001I will call this meeting at 6:02 on the 6th of January. Happy New Year. Happy New Year. Um, any changes or additions to the agenda? Approval of minutes from December 2nd. >> I make a motion to approve the minute to approve the minutes. >> Second. I wasn't there. Um, all in favor? >> I Oh, do we have to do roll call? >> Do we have to do roll call? >> All right, Hannah. >> I, >> Heather. >> I. >> Ryan, >> abstain. >> Yes, I'm gonna abstain, too. I but it still passes great because even though I did the same you color participation announcements announcements happy >> your activity starts tomorrow that's exciting >> it does I left my kid was putting his name on his on his skis >> oh we find out what
002the show is >> on Friday that's right the the musical is already underway I know. So excited. >> Nothing else then administrative report. >> Okay. Frank is um online tonight. >> Yep. I'm here. >> Hey Frank. Oops. What if his kids press a button? We're just going to see her disappear. >> That sounds like the least bad thing that could happen by one of my kids me. Let's get to the beginning. There we go. >> All right, Frank, you are up. >> All right. Can you guys hear me? >> All good. >> Perfect. All right. Um, so my first slide going into it, I'm going to actually work off my own as I'm looking. Um, this month for recognition and celebration is National Blood Donor Month. Uh, with that actually sparked a conversation as to
003have we ever hosted a blood drive and can we? Um, and so I'm actually going to look into that, contact the Red Cross to see if that is something that we would like to do as a community. Uh, I understand that our students wouldn't be able to donate, but it doesn't mean they probably couldn't help support and promote um and be a part of it. So, I'd like to see what the qualifications are and if that's something that we could do uh and host at Harland. >> Cool. >> All right. Uh, next up is overall I believe it's just going to be our uh activities. So, I'm going to read off um Michael just reached out and you guys know winter activities. So, that's sort of uh the layout over the next couple of weeks.
004Um Wildcat wrap up. We are having a science and geography fair which we're very excited about. We've partnered together uh with a bunch of our middle school folks and as I talked about incorporated uh some of the younger grades to help be part of that. Very exciting. We do have NATE testing coming up. Uh, I believe a flyer went out and another one will be going out over the next few weeks in our newsletters. So, on the 28th it'll be for fourth grade and the 29th it'll be for 8th grade. And then we do have our district music uh festival. And I do want to uh talk a little bit about something I mentioned at the admin meeting today that we're very excited about. and we are having like a winter carnival that comes up,
005but it also coincides with the beginning of start of the Olympics. And so been working with Tina and I think we're going to do sort of a mini um lighting of the torch run. We're going to try and do it down our our street in which our school is and they'll have a fake torch in which they'll pass off to to other teammates or other kids and then that'll culminate sort of maybe with Mr. and a um one of those butane sort of lighters to light like a chimana to signify the start of the Olympics and the start of sort of that winter uh festivities. We're going to ask uh and some people are hearing this for the first time. We're going to ask I think different grades or or home rooms, I'm not sure
006how we have it laid out to be different countries and so they can celebrate and talk about and and kind of promote that. And then we have a whole bunch of winter activities that we are going to have on that day as well that include like bob sledding and cardboard stuff and things like that. But I thought it would be cool. I've done this before where if we can line the street for, you know, a half hour and just have kids kind of run down the block with a fake torch and then light it at the end. I think that'd be kind of cool for them to to see and be a part of. So something we're working on. >> All right. I don't know if there are any questions about that or any thoughts,
007but that would be >> I have a comment. This is Bethanne. Um >> yeah, >> if you all wanted the cross country skis for more time after the Nordic rocks, we we could definitely make that happen. If you want to use those for your winter, >> that that would be great because I think we talked about a couple of fun activities. Um and one of them being snowshoeing and cross country. So, I'll connect with you. Yeah, thank you, Tina. I knew you were on. We can definitely connect. That would be great. Um, another thing that's not on here that I um, uh, you know what? I'm going to hold off because I haven't sent it yet. It's not, it's just something fun the kids were planning and I don't want anything to surprise. Uh, all
008right. Heart Awards is the next one and that's just uh, you guys, some of you were there, which was great. They got to see you. Um, and so just kind of list of heart awards. Here's the geography fair and science fair that I talked about. So we have a flyer that's gone out and so just wanted to mention that to folks. Um, another shout out for the Cotch being good cards, which I really feel uh has caught on and I think kids and and adults alike have really enjoyed it and I think it's a good way to celebrate the great things that we're doing uh in an impactful way and as small or as big as it is, it's it's worth recognizing and so I've appreciated how everyone has kind of bought into that. Um,
009as Michael I said talked about uh signing up for winter activities and that's just some of the things that we're offering and doing and so that wanted to put a little flyer in there as well. Um, and that's really all I have. It's not uh it's been kind of quiet obviously after the coming off a break. So, >> sorry Frank. I was a little behind. There you go. >> Oh, you're good. >> Emily, you want to come next? One second. Okay. So, to start off, uh, happy new year. It was a very long break that we had to be honest. I started getting sick of it at the end of it. >> Oh, away from school for way too long. And then so a quick recap of December and like the events. We had the
