001February. Any changes for additional approval of minutes? January 6th. I think we're all here, right? That seems like so long ago to approve minutes. Awesome. >> I'll second. All in favor? >> I Well, since it's just three, I don't need to go through public participation and announcements. >> Is it Do we have public? >> Yeah, >> we have a few online too, right? >> We have a couple online. Yes. >> Excellent. Well done. Um, announcement wise, the Nordic skiing program. Yeah. Happening. You want me to talk about it? >> You can talk about I'm going to highlight it, but please do. >> Okay. Yeah. Um, >> I'm sure I won't do too. >> Well, yeah. Last week, um, for the second year, Hartland Winter Trails worked with the elementary school to bring Nordic skiing to
002PE classes. Um, I would definitely say it's still it's a work in progress. We don't have an actual PE teacher like it's >> or me that might be on the agenda. I'll get to the deck. But um >> from folks I've talked to it sounds like it went pretty well. Obviously we had the snow day on Monday and then the frigid day on Friday, but I think every class got it at least once. >> Um >> K >> and then K to 5. Yeah. Um because the skis don't work too well for the bigger bigger hits. Um, I hope they had a good time. And, um, when I was driving by the trail head on Sunday, I saw what looked like a younger elementary kid with their parents using the loner skis. So, I told
003myself it was a Heartland kid that was >> that got exposed to it last week and then was out in the trails. Um, >> and it was like perfect time with all the snow. >> We really lucked out with having enough snow. It was really just that very first class on Tuesday that had to tap down the snow and then it was down for everyone else. But like huge huge thank you to >> um all the community volunteers that came in. I think I think the hardest part personally like getting the kids in the skis you have to adjust the bindings every single time. >> Yeah. So thank you for welcoming the program. >> Yeah. No, thank you. I I can add we just came from a PTO meeting uh where a lot of the
004members had kids within the elementary and said their kids came home and loved it. >> Awesome. >> Loved it. >> I will ask you something in the newsletter about the lonershed. I'll send you an email. >> Okay. Yeah. Yeah. Thank you. >> That's was with the heartland that lers shed. >> Yeah, the loner I can say it right. Yeah, the loners sheds at um 17 mall farm lane and the same skis the kids got to use in PE class so they would be familiar with them are at the shed. Um, so you can take them for up to a week at a time. Um, yeah, we'll get out there. >> Hey, we're just at um, uh, announcements. >> Great. Sorry to be late. >> It's okay. Any announce you on the spot? >> No. >>
005Then onward to report. >> Okay. So the report tonight is the um is the annual budget information presentation. So we can go over it make sure and it's kind of practice tonight through and >> you printed it. >> I just printed it. I was like, I just >> the budget book is really nice. >> All right. So, um, I'm gonna start. I was say, is that >> Larry? Well, I have a question. Do we have a moderator? be really >> Oh, I don't think Rob can do it. Okay. Should we ask Patina Reed? Is that what you suggested? Or the other person I got is Pat Richardson. >> Yeah, I was gonna say Pat Richardson or Gordon, >> but Pat seems to >> Okay, I'll reach out to >> Nebraska. >> We do have to
006What would you rather be doing? >> You do have to have the town clerk >> like nominate him. nominate him and then step down and um put in touch with John and he'll be there. So, we're set on that >> and there's a select board meeting that night, but it's okay. >> Yeah, >> they said yes. >> We got priority work through that. >> Nice. >> And is there anything you need me to do moderator people? >> Um do you know either one of them? >> I know Betina. Tina, if you're out there listening to this, >> I'm coming for you. >> Yeah. So, I think we're all set. >> Um Jam will be there. I've got the tech set up tech ready to be set up and space will be set up. So, we're
007good. Good to go. All right. So, we're going to just run through this tonight. Um obviously the whoever the moderator is will go through the first um slides. welcome welcome everyone to the meeting and go through the articles. >> Yep. Okay. These come right off the warning. Um and the moderator will read these out loud. There's one, two, three. >> Yes. That's the same as every year. >> That's the same as every year. There's your capital reserve. article and then >> to add Y to add that >> and your budget article. Yep. >> And these have been >> and that's something the moderator reads, not me. >> The moderator typically um reads them. >> Perfect. >> Is it none of these articles will describe the application of that? Um 200 pieces. No, that should be
008uh >> that should be in the budget, not in an article. >> We can speak to it. We can speak to it at article four. We probably should speak to the article 4 >> that we took. How much inward to pay down the >> 200, right? >> 200. 200 to pay down the tax and put the rest in reserve. >> Yes. 200. >> Okay. >> Otherwise, they're pretty pretty um straightforward. Um so then we will start the um after the articles start to discuss the budget and how it aligns with our strategic plan. So I will um I will open and just talk about a little bit about the strategic plan and how we got there and then Frank takes over and and connects the plan to our budget and our goals and what's going
009on with the school. So my little blurb at this point is um nearly six years ago a diverse group of stakeholders came together to create our strategic plan which serves as our northstar in guiding student success. As part of this work, we identified five core competencies and those are empathy, perseverance, integrity, communication, and critical thinking. And those are the um the skills that we expect all our students to master before they graduate. Our strategic plan is built around three key goals. One is student success and engagement, one is information communications, and one is culture and student wellness. And for the past um six years since the inception of the strategic plan, the decisions that we've made at our schools have revolved around these goals. Uh culture and student wellness are the heart of our work.
