negotiated contract. >> Um, can I ask this actually is not really related to Mistress Skull's proposal, but the structure of fourth and fifth grade next year is going to be four three teachers. >> Frank, you on that? Are you still >> Yes, I heard the question. Um uh I will answer that by if I um what I'd like to see at the four five level next year is to have four teachers. >> Okay. So this would be sort of they these kids would have consistency at least eight teachers and then sort of one teacher would be gone. Okay. Um I guess my question is is is because I mean a lot of this comes down to money.
087Do we know if Jen is asking for for any money whereas >> any salary support where Ann's clearly clearly did >> Yep. clearly did. So because to me that that that makes it >> I think once we decide I mean if we get another sbatical request we can't say oh they're asking for money or not. We have to like >> I agree it's about setting a pre in the in the world that we're currently living in like we're like we like we're cutting teachers and stuff like I can't in my mind morally say like oh yeah like let's approve any money I like we're already paying for benefits and this is and I mean we're all in professional careers me in science like you're constantly doing CEUs and trying to better yourself and I fully
088understand that this is something that is going to be beneficial to both the person and as well as the students that they serve. Um but I I I think that like me personally my my opinion on it is that like we don't give any pay. We're paying benefits and and because the other >> And you're paying a sub. >> Yeah. And we're paying a sub and in place of them is part of like hey we're because the other option too is saying like no we don't approve this at all. So, it's like 100% 50% no pay and pay benefits and say yes or andor say no I believe right you can say um which I'm not in agreeance of but at the same time we're paying somebody to fill in in your position and that's
089kind of got to be like the give and take >> and maintaining the benefits >> and maintain yeah we're maintaining benefits and you're taking this and we're approving it but you're you're doing it at your own expense basically. So your feeling is like you're, if I hear you right, you're leaning towards wanting to be able to support sabbaticals for teachers, but doing it in a financially responsible way so that we can do it for others. Yes. >> Acknowledging that even just just, you know, um approving a sabatical even without pay already will cost money for substitutes plus their benefits. >> Yeah. It's going to be probably 25% >> going to pay a sub their benefits plus the benefits of this other person. It's like a a FTE and a quarter to a half. So it
090it is costing the school district more to even approve the sobatical which is should be under the understanding of the teacher and being like oh thank you for >> you know yeah sort of an earned benefit but you're not sure that it makes sense to sort of add the ongoing salary support and absence of >> yeah given the current financial situation of school budgets and I mean we've been cutting positions and and now people for the since you know the last two years that I've been here which is like I said I can't um you know say that I I I wholly agree with like oh hey we're going to cut this position but it's okay then for for us to extend more money which we isn't in our current budget to them >> I've
091been dwelling on that piece too since I >> I think um >> Amazon yeah >> um it it is my understanding that I was to re I would be receiving the benefits But that I would be repaying those back at the end from what I read. Is that correct? >> I think >> only if you don't come back to the job. I think you have to come back for a certain number of years. >> Yeah, you have to come back for a certain number of years. >> Two at least two is what I read. Um if I remember correctly, >> I'll pull it up. >> Um and if you did not meet that requirement, you would have to pay it back. But >> yeah, it says in the um sbatical leave um the teacher will
092continue to receive all benefits except salary to which they are are entitled for the duration of the leave. The payment and provision of benefits to a teacher on sobatical shall be under a loan agreement. The teacher shall submit a written statement to the board agreeing to return the district for at least two years of service after the conclusion of the sbatical leave. If the teacher does not return or does not complete the terms of sbatical then they must repay the cost of all benefits. So I think benefits our hope would be that you know again given that we hope that this is such a beneficial endeavor for the school is that um that that would be that the benefits would be paid at the end of the two-year. >> Yes. Um yeah, I mean I
093think just one I'll just the other sort of piece of this is you know I think increasingly there questions get asked of us appropriately by our district voting members about specifics of things happening teachers going to various CME events what's being covered they're wanting to and I can imagine that this would be you know that it is >> maybe challenging to sort of answer for the salary being covered during such a you know difficult financial time. So I think based on hearing from everybody I would like to make a motion that we approve the sbaticals as unpaid with benefits included according to the guidelines of the district. Um that those would be on loan until service completed. >> Any other discussion? I hope it's a good compromise or Um, all those in favor? >> I
094I all those opposed. Okay. >> So, um, you know, the board chair, I'm happy to write a little approval. Have you signed it? >> Sure. >> Okay. >> Do we say congratulations? >> That's exciting. >> It's very exciting. >> [laughter] >> Okay. >> I know it I it was it was bold of the amazing Mistress Skull when she has two board members with rising for [laughter] it was like >> no. [clears throat] >> All right. >> Um All right. So I think um if there were no other additional um issues, we will set the next agenda. >> Yep. um for April. >> April. >> So, we've done so in our board work plan and you can change if you want, Hannah. We um take April. Skip April. >> Yep. >> If you're >> I'm not
095crying. >> Budget hasn't passed. We do the meeting. But if you >> Yep. I think let's skip April and then we reconvene on May 5th. >> May 6, isn't it? >> The third's a Sunday, so What calendar are you looking? [laughter] >> And so, you know, since you're the board chair now, >> you will um >> get an email from Lori >> Brown, she's my admin assistant, >> about a week before the board meeting, >> okay, >> with the draft agenda, we usually talk about it. There's nothing crazy in May at this point, but things might come up. >> And you will say, she'll say, >> "Does this look okay? Do you want to change anything? Anything?" Just respond. And she does that. So, >> okay. >> Yeah. Um, she's good about that. And she
096she will, just so you know, once she gets um an email from me >> with the reorg um information, you'll start getting all of your calendar invites for next year's meetings. Okay. >> And she likes to get that done. So, >> Okay. All right. Frank, did you have something? >> I just want to say thanks for allowing me to take this from home tonight. I appreciate >> Oh, of course. Yeah, >> it's a remote world. >> Wait, quick question. >> We're just living in it. >> What's up with the P teacher that we approved last time? >> Is he starting? >> Oh, um, yeah, I guess I probably should have been. Um, so I was >> I was informed by email uh that he has declined the position. >> Okay. Okay. >> Do we have
097any >> Oh, we can't in the we could do it in executive session. >> No, all I was asking was is like um has it been reposted again? >> Yes. Immediately. >> Okay. >> Yeah. If you know anyone >> Yep. I'll tell you PE teachers are Yeah. hard to come by. >> Actually, ours is coming back from maternity leave, so I can ask the long-term sub. >> Yeah. Yeah. Enough. >> Okay, great. >> All right. Um, >> okay. If there are no other um issues, I'll take a motion to adjurnn. >> Motion. >> A second. >> All right. All those in favor? >> All those opposed? We are. >> Thank you. at 7 >> 7:25