010winter concerts like our fourth through eight concert which I know parents love and enjoyed even though it was very long. >> Um we had the variety show. We had a lot of people come and support us and watch it and it was very nice and great. And then the eighth grade spaghetti supper I was there and serving people. It was very fun personally and I'm very happy that D3 gets to do this. So, >> how much did you make? Do you remember? >> Uh, $3,000. >> Say the survey. It was north of 2500. I think it's about $3,000. >> It was like $3,000 for 14 kids. It's not bad. >> Not bad at all. You're going to go more than like >> Exactly. That's the goal. you can skip and then so the upcoming events
011Mr. Romeo has very kindly already said all of these. I'll just tap into a few of them. So we have the start of winter activities which I know a lot of kids are very excited for. I just want pizza and I just >> It looks like you're at a table >> a schoolboard. >> So anyway, um >> we have winter activities. So like skiing, snowboarding, all of that. And then we have swimming and a bunch of other things. >> Yeah, I heard rock climb. >> Oh, you know rock climb. And then we get and then some kids get to go to Lucy Mackenzie the shelter and hang out with some animals. And we have the science and geography fair as someone who's in that as well. We're very excited to be working with and partnering
012with the smaller kids to just get to know them and see what they get to do when they're older. So, it's a good experience for both of us. And then we have the district festival which a few of the kids in middle school got into. So >> there's six of you, right? >> I think so. >> Yeah, you're included. >> I am included. >> So congrats and band, right? >> Uh no, there's just bands. >> Yeah. And six heartland kids got >> It's okay toy. >> So I did sixth grade this month. Not going out of order. So they're doing a grapes project in social studies. So it's geography, religion. Oh no, I can't remember. It's like it's has to do with social studies, but it's grapes. So it stands for something and they do
013a big project on it and they choose I don't remember what they choose. It's either a country or like someone to report on. and it was a really fun project that I got to do and I know a lot of them are really enjoying it. And then in English they're starting the Hunger Games and they're very excited to be reading that. I've heard lots of good things about that. So yeah, that the end. >> Yep. Back to here. Okay. Okay, my turn. Um, it's great to see all of you. Everybody had a nice break. Certainly, I feel like Emily and Mix is a long time for me. I don't sit still well, but um I did take some time and uh got to see my family, which was lovely. Um, so I um shared this
014at the SU board meeting and I just couldn't help but share it again at the local board meetings because uh one of our strategic plan goals is student success and engagement and the engagement that I saw before the break um in terms of performances across the SU was pretty astounding and um we're just really proud of all of the work that the kids put in and the performances that they were able to provide for the communities. days. It's pretty heartwarming when you see lots of um grandparents and family members show up and um so that's just a shout out to all the hard work that went into that and we'll we'll we have one more tomorrow that was cancelled um due to weather in uh Windsor. So, one more tomorrow, but I'm sure they'll be
015just as great. Um along the lines of student success and engagement, Emily Emily uh shared this uh we have the following um students. They they auditioned and they're going to participate in the winter festival on Friday um January 30th and February 1st. And I thought it would be important to share who they are. So it's Christopher Dao me uh Britain Holly Delprof Poland Emily or the link and Jiren um Loger and uh I've Have you all seen them play? They're pretty incredible um musicians. So I'm excited for them. And you're doing a concert for the public, correct? On >> I usually on Saturday. >> Yeah, usually Saturday. Yeah, we have rehearsal Friday, then Saturday it's a very big performance cuz it's like high school's performing and we're a part of that performance as well. So,
016it's really fun and a few of those kids got to go to um jazz band districts which was even harder to get into. So, >> wow. >> So, you practice all day Friday with a whole bunch of kids you don't know and then you do >> 80 to 100 kids. >> It's pretty impressive. Pretty impressive. Well, congratulations to all those kids. Um I didn't hear if there are other kids in the SU did have >> so Windsor I know a bunch of Windsor students got in. We got in I don't know usually a few Weathersfield does and I don't know about the others but those are the three main ones. >> Excellent. >> Do they give you the sheet music before Friday? >> We have so we get one we get our audition song which
017is one song that we play and if you don't get it you keep that song and you don't get the music. So after you find out if you get in, you get the music and you have about a month to record it and it's pretty difficult. >> What do you play? >> I play trumpet. >> Very cool. Uh very cool. And it's going to be Do you know where it's going to be this year? >> Uh Brattleboro. >> Brattleboro. Okay. >> So it's a pretty far hike. >> Okay. Um Act 73 update is there isn't any right now. Um, legislature is in session starting today, so we might start to hear some things. Um, the governor speaks tomorrow. His state of the state of the state address is at 2 o'clock tomorrow for anybody interested.