010We know that for our students to thrive, they need to feel safe, healthy, and seen. To meet this goal, we are investing in the people who support our students the most. And I would stop teachers and counselors and administrators and SEIS and support staff and interventionists. um uh and and that is to ensure that our schools are are trauma responsive and inclusive of every child's unique story. And we've been working hard to build schools where every student feels a sense of belonging. Uh we're also reimagining what student success looks like by giving our students a voice, choice, uh agency, and leadership in their own education. Students are setting their own goals and leading some of their own learning. And with our high quality ELA and math programs and our electives, we are ensuring that school
011is both challenging and exciting. And um around information and communication, we really strive to keep our parents, our caretakers, and our community members connected to our journey. We keep our website updated and send regular newsletters. We want the connection between our schools and our families to continue to to grow and evolve. and our budget goals that you're about to hear about are in align with our strategic and our vision. Then I turn it over to Frank. >> Oh, Norris. >> There's Nori first. >> So, just a couple of things that I want to highlight and the list is long and I bring it together in one of the last slides that I'll be talking but to talk about student success and engagement our return to brain fit. So, our brain fit room is something that
012we've had, it's kind of been on hold. Um, I'm hoping with the uh addition of a new PE teacher um who would like to take that on during one of our electives, which I'll talk a little bit more in a second. There's a return to brain fit uh for our students. I know that was something that was very popular. We have a a leadership elective. Mr. Schaefer has been taking that on. That's new this year. And what that is, I just use one highlight as a buddy classroom, but it really is about our students giving back to our community within this building and going into different classrooms. They help maintenance, they help the cafeteria folks, they help different teachers um during reading time, during academic time, during some of the social um emotional time out
013on the playground, uh during PD, wherever there is a need, wherever they can make a difference with our kiddos. And I can tell you that in this room especially because I'll come in and I think I have a picture there. Some of the older kids are reading to the younger kids are sitting through in these little nooks and and crannies um or sitting in classrooms with them and the the look on kids faces how they light up when they see sort of that big brother big sister come through the door. It's really powerful. our winter activities that we have uh we go to go to the hill as everybody knows we have bowling uh we have swimming >> rock climbing yep so a number I tried to do a cooking one but that didn't go
014off the ground yet but I want to um and so that's something I'll work on but those winter activities just another highlight for students um kinder in the kinder in the woods um we have our kindergartens that go obviously during winter activities they're not doing that because we have place for our volunteers in this building that come in for the reading Olympics and just all of the reading that we have that team has been working on. It's been fantastic. The geo and science fair, science fair was new this year. It's the first time that we did it and I think the turnout is fantastic. Um love to build on that. That's just something new and I thank Mr. Martin for taking that on and I definitely think that's going to grow. One of the things
015that we did was eighth grade students had to partner with elementary students. So, they had to have these lab partners, if you will, to bring them along with their their science fair. Something we'll build on. We will have Winter Carnival on Friday, and I'm excited about this because it coincides with the Olympics. So, we're going to have a little fake torch run, if you will, on our street. Um, that's going to go down to a little bonfire that we're actually going to have Mr. S will light as symbolizing the lightning of the Olympics with different classrooms being different countries. We have a number of activities from cardboard sledding. Um so yeah, they're really excited. So just another sort of right not in between the books but um an experience for kiddos and our older kids
016working with younger pixel. That'll be what that is. Thank you. information and communication. As Christine pointed out, I I I send out weekly newsletters and I can tell you that when I uh see folks in the morning when you see me, um I a number it's local. People aren't talking, but uh when their windows are down, I I do get a lot of feedback of, hey, I appreciate you sending out that or I appreciate that you blasted out something of an event that happened at school or something along those lines. So, I'm proud of the weekly newsletters because I try to incorporate all the great things that we're doing and keep that line of communication open. A lot of times I get phone calls and emails that'll say, "Hey, I saw this in the newsletter.
017Got a quick question." But at least I know that they saw the news. That's really important to me and highlighting things that we're doing. I put weekly data dives in here. This is something that I'm stressing within this building. um when we talk about information and weekly Michael and and our team we look at discipline each week we look at attendance each week tardies I will run a report that coincides with something we're doing within the supervisory union about discipline and discipline data dives with our teams that then goes also through our MTSS and our and ours to kind of take a look uh globally but then kind of narrow it down as best we can whether it be by grade or by you know 6 to 8 and K to 5. So that happens
018on a weekly basis and Michael and I are continuously in communication about that data our SEAL programming and and that's again about information getting our counselors out into classrooms and working on the social emotional aspect which is kind of all of this I think kind of put together and things like lunch with a loved one u that we have and I'm looking forward to the next one that we have coming up. I've experienced a lot of firsts here and it's just I it has just been great the overwhelming support and participation that I see from this community. >> Um part of the street plan of culture and student wellness. This is a number that uh came across in a in a meeting Christine I had last week and I I hadn't looked at the number
019but we're at it 95% attendance >> and it's incredible and I look back historically and has hasn't always been that way and it's a number of things and there's never one but I do think some of the things that I've mentioned when we have these activities when we have the leadership groups when we have the older kids working with the younger kids and giving them purpose and reason to be here and importance, right? And um I think that's kind of what what adds into that number. Um some other things we do as you know student assembly recognition caught you being good cards the leader in me which is the buddy teacher and festivals that we've had that really have been driven by some of the six to eight kiddos. And then again our programming with
020our counseling I think is very important in reaching out to our students. Um I don't think I get my eyes but not let me see that far. Um so I will read from here. Uh I just kind of go through some of the accomplishments that some I've mentioned some that I didn't get a chance to but our annual school play is another success. Uh our winter concerts that we have um our athletes on and off the field I think is important to be recognized as well. Um return of a student representative to the school board. I can tell you that's the this is the first school board that I've had a consistent student representative. Um and I think it's great. Emily and I actually talked quite a bit today. We had a conversation about whether
021she should be here or not. But she reached out to kind of say, "Hey, do you think it's something I should be at?" And I kind of started the conversation with, "Well, what do you think about?" So I I just I'm um happy to have her and she's excited to be so just another example of what our students are capable of. uh five students that are participating in algebra courses at Windsor High School. Um I just think it's worth highlighting. I know that's always a conversation of algebra and where it's being taught and how many students, but >> it should be in relation to how many students there are. >> 33%. Yes, it is 33%. That's huge. >> That is and I think that's worth mentioning as well. And then our lighthouse leader and me
022student leadership events again all the things that we have going on. um talk a little bit just about our middle school students and where they go and where they've headed. I know a number of them um have attended already and shadowed at different schools and are starting to make their choices. Just wanted to highlight some of those things. Worth mentioning the fundraising that goes on in this building. Um especially we're in budget and uh they're raising around almost $7,000 for the eighth grade students. All the work that they've done. I >> just I know that's like I know like where are they going? That's a good chunk of change. I mean they usually go to Lake George >> she gives them but they usually go >> maybe with that chunk of change they can go
023on a coach bus >> yeah they go on a coach bus um another thing that we have is just our seventh and eighth graders work that they do offer whether through the leadership group or within our own community of course highlighting as well um and I talk about every month that we honor students and we recognize Scott being good cards again. Um and then the last part is I'm just excited. I can't wait for here is the book vending machine. Um which I believe is in transit so should be here soon again just to promote and support the great work that we're doing here. >> Right. Can we add something? This is great. I love it. Can we add something about the grant that we got to cover skir runners this year because just for
024historical context that's been a little bit >> we put it into the budget used through the wreck. It was really the Rex >> but I think just for people to know that we are really working hard to find other sources of revenue for those kinds of activities. >> And I would say something very similar. >> Yeah. And I would say make sure we recognize the wreck though that it's not like we raise the funds for it. >> Yeah. Um >> okay yeah I will >> community members like along with you know >> yeah I probably you know what I'll do is another slide just kind of >> I think oh 35 >> because every kid gets a season >> right >> okay >> I think it's 45 >> I'm going to dedicate >> I think
025she's working extra to try to cover for kindergarters >> or anybody that agrees to like chap >> um talking about the fruits and the vegetables >> you say the grant the fresh Instagram cuz like that one is that's a great >> I would love a number of just like what >> I don't even know if $7,000. >> Yeah. Like how much like what does that equate in like food going out like fruits and vegetables kids are actually eating which is kind of crazy. >> I I'll talk to him about what what he puts out and what that looks like. >> There's green beans in there. Yeah, I was going to say what the gross cutage is of what's consumed that kids are just like >> also important to point out that we are protecting it
026from being stolen by >> I by by >> rogue adults visiting the school. >> I know. I just like can be closed. >> It's locked. They locked up the green beans. It might >> Who locks up the green beans? >> I mean yes. Yeah. Yeah. I have two. I'm going to do uh actually I'll do two more slides if that's okay and maybe I'll cut some things that I duplicate there so I narrow it down but I think something dedicated to our community and all the things that we >> talk about we can also shout out to the >> PTO and all the work that they've done. >> Yeah, I didn't know how much to put in and how much not to put in. So this is helpful for me. >> Yeah. Yeah. >> Yeah.