018Um, I did want to make you aware of a couple things. The final report from the commission on the future publication of public education was released, I believe, December 15th. Uh, it's not long. It's about 27 pages. I don't know if you've seen it, but it's it's worth a read. There weren't any surprises if you paid attention to the meetings at all. Um it really captured kind of what they talked about and there are um I think four different recommendations that they provided. One on roles, functions or um for what recommendations for what roles, functions or decisions should be a function of local control and what should be a function of state level control. Um there was I believe a desire to keep some local control. Um sorry there were uh recommendations on necessary updates
019to the roles and responsibility of school district boards and the electorate. Um and I believe they recommended that things stay as is which is not a surprise. >> Well and it was also like right now they're like they still haven't agreed on a mapping. they have not informed on any force district and so it doesn't seem like what I'm hearing it doesn't seem like the political will is there to force districts. >> I that's what I've heard. Um we'll see we'll see what happens over the next few months. Um and then there was some information on a process for a community served by a school to have a voice in decisions regarding school closures and recommendations on what that would look like, some timelines. um and then a process for monitoring the implementation of this
020act in a manner that is transparent and public facing. So those were kind of their charges and they reported out on that. Again, it's worth a read if you're interested. I don't know if um people that uh it's meant for will heed what's in the report or not, but we'll see. We'll see. Um, another thing, and I know there's not a high school here at H Heartland, but you do send your students to high schools in Vermont. And so, wanted you to be aware that the proposed graduation requirements um were presented to the um state board of education. I think December 30th uh I think they were due then, sometime in December. And so the proposal is that the total credits will be 22.5 and that will start not next year, the following year. The
021board has to approve them. I think next uh middle the middle of next year there were um the reason that they were charged with creating these requirements was when the federal government came in and did their statewide audit um for funding etc. to make sure the state was in compliance. It was noted that there were districts across the state with a range of requirements from I think 16.5 to 30. So it varied. >> I saw some list. >> Yeah. >> So trying to get some consistency and some um opportunities for kids to have equitable experiences or equal experiences across the state. So um those are not finalized yet but draft form um quarterly financials. Let me see this second. And I think Larry Larry just arrived. He's also virtual tonight so he can help me
022if I get stuck. But um Oops. Here it comes. Has to load. I'm just going to scoot into the last page because that's where all the stuff is. So, um, as you can see, the beginning fund balance. Can you >> Yeah, I can. >> Thank you. >> Is that better? A little bit. Okay. Uh, beginning fund balance of 629,000 and change. Uh, revenue forecast of 11 million. expenses and incumbrances uh almost 11 million 10,869 projected surplus of 26177 261,778. So you've got a projected surplus of 2.35 at this time which is good. Um we're halfway through the year so things could change but as of right now things look pretty good. Larry, anything you want to add now that you're here? No, just the uh typical caveats that it's really normal to project the surplus
023at this time of the year and as we get closer it could change. Um tuition bills come in, things happen. So, uh we I run these obviously monthly. We report out quarterly. Um so all with all those caveats, things look good right now, >> which is good news, right? We're not yet hopefully we won't be. So, okay. Um here okay I that is the end of the administrative um that's not I got one more slide just to keep you updated. I I did I know we talked last month a little bit about promoting the budget once once we adopt it and how to get people engaged in conversation. So we've been working as an administrative team really talking about uh ways we can do that. Um, so we've we've landed on a few uh we're
024going to have a one-page flyer talking points and you could all decide if um you want to spend the money to mail it. I think it's probably worth the I don't know. We'll have to look at how much it costs. But um worth having it out there um as much as possible. Uh Larry's actually been working on uh that for us. He has a template that he's using for each of the districts. So, we'll share it out when it's done and then you can give us some feedback or ideas for for change. Um, we've talked about having coffee talks the principles with the principles either at school or in various locations around town that people can come to just ask questions or be informed. And we're meeting um with Brooke, our communications, part-time communications person,
025next week to to talk about um how we can create a video that will highlight a lot of students and what we're doing, what budget, what the bud budget money is buying people. So, um we'll keep you informed about that. Do you usually make a point to go to like the senior coffee hour at the library? I've always seen that posted. >> We We haven't, but we should because that would be a great >> talk to Yeah. >> Yeah. >> It's senior coffee. I think >> Senior Cafe. >> Do you know where they have it? >> It's at the library once or twice a month. >> Okay. I mean, we can find out, but that's great. Okay. So, we're gonna um with your permission agenda, >> move on to the budget. >> Budget. Okay. So,
026last month um Larry and and Frank mostly gave you a rundown of the budget, the budget book where um where things were at landing. And um the board asked that we come back this month with a with Frank's proposal for for what um he needs to run this building. So we have that for you tonight. Um I think before Frank before you go, I just wanted to um I think it's important to look at where where your budget drivers are coming from because it it really shows that you don't have a lot of control over um elementary school funding. Uh so as you know at the SU level uh special education was up considerable amount this year. That's to catch up with some past uh past years that we didn't um the budget didn't represent
027actual um costs that we were that we were incurring. So um we're going to fix that this year. Uh but it is at a cost. 1.4 Four of the increase is contracted salary increases. So those are negotiated wages for your for your staff and welld deserved. And >> Christine, >> you're you're still sharing the uh quarterly. >> Oh gosh. Sorry. >> Really? >> Thanks, Larry. This is on uh that's on. Hold on one second. Okay, here we go. This will this will help. How's that? Sorry about that. Um, so 6 of the increase is benefit increases. And while um one negative 1.06 of the savings is mostly tuition, as you know, your tuition numbers were down this year. That's kept the total increased to 5.2. 24%. So now I will um let Frank take over.