027It feels great. I mean I think for people to know sort of the good things happening here but again just to reiterate the efforts that are being made >> outside resources outside of >> Thank you. If you think of anything else >> very >> if there's any like and here's the thing that gets brought up frequently is like academic data about like scores and things that have like improved like you'll have people community members who will be like >> can you give us the improvement from last year? All these programs are feel good, but what are we or what are we really like? >> That's the problem is that this is it seems like every year we don't actually have the data. >> It's smacked right in the middle of the fall data >> and
028we'll take a look. It's our data I need for the rest for next week for the middle. Okay. So, >> and there's also do you compare it to state? Do you or do you compare it to national >> compared to prior? >> Yeah. >> And maybe it's coming up later in the slides, but like while we're talking about highlighting the alternative resources we're finding, is it also worth like showing folks like unfortunately like we've cut x number of positions over coming up. Okay. >> Yes. I feel like Yeah. Everything just keeps getting cut cut. Yeah, we're still studies. >> Yeah. And hopefully this slide is Do we include this health insurance? >> Yeah, I think I think that's in there. >> All right. So then, >> excuse me. >> Move on to the budget portion
029of the presentation. And Frank, I think these are yours. You're going to do you're going to open this one. talk about the fiscal year and the budget goals before um and then the cuts come up and then we turn it over to Larry. Do you want me to do any anything that come in right >> previous >> very just even so my question to Christina is whether or not we want to sort of acknowledge act 73 I think it is impossible to present our work to generate a budget outside the context of this very very unusual time in Vermont educational policy and funding, >> which is that we're all in a little bit of >> limbo, right? So there's sort of a lot of unanswered questions about what, you know, especially for a town like
030Kartland where we know there's going to be a lot of changes in high school and we know that our tuition drives a huge amount of our cost like how much do we >> how much do we remove from our K8 education to fund a tuition system that is going to be >> completely different in three or four years. >> Yeah. So part of me says like we just need to get through what what we have like what what our budget is and then >> is there something around what what did we struggle with with building this budget and it's really >> yeah I mean it really could just even be like one comment on like >> this is in the room with all of us is this law that is has been passed the details
031of which are not known to any of us and so we can't tell you anything about it but we want to be we want to just like name for everybody as you look at this understand that while we were crafting this it is >> um Beth do you want to take apart >> we just went over a couple of slides and I don't know if that's something you want to >> do I was just sharing >> did I take your seat >> I mean look over your shoulder menacing >> I mean I did behind your seat. You want to sit there. >> Do you want to go over the cuts from the past couple of years? >> Sure. >> Yeah, because I've been I think we've been part of it. Yes. >> Okay. >> So,
032I'll put you on there. >> Not through all of it, baby. Sorry. >> We'll share 15. >> You've been here for a long time. >> Okay. So, Beth Beth will do that. >> Can you send this to me? Yeah, sure. >> Um, PSO was outside >> in his t-shirt. >> No, but he was like shoveling, but he was shoveling the sidewalk and like I just wish I could take pictures of his face as he was doing. He was like, >> "Oh, >> and like he's just like throwing snow everywhere." I was like, "I don't know what you're done doing the work of the town >> pretty much." >> Yeah. >> Do those goals a good idea? >> Yeah. >> Well, there's the goals. >> Um, >> yeah. So, we will build them previous cuts on
033the playground. >> Yeah. Oh, yeah. >> Well, yeah. We're going back. >> Yeah. >> While naming that >> I mean because it was cut. Do you want to mention that was that was funded through a grant? >> Yeah. Can we say playground? >> If somebody says what are you going to do outside that's like another >> two full-time educators >> not grant funed >> two full that were not >> grant funed >> well the two full-time educators were the ones this is the kind from the um >> what do you call it co Yeah. >> Yep. Oh, something like totally semantics. But when you say something about the PE teacher, he's a new PE teacher, but I'm worried people listening to that might think we're adding a position. >> So, make sure >> additional only
034PE teacher. >> I just wait. >> Just so people know that like we have a substitute. >> Last year's cuts. >> So, this is FY. They were made in 25426. So, I'm going to change that cuz I think that >> which one these cuts? Well, yeah, because these are 23 24 25. Yeah. >> Yeah. And we So, two more full-time educators that year >> and currently >> so basically five full-time educators in the last three years we've cut. Yes. >> Yes. >> Thank you, state of Vermont. Thanks for keeping us. >> Well, it's cutting in half. We'll share this with you >> and then um and then Larry on with the budget information. So >> there's a link to the budget book. Uh you can scan the QR code. It's been on the website since
035October. Um it is now February. So it's all >> you don't need to point that out to everyone because no one has looked at it probably. >> I was told to speak slower so speaking slower. Good job. You're doing a great job, Larry. >> Last night. >> Yeah. >> so all the detail is in that budget book. Here are some high overview parts of the budget. Um, first, as you know, the budget drivers, everybody talked about health insurance. And you can see this shows the trend line since fiscal year 19. >> Yeah. uh fiscal year 19 and prior health insurance was uh negotiated at a local level. So the same way we negotiate our contracts with our association. So right now we're in the we have a contract for teachers and support staff. Um the
036teachers end 27 and the support staff is 28 and uh so um you know Woodstock would negotiate with their teachers their health insurance and Windsor Southeast would negotiate with their teachers health insurance and Burlington would negotiate with their teachers health insurance. In fiscal year 19 that was taken away in fiscal year 20 uh and moved to the state under act 11. Uh, and you can see the orange line shows the family plan of a gold CDHP plan, which is the vast majority of our employees. I would say 80% use gold CDHP. So in fiscal year 19, a family plan was $19,50 and it's over or but we're estimating for VH high over $43,000 in fiscal year 27. So it has more than doubled since fiscal year 19. and an individual plan has gone from $6,913
037to over $15,000. Again, more than doubling. Next, >> um other budget drivers include the contracted salary increases I was talking about, which are less than health insurance has been going up, uh but it is up 5.5%. uh the benefits uh which I just kind of talked about um and that includes all benefits that's not just health insurance that's everything and as as a total so as as there are reductions that would take away some of the 4.9 right so if there were no reductions that 4.9 would be like seven um special education increase uh is passed at the SU level the SU assessment um for special ed for Hartland is up 30% the SU budget's up 16% for 14.6% of that 16% is special education. 1.4% of that is non-special education spending which includes the
038business office, the superintendent, IT, the curriculum office, um HR and so on and diversity, equity, inclusion. So you can see the blue is what we are planning for next year. Um, and those are the primary budget drivers as opposed to health insurance. Those are the other primary drivers. >> And sorry, Larry, this is at the SU level or this is the local level. >> This is your local share of the SU level. >> Local local share of the SU. Okay. >> Yeah. >> So, just the SU budget. >> The SU budget's up 16%. >> So, we're right. So, we're up 700,000 on SU. >> 482,000. Uh, isn't that just special ed? >> That's correct. >> Got it. Okay. >> Yes. >> Okay. >> Yes. >> So, with these three, it's 700 whatever. >> Yeah. But
039only this is the SU. >> Only special ed is the SU. Got it. The other two are great. So, the local local and then local share of SU. Yeah. >> So, I guess I could I could change uh >> Okay. >> I could put SU before special ed. >> That's fine. >> Um, next. So this is enrollment which um we need to fill in for this year. >> Should that come before? >> Yeah, I'm wondering where that should go. >> I put that under before I put that before budget goals maybe. >> Yeah, that place there right before budget goals. >> I would Yeah, I would take the enrollments >> for the budget. Okay. Or right after the goals and then or >> right after the goals. One or the other. >> Yeah. Okay. >>
040Yep. Um, here you go. >> This shows uh how much of your uh budget dollar um is broken out to different parts of your budget. So, some people have found it effective to look at the dollar and rough a little less than 42% is your local budget. uh 28% of your budget, the pink is uh high school tuition uh because you don't operate a high school at Hartland. And SU special education is uh 17%. SU administration operations is less than 10%, early childhood less than 2% and food service is a little over 1% of your total budget dollar. This shows um the last five fiscal years and projecting out. So the last four fiscal years and what we're estimating for next year. Uh using the latest joint fiscal office information. The percentage increase or decrease
041of the homestead tax rate that line being 0% meaning if it was flat obviously has not been flat. It was slightly down in FY23 and it rose in 24. There was a big spike at 25 and then uh it was a lower spike and we're about 5% per estimating for FI27. Slightly down from 26 to 27. >> How are we equivalent to 24? Oh, down a little bit. >> Down a little bit. >> Slightly down from 24. >> And so this is this does not correlate to the actual tax increase though, right? This is just the >> This is a homestead rate percentage increase or decrease over time >> before the CLA >> after the CLA because you're a district, you're a single district. >> And so 25 f a huge portion of that was
042related to that CLA. >> That's why it went up so much. The tax rate went up so much that year. >> Taxes are 27. >> Yes. I mean CLA by the CLA. That was the first year of the LTWADM >> and and it was the you know financial data positions. >> Got it. Got it. Got it. >> Okay. >> It's also kind of if you look at Vermont as a state got it. Okay. >> They all look Green Mountain looking. >> Yeah. >> But are there people that will look at this and think this means that the taxes are not going up? Yeah. >> No. Because they'll see that the budget is up. >> Yeah. I mean if they read it this is 0% decrease and increase it shows a percentage >> increase or decrease
043>> over time. >> So for example in 23 >> still a percent increase because it's above the line no matter what >> you're because you're above the zero. >> Yeah. >> And to show you what that means to a homeowner >> confusing >> but what maybe this chart will be less confusing. Uh what it means to an actual homeowner is if you have a $100,000 house, your taxes would go up annually, $128, roughly 10 bucks a month. Uh if you had a $400,000 house, it would be $500. So, you know, that's how the >> better >> annual last year. >> Okay, so this slide is confusing him. Um, it is a little bit confusing to me and I but if I'm alone then ignore it. I just think it implies I I think it's just
044important to say that this is a this is a percentage >> percentage decrease increase >> in relationship to a >> it's a percentage increase >> of growth. It's a percentage of growth right in 23 it was a decrease. >> Okay, fine. So, but it's a but it's a relationship, right? Can I suggest a different model? >> Maybe do bars. >> I was going to say I think bars might be your your better bet because like >> at looking at this when you see the lines, you're like, oh, taxes went up and taxes are going down. And I think that if you have bars, then you could label each bar like what percent it is of say and say 10% increase. Like you could actually put that in there so it's no matter what. increase just
045like instead of >> like 2003 you could label it. >> We just need a new model decrease. >> Should we talk about my students? >> But I still think I mean because you because like on this it appears that fiscal year 27 is a lower tax percentage rate. >> It the tax rate because tax rates in Vermont are not necessarily in in line with budgets. >> All right. they're different and because of many factors like the CLA and the yield um it shows that 27 taxes will increase less than 26 25 and 24. Is that a better way of saying it? >> Um yes, but they still but they still are increasing above 26. Like that makes it appear like f fiscal year 27 is lower than fiscal year 26. It's not lower than 26.
046It's your tax number >> less more than 26 than 26 was to 25. >> Yeah. >> Increase. >> Your percentage increase is less than last year. >> But it's still an increase. >> Still an increase because it's over 0%. >> So I think that Yeah, >> I can do the chart with um >> but I think just making sure we use it like >> this is already >> the percent. This >> is beautiful by the way. I love this. Yeah, >> this chart is what we're talking about right now. >> But but for the presentation, if it's easier to do bars, I'll do bars. >> But just so you know, this is in the budget book that's gone to print. >> That's cool. >> Like the >> as long as we feel comfortable that we
047can explain that to people that like >> when you look at fiscal year 27 and you see something around 5%. What that tells you is there is a 5% increase in the tax rate. >> Yes. above what >> the zero line which was set by 26 and >> right because the zero line is what it >> if the tax rate was equal to 26 that would be the zero line. >> Yeah, I get I get what you're saying. I if it's easier to show it with bars I can do that. I I think it'll look >> very similar. It'll just say it'll say 5.9% here and 5.2% here. It's just that the I think what's important for people to know is that the 0% does not represent a static absolute >> if taxes never increased
048everything would be this line right >> yeah but if they increase one year and then increase again you're not going to see that as a dup >> what we did for weather still for example was >> they have a very similar it looks very similar yeah except for 27 >> is going up yeah and uh the average it's an average increase but look how much they are below the zero line in 2324. So the average increase was 2.8% over time. >> Uhhuh. >> And 3.9% for amount of spending. Uh so I can I can for the presentation if it's easier to do bars I can do that. I don't think we should show both. >> No, I don't and I don't know that bars is necessary. I just want to understand that the zero what
049that number which rep is represented by 0% changes every column of the graph, right? every every every year that 0% absolute value is based upon last year's. It's not stable. >> That's correct. Okay. >> This is showing this is showing that this homestead tax rate increase or decrease as a percentage >> over time over time. Sorry. >> So 23 went down a little bit, 24 went up a little bit. 25 went up a lot. 26 went down a fair amount compared to 25, but still up. >> And 27 slightly down. I can't wait for the days when it's below the zero. >> What do y'all think? You want bars or >> No, I think that's fine. I think that's fine. I think it's just Yeah, >> but the explanation at the meeting >> is important.