028Frank, you ready? >> Uh I believe so. >> Okay. >> All right. So taking a look overall uh having a number of conversations and consultations and um just kind of looking at what we have. One of the things that I was looking to focus on is the the math scores and looking to add a 0.5 math interventionist to help at the middle school level six to eight. But what that would mean in doing so is to reduce one position uh of an SEI. Taking a look at and I know I was asked this so I'm going to just give give out the numbers that I have. the the SEI position as as folks will know, right, is is partially proactive in the sense where um they will have a case load of anywhere from six
029to eight students per day, 10-minute check-ins. Um that's something that would be on a schedule. That's what they know when they walk in. The unknown is um sort of the triage of the things that pop up of help helping regulate um and support students all over the building. There's no way to put a an exact number on that. Each day can be different. Um the role is unique and supportive and vital and I understand that. Um but when overall looking at and if I if I can if I had the choice I would keep everybody as we know. Um but taking a look moving forward one of the concerns one of the focus has been on math and will be on math. And so, um, talking with Larry and Christine and and all the support
030folks that I have, my suggestion would would be to add a 0.5 MAP interventionist and to reduce uh, one SEI position for next year. And what that will do to your budget without um applying any of the surplus that's pre- surplus that's a budget of 11,814,613 with um an increase of 5.24. But when Larry runs all the numbers in the formula, it turns out to be a 13.1% tax increase. >> Heather, do you have a question? >> Last time we met, I thought the tax increase was like 11%. How all of a sudden did it become 13.1? >> Yeah. So since you since we last met there was a small increase uh but but noticeable uh to our dental plan which has not increased in two years. And then also um the um LTWADM for
031Hartland has been reduced. So we get we get updates regularly uh from the state for the LTWM and that's that's the denominator. >> Larry, hold on. Can you say what that acronym is so the people out there in the world know you're talking about? >> LTWADM is what Vermont calls from Act 127 the long-term weighted average daily membership and basically it takes every kid whether they go to a different high school or whether they go to K8 or whether they're prek and they give weights to them. So for example a student on free and reduced um you would get weighted more than 1.0 you know, and uh so on and so forth. An ELLL student, for example, might be weighted four and uh H Heartland's LTWADM is down, that doesn't necessarily mean just enrollments down.
032It could mean there's fewer free and reduced lunch students than there were last year. It could mean um some high school students moved out uh because they're they are weighted a little higher than elementary students. Um it could be and inversely it could be four more prek kids because preks are weighted less than a 1.0 K5 student. So um your LTWADM was down. So if you picture a fraction it's the uh denominator on the fraction. And if that number goes down that's how you could turn it what was like Heather you said was roughly 11.5ish% to a 13.1%. And again that's without applying any of the surplus. That's straight out. >> The increases in the SU budget special is that like there the budgets were incorrect for previous years and then so this year is
033just like extra money to pay back some of that and then we can anticipate maybe that next year then that number will be smaller. >> Yes. So we were um overbudget significantly last year. Remember we were telling you were >> pretty over in special ed. Um we were able to um gain some revenue from the state for some out of district placements where some of that cost is coming from unex unanticipated movements with really high needs. And so yes, we are we are budgeting um I don't know the words accurately this for next year based on our actual spending. Um and Larry, I don't know if I did a good job with that, but you can certainly step in and help. >> So in the year that Christina is discussing is fiscal year 25. That's
034the fiscal year that ended last June. We built that budget in the fall of 23. When we built that budget in the fall of 23, there were, I will say, a handful of students that were not um that moved in after the fall of 23. So, they weren't reflected in the 25 budget. They weren't reflected in the 26 budget because remember they moved in after the 23, we did the 26 in the fall 24. They are now being reflected in the 27 budget. We haven't gone back to H Heartland and reassessed for the increase because we've been um doing good I I guess I would say good financial work to make sure that we don't have to go back to H Heartland after the assessment and catch it up with the actuals for fiscal year
03525. We were able to use uh some of the revenue that Christine talked about. we were able to use some of the fund balance that we've been preparing for over the years in situations just like this and um however building the 27 budget we have to account for those students if those students moved out tomorrow Ryan then you're right it would go down but the budget's already set and the money would be returned either in a way of fund balance or back to Hartland u but we don't know if that's going to happen >> if nothing changed from this year to next year then the budget It would essentially be the same next year then >> minus minus any contractual pay increases and health insurance. Yes. >> All right. >> And the increase from just
036those pay salary and benefit increases the that was the data that you showed us Christine right and that led to a budgetary increase of about 5.2%. Correct. So >> it was about a one point has >> go back >> 1.4. >> So >> oh I just need to have kept the total net. Sorry I saw that on that slide and that's why I got confused. Okay. >> So if you add up 4.3 1.4 and 6 that's your 5.24. >> Mhm. Well minus minus 1 4.3 plus 1.4 versus point6 minus. >> I know. Yes, I know it's complicated. So where you had some say anything anything other than special ed and contracted salary increases and point6 of the benefits increases actually went down in your budget. Meaning for example, if tuition was flat, you'd be up