050>> Yeah. >> Okay. >> I just want to deceive people like, "Oh, our taxes are already down. >> They're going down less. >> They're going down. They're going up. >> They're going up less than they were last year. Less than they were last year. Yeah. >> Okay. And then >> and that shows what it means to a homeowner, which is what I find what I find the average person, >> you know, that's that's what I look at. You know, they don't because of the um influence between the homestead rate and the and the CLA. >> Yeah. >> This is what really matters. >> I personally find this to be the most. >> Yes. Yes. And and you have a note there. It's light that that um it doesn't reflect in sensitivity programs. These do not
051reflect any income sensitivity. So if you make a less than $190,000 in Vermont, you get income sensitivity based on a very >> graduated system. What >> it's a huge >> Yes. A huge percent of town would get a uh income sensitivity on their property taxes on a graduated buy down. So it's really hard for me to show it person by person. >> Yeah. Would it be useful anywhere in the presentation or on cards coming to have some type of link for people to get that form? I know that came up at a meeting last year. People wanted to know the name of the form. So maybe we could try to find a way to have that accessible to people. >> Yens that is the >> voting day information. >> Voting 337. >> Anyone can take
052this slide. I can do it. Sure. Everyone vote that one. >> That's a good Yeah, that would be good to say. >> Um, is that it? That's it. I don't say and that's it. That makes it sound >> and then will the moderator open up the floor for questions? >> Yep. >> So, I'm sorry. Did I just miss this? Are we going to talk about what we're cutting? Do we did we include what we're cutting this year and what we are >> having? No. >> Technically, no. >> No, >> I think we should, right? >> We didn't add that. >> No. >> All of what we did there was >> there was hardship. >> Yeah. So, let me put it I'll put it after the FY2 I'll put FY20 because we >> cut and when
053you say that I think like acknowledging again what we have heard from taxpayers about the the desire on this to really focus on these out >> in education and really wanting to like invest resources. >> Yeah. Like we've done that with reading with >> Frank and I can be back. Okay. Now in the past we have shown a lot more of like this is how much we added to like this is how much that like this budget has gone up relative to last year in dollar amounts. Um we showed the breakdown of that increase to some degree right because our budget has gone up >> 600 5%. >> So do we want to >> do we want to include anything about that or no? We wanted to say this is the budget and >> I
054mean it listed on the back from this little >> that's for people spending 5.24%. >> 5.2%. 5.2 is what the total >> I think it would be important to have >> and you know that it's going up 600,000 >> 58 yeah >> sorry. So add a slide. >> You're so good at numbers. Um >> percentage >> and then you know and then but what we can say is like that you know 700,000 of that right there is explained by >> yeah again I know broken record to be able to say like this is even cutting cost to budget. >> How much did the dollar amount >> I started to say but point out it's actually only 5008 >> 5.24%. So we per people spend up 2%. >> So we had mandatory this is what you
055eat this >> and we're actually under that. So >> the reason it's under that is because you have tuition savings >> and because we bought down some of our budget that 200,000 >> but like next year we and we also need to know that like next year it's not going to look like we're going to be stuck again depending on how this all floats out >> because tuition high school will not change next year right 2027. What year? Yeah, but there's going to be a year at which >> the high school dynamics have choice. >> Yeah. Like we're losing choice. >> We don't know. We don't know. >> Probably. >> We don't know >> potentially. Maybe. >> I don't know. >> Unlike >> and nobody included tuition caps. >> No. No one capped anything. That
056would have been an easy >> Y easy thing for X73 to do was to just be like >> there was a there was a recommendation to cap >> spending. I don't want to >> but not cost not tuition. >> Not tuition just your overall budget. >> But they can they can set their budget however they want and then charge us. >> Is that right? >> Literally happened last year. >> That's exactly what they did. >> Yeah. So all of a sudden be 30,000 a year. >> Do Yeah. Do we want that? >> Yeah. >> Yes. >> In the newsletter. Yes. >> Okay. >> Uh do you want to change the Are we keeping this the same if you decide to keep it? So >> ideally this year if people really want to vote on the
057budget, they'll do it the first time. We don't want to do the budget three times, >> right? >> I'll talk like show up the first time. We've warned the >> So I'm going to send this in a separate >> email. >> Yep. And then I will include it then invite and then invite to the meeting >> and everything from now. >> Is it worth including that link to for the income sensitivity when it >> I love that idea. Yeah. >> Yeah. that we'll sit down. >> We'll collaborate. >> Um >> and also remind people that like you know it is like there is a zoom link to say there is a digital link and we can in the last year we did take we're able to take calls from >> we did we'll do that
058>> right? >> Do you guys feel like you need help with the setup at Demon Hall? >> Okay. >> Great. So, a link to the income sensitivity and the Zoom will >> for the Zoom portion. Is there any way to kind of protect ourselves from what happened a couple meetings ago >> with the the drop in? >> Yeah. No, seriously, like can someone can someone be like monitoring >> the host has to let you in? >> Yeah. >> It'd be hard to know. All they have to do is put like Lucy Jackson as their name and you're like >> if you don't have an SU email, I have to let you in. We can mandatory mute everyone who's not us, >> right? The host can mandatory mute and then >> it was automatically no one
059could unmute themselves. >> I did that >> unless you allowed it, >> but the person that dropped in with the ridiculous whatever >> you were not Yes, they and it was some like kind of like lewd music and >> a horse. >> There was a horse involved. Oh, so somebody like started running. >> Oh, it was like who knows? Somebody found I can't remember. >> I don't think that either. It was the one. It was December 2nd. I think I was there and I WAS WATCHING THE LOUD SPEAKER and it came on and I'm like, is this a commercial or something? >> It shows the percent increase. >> You want a slide before that slide. before that. >> So you want >> can't be there. >> No, it's not. >> All right. So you want
060>> So let's do it right there. >> Saturday, February 17th. >> You obviously knew about it. Okay. I would love a few things in the notes or something. >> Is there any other >> I should I'll I'll say if there's any other public out there in digital world too or here that has questions around the budget presentation right now. You will have plenty of on the 17th as well to join us if you do have questions as well. >> Could I just ask a few few questions please? Um how many students are in the heart now? >> Yeah. Um >> 295. No, no, that was >> 45. Uh 22 >> 222 223 I >> does that >> that's just elementary. >> Just elementary. >> And that's not prek. So we got to get those numbers.