0376.3, >> right? >> But because tuition was not flat and all other costs, supplies, etc. were not flat, they were actually down. Um, that's why your budget is up 5.24%. Of the 5.24%, the vast majority is special education. About 1 and a half% is contracted salary. You could say 2%. 2% is salary and benefits and 4% is special ed to look at. >> And I'm sorry if I missed this, Ryan. You were asking about that 4.3% increase in special ed. And and that was your answer. This came in in 23, but we sort of didn't capture it. This is the first time we're having to go back to the town to ask for that to be funded. >> Well, it's funding what we're actually spending. >> It's telling what we're actually spending, right? >> But
038it Okay. And last year we spent that much but and we were over budget as you recall but >> some revenue came in and and we used some fund balance so that we didn't have to come back and and um back bill essentially. >> Okay. So >> I sorry I just have a question too. Just I was looking at the budget book just about some of the expenditures like with the changes within the the budget and like communications is down 92%. Like what does that what does that mean? I'm just like what are we not doing then? >> Uh communications as >> that's a great question. >> Go ahead Larry. >> Yeah. So Beth what that is and this has been planned out over years. Um we were due for a phone system upgrade. our
039phones were end of life and we put it at the SU. So that was not a cost savings. That was just moving money. Um but in your local budget, it is a cost savings. >> Um but it's at the SU. So now all the phones are on the same system and with the same lease agreement. So if a phone goes out of H Heartland, I can grab a phone from Weathersteels, you know, surplus and bring it over and so on so forth like we do with most technology. Um, and travel is in here still and it's increased by 50% in one place and negative 50% in another place. How does that work? >> It says travel and then travel student transportation purchase from other sources. >> So, are you looking at uh expenditures by account?
040>> Expendures by account. Yeah. Like is that just a Yeah. Expenditures by account. Larry, >> Larry, you're muted. >> Yeah, that's an increase of uh 10,000 to 15,000. So, that's an increase of 5,000. And um you said there's another line. >> There's one that's it's up by 50% and the other travel one is down by 50%. It just seemed weird that they match. >> Yeah. So, so that the travel that's down by 50%. That's going from 3,000 to 1500. That is all the travel that's reimbursed uh by uh reimbured to employees. Yes. So, what we do usually in stuff like that is we look at the actuals and then we had a we had a principal change over and um as you can see in in fiscal year 25, we spent 757 on travel reimbursements.
041We budgeted 5,000 in trying to be good stewards. We try to find places to cut. We cut it to 3,000 and 26 basing on the 25 actuals. We feel that 1500 is a conservative good amount. So it's a small amount of money even though it is a 50% decline. And then student transportation um I just saw here. So what happened there is it's uh it's a similar thing. We're going off the actuals. So we budgeted we budgeted uh 10,000 for this year but we spent6,385 me and Frank me and we go line by line in the conference room at the SU and this was one where we decided to make it match the actuals. These would be things like um field trips and stuff like that. Are there any other reductions that we should be
042aware of that I mean not that I'm saying that it's going to like drastically change >> as far as big money as far as big money reductions. The only thing I think that would move the needle on your budget is already happening which is uh due to you having a smaller um what it would be high school leaving seniors leaving than incoming eighth graders. Um your tuition numbers are down by about $300 to $400,000. These are asked if it's obviously with tuition. Kids can change your mind at the last minute. >> Heather question. >> Um I guess I'm just concerned about this 13.1% increase again. Like >> uh like can we go to the public with a 13.1% increase? I just I feel like I don't know what else to do because again like the
0435.24 is really that part to me makes perfect sense. What a great increase that we did there. But like then to explain that the next almost 8% just to because we're in penalty phase >> is really hard out of that. >> Like there's nothing there's nothing we can do about it. But like man this again I just keep feeling like we're it's just a really icky situation. And Larry, do we know if there's any hope for this number to this 13.1% to go down in any way? >> So, let me share your my screen and and go over the tax rate calculator. So, this is a tax rate calculator and the budget number that's in the bud. Oh, you need a bigger. Yeah, one second. Where am I? Okay. might be the oldest. >> Before
044you get before you get into it, Larry, um Heather, don't forget we have to you have to decide what you're going to do with your um your balance. Yeah. >> Surplus from um So, so if you apply some of that, that will that will reduce the tax rate a bit >> and it's pushing it down the line. >> Yeah, it's pushing it down the line. >> Yeah. So um so this is this is the latest information from the state. These are estimates I want to be clear that the 13.1% increase does not include any income sensitivity because there's really no way for me to model that um because that's an individual case by case. I need to know everybody's income and everything. Um so it doesn't include that. It also doesn't include any of the
045buy down that the governor has floated uh buying down uh $75 million of of the increase. The state average is projected to be 12% and a $75 million buy down just to know give you an idea that would decrease the the 12% by half. So what that would do for Hartland is it would roughly go from 13 to roughly seven. Um, >> Larry, can I interrupt for one second? I'm sorry, but isn't this what the governor did last time where he bought it down and then it put us back in like it just keeps pushing it down like for next year the same problem? >> Yeah. So, until the moment you don't buy down, it's never an issue. So in so far as in so far as you keep using Vermont general fund money that