061>> Is that K through eight? >> It's one through Oh, K through eight. Okay. >> And there's 12 13. What was that? High school. I think it was 128 132. >> So you said 222. So we have 128 high school. >> Yeah. 410 and 222 prek >> 128 high school. >> That's what I'm just saying right here. >> 220 222 or 223 and then uh >> hold on. I'm seeing an error in our our handout. So, how does for 595? >> We're serving over Sorry, sorry, sorry. 350. >> Engaging students through leadership tuitioning 128 high school students operating a pre-K12 school that serves to pre It should be pre-K. That's an error. I'll fix that. >> PreK8 school's 220. >> Yeah. >> 222. Okay. >> 348. So overall, it's 595 from prek. >> No, no,
062no. 350. >> I'm just reading the number on the top. >> Yeah. So the top number doesn't work with >> 58. >> I'll double check everything. >> Okay. >> Around 550 total between preK to high school. >> That's probably Windor. >> I thought preK through I fixed Oh, maybe I printed the wrong one. >> This might be an old one. >> I think this might be an old one. >> I thought it said 274. Let's notice it something. >> Didn't think that was a hard question. I second question. >> It's 2 It's 220 223. >> Who goes here? Who these kids? >> Who are these kids? >> And the prek kids that are included are kids that live in H Heartland will go to Windsor for prek. Correct. And now the four corner children center.
063>> Not until September. >> Okay. Starting in September. >> Did you have a >> Yeah. Do you do you still have two gym coaches or do you have >> gym teachers? We just have one. >> Just one position. >> Yeah, we cut that. >> That was cut last year. >> What about vice principles? >> We have one now still >> one principal, one >> vice. >> Yeah. And I was just wondering too because um you know I I haven't been to a schoolboard meeting in a long time. I haven't worked here in Hartley in five years. So I really don't know any of you and you know it would been nice if you introduced yourself from the beginning >> just so that we kind of have an idea who you were >> to try to
064relate the number. Would you like >> Yeah. Oh yeah, that would be great. Yeah. We'll go around the table. I'm >> Michael Sha from the assistant principal. I am Ryan Pezanowski and I'm on the board. >> I'm Beth Van Schwarz and I'm on the board and I have a prek and first grader. >> Ryan, you want to tell about all your children? >> Oh, yeah. I got a >> He's got I got a first grader, uh, >> didn't mean to quiz you. >> Hopefully, a three-year-old, and a one-year-old. >> Wow. Like I said, I'm Heather Venetta and I have a sixth grader and a third grader. >> Board member >> and I'm a board member. >> And Beth Roy. I'm the board chair and I have a freshman and a seventh grader. >> She knows
065Samara. >> You know Samar's my remember Samara. >> Oh, you must. >> It's okay. You don't have to. She graduated last year. >> I just graduated from here last year. Yeah, but I haven't been here for five years. >> Yeah. So, she would have been a little here, though. >> I mean, she's bright. She would, but she was not. >> Yeah. Little kids. >> You love her. >> Frank Romeo is the principal. >> I'm Hannah Benzeimon. I am a H Heartland School alum, also a parent of a um third grader, a kindergartener, and then I have a 2-year-old. And I'm a board member. Nice to meet you. I'm Dorian Coro. I worked here for 21 years. Then I went to Weathersfield for five and just retired last year. >> Congratulations. >> Finally. >> We want
066to we ask you to pick favorites while it's recording, but we will. >> Excellent. >> All right. Okay. >> I don't think so, but that's okay. >> Some of them will get a number. >> Um on to items for discussion followed by motions. um sbatical request um printed. >> Yeah, I was gonna say everyone should have a printed copy. >> Um and Stephven's so sbatical request and making sure I understand just the timing of it. This would be for starting next fall and would it be the entire school year or just half the school year? >> I think it said a semester >> semester. Okay. Just making sure I read I read that. I'm making sure. So that would be back in January of 27. Is this a different version than the original one that
067was sent? Because I I don't see it saying that she was asking for half compensation. >> She was asking for half compensation. >> Maybe I'm missing it. I remember reading that at some point. >> Yeah, it was somewhere, but I don't >> I don't that was just in the email that we didn't >> got it for you. Back to the office. >> Y thank you. We'll >> see you on the 17th. Please fixed All right. >> You're dreaming numbers. >> Just practicing. So, >> all right. Very slow. Let's try this. >> As long as I'm not making it up in >> No, she did. She Yeah, she did. And then it's full benefits that time. Correct. >> Correct. So it was um >> yeah it was in the email. So um she's requesting I'm requesting
068half pay for the semester as I am supporting myself on >> Y said historically you can't recall. I only remember one um in my time here. And to be honest, I don't remember if the board granted half pay or not. Um I mean, just things to consider. We're going to have to hire a long-term sub for that position and pay that person. And we negotiate that um long-term subcontract, which also includes benefits for that person in that position. Um, so there's a financial cost to it need to be aware of before you make your decision. >> And if we grant a sbatical without pay, I'm just saying here that regardless that that they would receive benefits still. >> Yes. >> And her request is for one semester, not for a full year. >> Yes. >>
069So it's a >> four months basically. Um, I mean, I love the the engagement with her work and the academic pursuit. I think it's a really challenging time in the finances of public education to be able to um to support a paid satical for a teacher. Um, it does seem to me too that it just really sets a tricky precedent within the building. I do love this integration of more I don't like like craft versus art and there's always like a an im melding of the two and so I really love that drive of of hers to be able to >> go toward the more craft of it versus art and it feels a little more >> um relevant probably to a lot of students >> um which I think is great and she's >>
070a great teacher as well. >> So, if I'm thinking about the math correctly on this one, we're really going to only pay we would pay 75% of her salary for the year, right? Because half of her we're paying her half time for >> Yeah. >> half of a year. So, it' be 75% of her salary >> of her salary for the whole year >> in benefits. and benefits. >> Yeah. >> Um and then someone coming in >> um Christine, what is benefit wise? >> What is what does half of a year of benefits look like? >> Depends what plan you're on. >> Okay, let's let's pretend it's the most expensive. >> 20,000 >> $20,000 for half a year. But that's not >> that's that's what um I mean the district pays 80% of the premium