046is surplus because Vermont requires uh a balanced budget um the Vermont Constitution then you um it'll never be an issue. But you're exactly right the second Heather that there is not money to buy down in 28 or 29 or 30 or whenever it happens you will be paying for all those buy downs later on. It's the exact same thing about using your 25 surplus. It's just at much bigger numbers. >> So there So is there $75 million at this moment that the governor can use at his free will that we don't have to pay back at this moment? >> Uh yes, and but it's not his free will. It's a legislature in him. But yes, they could decide to use 75 million of of uh the Vermont set aside $75 million of federal money of
047of money anticipated that they might lose from the federal government that they hadn't lost. So therefore, it's there. And that's the money he has said in a press conference he would use. Um whether or not that happens, whether it's $120 million buy down or a Z buy down, I can't estimate for that. So, this literally is the worst case scenario. Um, and that includes none of the surplus as Christine mentioned. Uh, at the last board meeting, I was asked to get come back with a number for all the windows at H Heartland. Um, and then that number would be $120,000. you would you would set the motion or the warning in such a way to say an amount not to exceed $120,000 because we've had a couple quotes and each of them are under $120,000.
048>> And what do we have in ex in our was it excess spending? >> No, capital reserve. What do we h what do we currently have in our capital and some >> uh I will tell you in one second. Um I get it every Monday. One second. something. >> It is. You currently have 358,000 >> and and a surplus and a surplus of you have 358,000 in capital reserve. >> Okay. >> And you have a surplus of 227,000 in change from FY25. That number is right over here. Um, to give you an idea of what that would look like, if you applied the entire surplus, and this is not my recommendation, but if you entire if you applied the entire surplus as a board to the tax rate, it would go down from 13.1 to
0499.1. >> Okay. But like, do we want to play that game? Like if the governor is already going to do or the legislator, whoever is going to make this choice, and it's going to cut that 13 in half, let's say it does, then applying our surplus to any of our budget, is not in our favor. But putting it in capital reserve so we can use it for projects that we need to might be a better use of it. Or can we use like can you use a surplus as like um creating a position for like you know I know that next year we we might need some like some teachers or instead of a halftime math teacher sorry math interventionist make it a full-time like does it make sense to it's a game right like
050of where to put the That's >> we can't take anything out of the general fund unless it's voted on by the town Heather. So, >> and the capital but the surplus can't we do like with the surplus can't we decide whatever we want to do with it? >> Yes. Before it goes >> tonight. You need to decide that. Actually, >> you need to decide tonight. >> You basically >> So, can I Sorry. Can I ask a question? >> Yes, please. Hannah, go. So, um, so in thinking about nobody likes this 13% increase, we've addressed that it may get cut in half by the governor. We've addressed that we could lower it to 9% by using 100% of our surplus. So, leaves to argue that we could lower by most of it. >> Another question that
051I have though, have we looked I know you guys have looked at the budget line by line. Are there are there cuts we need to look at? So this is kind of a question to Frank like are there I think it is going to be really challenging to bring a 13% tax increase and as we've said all of the other ways we've discussed to bring it down are actually just hurting us later. So are there things we have to look at in the building to cut I mean, the first thing you might consider is not hiring a part-time math interventionist. >> But what we're saying right now is we would do that in the li of an SEI, right? That would be >> Yep. And that I think brings you down to 11 point uh
052we looked at it today. Um I give me one second.7. I think it's 11.7. >> Yeah. It's 11.7. >> So that would be if we cut an SEI and we >> well and a math intervent if you cut the SEI >> and did not hire a math interventionist. >> You got it. You got it. And then if you took that number and that is a surplus, you're probably looking at closer to 7% probably. And I could do the math exactly for you. It's important to note also you with the surplus you have latitude as a board. You could you could put a h 100,000 of it towards the tax rate and put the remainder towards the capital reserve. >> You could do all sorts of stuff. So it's you pretty much have three options. Use
053some of the surplus towards the tax rate. Use none of the surplus towards the tax rate. >> And that's well I guess two options basically. >> Some or all. Some or all. >> Yeah. >> What would it take to get us to 9% if we didn't do the SEI and math interventionist? Like how much would it leave us in our circles? So uh if if you took if you took the amount right here and then >> see really it's really small. >> Yeah. All right. So if you applied none of the surplus and you didn't hire the math and reness taking away the um SEI you would be at 11.7. All right. Now give me one second. Um, if if you took that number and you applied the entire surplus for giggles, you would be
054down to 7.7% tax increase. >> So, if we applied about half of the surplus, we'd get to about nine and got rid of the SEI in math. >> About are you saying nine, Beth? Because you just feel like a singledigit tax increase will be more palatable. Is that where you sort of like >> Yeah, totally. Yeah. >> So, if you put a if you put a 100,000 of the surplus towards the tax rate, you're at 10 point even. If you did 150,000, >> you are at 9.1. >> So, the way it would look is in my in my tax worksheet, I would put that 150,000 here instead of over here on the side. I would put it over here. Um and then the remaining hundred and what's thatund and some odd thousand you would go