071and >> but that's what should a person because your question is a long-term sub that's higher that gets potentially full benefits >> for half a year. It could be up to 21,000 for their >> health insurance plus but that's that's half a year. So full >> it's like one and a quarter person. >> If it's a long-term sub though do they just get benefits for those four months? >> Yes. >> As opposed to >> Yeah. Yes. >> The whole year. So, it's actually it' be >> would I be right that it'd be a third >> of the annual cost >> because it's because they Yeah, because they're not getting for the full year like that. >> 15,000 for benefits for the long-term sub. >> Okay. >> Plus, plus the family >> salary. Plus salary. >>
072And >> 15 sounds like a lot though >> for family. >> Well, 40, right? 45. the highest it would be and then >> the salary >> and then salary wise um >> we base on experience and >> it's not >> what is what is normal like can you give us >> can you give us a range >> yeah give give us like top end >> for a beginning teacher with no experience starting salaries 50,000 >> okay so half of that would be 25 >> okay so let's say 25 But it's still it's not it's not a half a year though. It's four months. It's so >> Okay. >> But still but it's a salary of 50,000. She's going to be paid >> for three months though. >> For three months >> but not or for
073four months but not for >> Yeah. >> 12 months even though it's half the year. >> Right. >> Seme is how I read it. Correct. And the semester semester. >> It just depends on how you take your pay. Right. Right. But I mean, if we just do say 50,000 for a year, half of that is 25. >> And so if we're talking she would be gone for half the semester, then it would be half would just be 25 regardless. It just But it does depend like how your paychecks go. But so >> no matter what you're adding numbers together over there, >> 49. >> So >> yeah, I mean it's like going to be like theoretically about 45,000 for the long-term sub, right? for yeah, >> highest expected health insurance 45,000 divided by three four
074months and >> and depending on where >> yeah be a certified teacher be in a long-term sub position like that. So >> maybe somebody that's got a lot of experience that's >> well so maybe yeah 40 maybe 30,000. So because you said it could be a beginner teacher then would be like 15k but maybe up to something higher. >> Yeah. So somewhere between 30 and 40,000 to to replace her. So regardless of whether or not we pay her, we are we're taking on so proving a sbatical >> is a 30 to $40,000 cost to even just >> or more. I mean it just depends, >> right? Because that's only assumes health insurance. It's not other benefits, right? And then >> so so so so if we approve this without pay, we're talking about a $30
075to $50,000 cost to put a long-term sub in that position approximately. >> And we're still paying her. >> And then the question is if you right >> and then paying her would then be an additional whatever it is on top of that. >> What does it say in the contract? >> Yeah, that's what I was just going to ask. What? >> What? What? When does the contract language say? >> It says it says it says they to get the benefits and >> but like what do you have to do to get to be able to even apply for how many years of >> Seven years of employment. >> Yep. >> And it has to benefit, you know, it's self-improvement to benefit the school system through study or research. Can be a full year or a
076half a year. Um, applications must be submitted by January 1, which she did. She met the requirements of what she needed to do. And you have to grant or deny the request in writing on or before April 15th. Um, you can grant the sbatical leave to the teacher at one half pay or no pay. And then there's some conditions of the sbatical which um basically say the teacher will continue to receive all benefits except salary in the case of non-paid sobatical to which they uh are entitled for the duration of the leave. The payment and provision of benefits to a teacher on sobatical leave shall be under a loan agreement. The teacher shall submit a written statement to the board agreeing to return to the district for at least two years of service after the
077conclusion of the sobatical leave. If the teacher does not return or does not complete the terms of the sbatical plan presented to the board, then they must repay the cost of all benefits received while on the sbatical. So just come back. Um that's about it. >> I feel really disappointed that we didn't know about this as we were crafting the budget because I think part of what's tricky, right, is that we are working towards really trying to present a leaner budget. Um, and it makes it really hard to add things at this moment, right? Because what we're saying is that if we because we can't like we can't now adjust allocation, right? Like for example, if we were to say this, let's just say hypothetically we said we really want to support this computer science
078teacher to take a sbatical and go learn computer coding for something and bring it back to the school and we're willing to exchange that sobatical for that computer science teacher for um a you know a pair in the building. We can't do that now, right? Like that would have to already be written into the budget that's been warned. >> Yeah. So, it's really tricky because it's there's no way to do this right now without it being an add-on in a budgetary climate that is that is really >> that was one of my concerns. I I love the idea of being able to >> support teachers for a teacher. That was one of my concerns. Then the other one that initially came to me was if we have had an unfilled PE position for a year
079and a half. >> Y >> and we we're already cutting staff at the school and what if we can't fill that position? These are all hypotheticals, but then our already our staff that's already stretched thin is left in the position to cover those classes. And how do we do that when we're trying to do so much with so little? I guess >> is there a conditional that says like if we can't hire a long-term sub and we can't >> she needs to commit to the subot she's doing her >> I don't know >> we can't give like a consolation prize of like we'll fund your summer work for you. But >> I mean what I would really love is just like to have a process at H Heartland where I mean I realize we said
080by January one but like to look at these as we are constructing the budget right to think about it but she did submit it by January one and >> it's got to be negotiated like it's in the it's in the contract >> but I think is there not somewhere we can put like let's change that because yes it doesn't line up with the budgetary >> agreement was negotiated >> because we have but what but didn't we just vote on the budget in But it's their contract. It's their It's in the It's in the negotiated agreement with of teachers with the union. >> It has to be in by January 1. >> Yes. >> But didn't we vote on our budget after January 1? >> Uh barely. >> The next day, I think. >> Yeah. Yeah.