055on the ballot as a um to the voters to put towards capital reserve >> but then we would need to also if we wanted to do the windows we'd have to we'd have to vote to use it. >> Yes. What H Heartland H Heartland is like all the other school districts in the sense that as a board if Weathersfield or Mount Scutney want to replace the windows they just take a vote and they take the money from Capital Reserve. Hartland requires a vote of the town to use the capital reserve. So not only do all the towns require a vote to put the money into capital reserve but Hartland requires a town vote to use it. So yes, on the ballot, >> school budget, putting money into the capital reserve and taking money out of
056the capital reserve. There'd be three. >> You got it. >> Exactly. Or or and I'm not suggesting you do this or you could do a separate you could do it in the November meeting um you know the election or whatever. You could do a separate part of the ballot in November to say this is how much it's going to cost for the windows. We want to do it then. You don't you're not married to town meeting, but yes, you could do it. >> Exactly. You could you have to do the budget vote and you have to do the surplus that day, but you the c the using cap reserve. You could have a special meeting about it if you wanted to. Um but you could do all three. >> Frank, can we go back to
057the a little bit of a discussion about this the um SEI teacher um the SEI interventionist? Um, so you explained to us that they do some direct one-on-one kid check-in availability and then they're sort of available. So there's So can you just remind us there are two in the building currently? >> That is correct. There's two in the building. Um, and like I said, they have a case load. Um, and it could vary just depending on need on IEP, accommodations, 504, stuff like that obviously. And then it's a matter of triaging and support for the entire building. And how much are they doing of classroom uh socio emotional learning >> dactics right now? >> Yeah, so a lot of the social emotional learning happening inside classroom and with our our counselors. So unless specific to
058an accommodation on an IEP or 504, I would have to really drill down a little bit more into that. I and and the reason I say that is the check-ins are part of that is part of what they are doing, but overall it's all social emotional learning when you're you're trying to deescalate and and trying to support kiddos. So it's hard to put a specific number on that >> because this because this this SEI are separate from the school counselors who are doing >> and so okay so losing an SEI we still have in terms of adults in the building to support >> psychosocial needs of kids we have >> yep >> you know administrative staff we have two counselors we have then we would be left with one SEI by and then pair of
059professionals there to sort of support obviously for kids that need a little extra support as well. Is that a fair summary of that team? >> Yeah, I think that's a fair summary of the work that the counselor is doing and the work that the all adults, teachers, parents are doing, administration as well. Yeah. >> And then the idea of the.5 math interventionist is that we have two reading interventionists and we have seen growth in reading scores at H Heartland. We have no math interventionist and this person would work I know you mentioned middle school scores but would this person also support lower elementary >> math? Yeah, I mean the.5 only goes so far, right? So what I would do is maybe look to see uh other availability within the building to see if that could
060happen at a at a 456 level for instance and then a 0.5 concentrate seven and eight. Um, so something along those lines, uh, what I'd be looking to do. >> And just I mean, you know, I'll just ask like we we sort of had a discussion about the the, you know, the cost of special education, which I think everyone acknowledges is a large driver of cost in education. How much overlap is there between utilization of special education services and, for example, like the math reading interventionists? like how much is that like doubling for um like how much is that sort of a double layer? >> Yep. >> In your perspective. >> So what I what I would say is we are also um down personnel within our building. So a lot is being asked of
061folks all around. So uh in other words, we've had to fill in a lot uh some blanks and that is being done by interventionists that is done being done um by special educators spreading themselves. So there are a number of layers that we are seeing and they do all overlap and sort of are symbiotic in in their relationship. Um and I I I think I understand kind of where your question is. Um, I I think it's all tied in. I think the math interventionists um is something that is going to help support some of the other areas and allow other folks to concentrate on what their special specialty is or or what their their um job titles will be, if you will. >> Okay. And I don't want to I know we have some teachers
062here with us. I don't want to put any name on the spot, but is this something that we've like I presume you've sort of had conversations with teachers about the perception of need in the building and >> and it seems to you like this trade-off of one SEI negative with one math intervention, you know, half math intervention is positive is is perceived by the teachers to be a a beneficial trade. >> You know, I don't want to speak for folks in conversations that I've had. they understand where the needs are. Um I I and I also don't want to downplay the absolute needs of the social emotional uh needs of students, right? I I don't want to take away from that. Um I'm trying the best I can to >> to address where I see
063>> the needs and the concentration um of what we are looking at as a district and as Right. So that's as I see it. I Does it will it put a strain? Absolutely. There's no doubt. But I also think that and and talking with my administrative team, we are going to need to step up as well in what we are doing, right? Uh as administrators, as support in the building as well. >> So, um I think it's going to be sort of we're going to have to step up our game as well. >> Okay. Thanks, Frank. I appreciate the >> Yeah. Currently, we have two full-time reading interventionists. >> 2.5. >> We have 2.5 reading interventionists here. >> Yes, I think that's correct. >> Olivia and Jenny. >> So, Frank, if you're talking, you're muted.