081>> Yeah. So, if it's submitted, >> I mean, that's New Year's Eve, we're still not going to get it in time. We really And we're discussing the starting to discuss the budget, you know. >> No, I know. I know. I know. But we don't technically finalize it. had this in our hand November 1st, two months earlier. >> I will put a note for negotiations. >> Yeah, because next year's negotiation. >> Yeah. I just think it I mean because I think there is not a person in this room that doesn't wholeheartedly support this and see the value of it. Right. The drama program at our school is such a incredible asset. And >> and I will say like Ann Stevening is the Seth's director. >> Yeah. and she talks about wanting to bring these skills back
082and you know for the kids that want to do the non-drama part of drama right like what an asset like I really really genuinely think this is incredible and to sort of set a precedent of continued education and continued engagement with with skill and prep like all of those things feel super important. I think it is really hard to add a a um line item right now because where does it even come from? comes from salary spend >> I unless you don't ever spend because we never hire a PA teacher or we don't have whatever we don't that what yeah you know like we can't we have to hire teacher but it's not >> or somebody else's like there's so much remember we had overspendage this year of 200 whatever >> we can't guarantee we
083can't but >> we we are normally over right in the past. We feel like we've been over. Um, my feeling is that I feel like we if this wasn't a school, meaning like this wouldn't be a problem. Like sbaticals being half paid for or fully paid for depending on what you're doing. Like it is it's a thing. And I feel like I would I personally would like to send the message that like if you think this sabatical is worth it and you're going to like do all these really super cool things and bring super cool things back to the school. I I think we should honor it and I think we should honor it with half pay because like teachers are professionals and to me this is a benefit of being a professional is getting
084you know like a half-paid sbatical. So like I understand budgetary and all these things but in the end like I I think that this doesn't happen very often. So >> if this was a president like wouldn't this have happened like wouldn't we have 80 million people going for recall been in by January one. 110% I feel I get it and I just feel really uncertain around yes we have but then I keep thinking like is there a way within the community or can we you know get a grant to cover this in some way so it's not like what are other what are our other ways to fund this that don't overburden us having like me going um or or overburden the school itself because it's just going to it's end up being a budget
085line like is there other ways around it because I agree with you how they're under and I do think since we don't know and my longstanding I really do not remember a sabatical request either I mean but I'm getting old um you're not that old >> and >> can I ask you Guys, Mr. Romeo, Mr. Schaefer, if you just have thoughts about this in terms of teacher culture, teacher like do you have do you feel comfortable speaking to that or do you if you want to recuse yourselves just given that? >> Um, what I would say I'm not sure I feel comfortable this time speaking uh to it, but I wondered the only I was thinking is does the decision have to be made right now or do we have time? >> April 15th. >>
086So I I my thought would be to this. >> This is new and let's do a little bit more math >> and we have a situation where our budget gets turned down. >> Correct. >> Revisit it and talk about whether or not this >> Yeah, >> I think that's great. I love I am always in favor of having more time to think. >> It's new. >> Okay. >> We can come out come back to it after. >> Yes. >> You can make the decision at your April meeting. >> Yeah. in between now and then >> like >> well we still have a >> march they'll restructure and >> can we like I don't know whose place this is but like can someone have a conver like can we think about like what other funding we
087could use like is there a way that we can you know like support this and also you I think because it's in the master agreement, you're obligated to fund it or >> Yeah. No, no, that's what I'm saying. >> Or not. Half funded or not. >> Yeah. >> Okay. >> I know. I think uh >> but no, there's really three choices. You can say no, you're not taking a sobatical. You can say yes, you're taking it with half pay or yes, you're taking it with no pay. So, there's really three choices. >> Yeah. Yes. I I I was just referring to the funding, but >> yeah, >> it's going to come out of your budget. I can't imagine or not. No, I was thinking more around if we weren't going to pay. >> Yeah. >>
088But at least we could know that we're covering our expenses otherwise. >> I mean, even if you just say no to pay at all, you're still paying for benefits plus a whole another person. So, you're still over one FTE essentially. Yeah. >> As you're saying with like a half a year, you have 50% of somebody plus >> 75%. we're actively cutting positions, but at the same time being like, "Oh, but we're actually adding a quarter of a position because we're allowing all this to happen." I don't >> I don't know. Doesn't sit well with me. And I get the whole thing with professionalism and wanting to go and it's going to be a huge benefit to our school, but we're also telling people like, "Hey, we're going to be cutting positions here, but like this
089person's okay to do a little extra." It's just >> It's just tricky timing. Yeah. >> All right, let's table it. >> Yeah. >> I'll make a motion to table it. I second it. >> Um, last thing, new hire. >> Yeah. >> Sorry, I have to get you an answer today. >> Yes. I uh would like to propose put forth uh the hiring of a PE teacher, Mason Thompson. Mason is, as you know, an assistant director at the rec center. He's also our athletic director. Um does some coaching. We went through the process and he was a clear choice. And so we worked with the district office and doing all of the uh interviews, background checks, and what have you and put for put forth his application. So I would like to be considered >> and
090he's going to be working on a provisional and working toward that. >> He's going to be working on fun and emergencies. >> Yeah. So he's got some work to do, but he knows he knew what he was saying. I know what he's >> The kids are going to be so happy about this. Kids love and have been so sad. >> Still able to hold any position then at the wreck. >> That makes me sad for the wreck. >> I don't think so. Not after school. >> Yeah. I mean, I don't I can't speak for the wreck, but my understanding is that his position will be here I mean over the summer he's welcome to like he would any other job. Um and I also >> and I'm sure he'll still help coach and you know
091I mean all the things that he does correct depending if if he's working on a lensure it's have a lot to do. >> Yep. There's Yeah. And I guess there just for transparency we also have to understand the consideration of the athletic director position and what that would that entail because I do not see if he's working on that right. >> Yeah. >> I think we need to jump on this before >> Yes. lose. >> Yeah. I mean if he's willing and able. Wasn't there someone that were can like wasn't there somebody that we like I feel like we were talking about this and they could join us in the spring. >> So there was another um Yep. We did have a candidate but a candidate had dropped out um due to some considerations. >>
092Uh then we did have reconsiderations in regards to but um in the end. >> Okay. Got it. Okay. Am I crazy that there was this >> I would like to go forth to >> Make a motion. Whatever those words are that we accept Mason as our >> will last name. Okay. We can't just call him Big Mason once he's little. >> Mr. Thompson. >> That's be hard. Everyone's gonna call he's not yet have a hard time if he wants to Mr. Thompson. >> Okay. >> As our new PD teacher. >> Second. >> All those in favor? You can just >> discussion. >> We have to really discussion. >> Why don't you moderate the meeting? >> I need to write a sticky note of all those things. >> This is my last one. So I don't
093>> because we discuss it ahead of time and then >> and then you discuss it. Yeah. So is there further discussion? >> No. >> All in favor? >> I thank you. >> When does he start? I know. When does he start? >> I think he can start >> relatively. Yeah, I think >> Mason started. This is good news. >> Oh, that's great. >> He's my former student. >> Oh, yeah. >> All right. Yes. >> That's right. >> Um >> setting the next agenda would be March. So, that's going to be restructured. >> It's going to be March 10th. It's the second Tuesday because of um the vote on Tuesday reorg. So, it's in your calendar correctly, but just a reminder. So, it's reorg and we'll have a student growth report by then in March, right?
094And we will discuss um we'll have a budget debrief >> or budget continuation if anyone else >> and then we'll bring back sabatical in March. We can table it again until April 22, but >> is that okay? >> What is this? Oh, we have a >> Could I ask one more question? >> Of course. Um I've heard that there's um several teachers that are going to Ireland for some training and is that money coming out of the budget as well or is that grant funded or >> some some of that money by contract comes out of their PD funds >> but some of it is on their own because the contract states how much um travel money is allowed for a workshop. So it's two times the cost of the workshop. >> It's a pretty
095inexpensive workshop. So >> no special allowances. It's what >> they're relates to their work. So who's going >> three >> elementary um and they're going >> during the break so they're not missing school. >> Correct. Correct. I think it's >> uh >> am I allowed to say that? Probably just Well, we can adjourn over there. We can we can chitchat. I would yeah I would say probably >> as there's a need for executive session. >> So I would like to >> Did that answer your question? >> I'd like to make a motion to end the meeting. >> That would be lovely. >> I second. >> We need to discuss that. No. >> No. I will.