064>> Jenny Rean, >> she's an interventionist for special ed. >> So, I really think we need to consider having keeping the math interventionist like I >> also I I hear you but also see like what's the if we have two and a half reading interventionists >> and we have zero math interventionists that seems like no fairies across the >> and so it's like where can we have that can we have two reading interventionists and a half math inter like what would be the what would be the impact of I think some some of those interventionists um are qualified to do math intervention >> and I think do I think I think they do some math intervention. It's >> they do I know I know one in particular math >> inter level I think the focus
065is more middle level so we don't have any >> well I guess we don't do we not have a qualified middle level math interventionist at the moment >> correct >> what does middle school math currently look like >> here it's am I correct it's one teacher and they have two sections of six two sections of seven but then how Some kids are going to Windsor for algebra. >> Yep. >> And is that on par for the middle school? They're each teaching like five sections of their four. >> And the current math teacher with her other section of not covering an eighth grade section would not be doing intervention. I mean, I know this is probably like making every teacher out there cringe because it's making me cringe saying it a little. Um, >> she does
066have five sections. >> But does everybody else have five sections? >> So, her class her math class is about half about half the class or several of the class is at Windsor. That class is having eighth grade math first period while the other students in Windsor then they come back. And then >> so they're they're they're in the part of the same eighth grade class. So she has the same number of preps >> and classes. She just has five fewer kids in that first class. >> Got it. >> I'm like I know Miss Glenn knows what she's talking. >> Yeah. She's math teacher. Just so just to reiterate, if we went down an SEI, added a 0.5 math interventionist and applied 50% of our surplus >> to the budget, we would be at a >>
0679% increase. >> Yeah. You're I I'm opening the floor to a a question for the public. I >> It would be more than half. Yeah. John Tanzy, I'm here visiting. Um I have a technical question. Um is the change is there any change in the common level of appraisal this year as opposed to last year? And if so, does what impact does that have on the tax rate? >> Yeah. So Hartland's uh CLA, which they changed it two years ago. So now it takes the state CLA and then you divide that by your local CLA to give you a new CLA. Um, and I can tell you what uh last year's CLA was. Give me one second for H Heartland. >> Um, >> we don't know the CLA till after. >> Yeah, they they give
068out an estimate. Uh, and um, last year, give me one second. Last year CLA for H Heartland was 89.04 and this year it's 80 81. So for example, what would that do to the tax rate? Just for giggles, if I made the tax rate uh the CLA 89%, your taxes would be uh flat by by removing the math interventions and applying $150,000 of the surplus. If if the surplus was gone and you applied none of it, uh you'd be at 1% tax increase. I mean, it's just it's like really painful to again recognize like we've we've identified these tax increase. It's the excess spending and it's our CLA, >> right? I mean, you just went from 81 to 89 and the rate changed 8%. >> Yeah. It's it's so that towns don't go and I'm
069not accusing any town. uh don't go 20 years without doing an appraisal of 30 years and just let and just uh and that way they would never be paying into the ED fund. So, >> right, but it just unfortunately for people who bought their house at a certain price point that they could afford, it now just it exposes them to liability of property taxes that are often times beyond what they can afford. >> I agree. I agree. >> So, it doesn't really allow for people to stay in homes, which is a real problem. And it it really cultivates the appearance that the issue is what's happening in the elementary school when it's really not about what's happening in the elementary school. >> So Larry, what what's the what's the overall like why wouldn't we want
070to use the surplus other than kicking the can down the road? But like we don't know. I mean we're speaking of hypotheticals. I mean we could given the budget we put forth this year. It's only a 5.4% 4% increase and then we're getting penalized the other 8%. If they remove that in the legislature this year, then like we're at 5.4%. So, who cares if we use a surplus then? We're not really kicking the can down the road then. Am I correct? I don't think we should not not you I mean even 9% is like I mean how how much more could we squeeze out of the out of the residents that have already been asked to pay 30% over the last two three years? >> Yeah. If if you remove the math interventionist addition and
071you remove the SEI then you're uh and you and you applied the entire surplus with everything we know today taxes would go up in H Heartland as estimated 7.7% for homestead. Now the question is should you do that? What I'm saying Ryan is if let's assume you did that. The budget number is still the budget number. If you do not have a surplus in 26 equal to 227, then you are now uh you can't use that money next year to lower the tax rate. So all you're doing is taking that difference between 7.7 and 13 and you're and you're putting it towards next year. Now, if you have $227,000 surpluses for as far as the I can see, then there would be no I would I would probably be fine with that. But from my
072standpoint, and I know I'm not a political elected official from where I sit, I would rather either uh put it into Capital Reserve or cut the budget by $227,000 and then apply it. Right. Then it's the same thing. And because then you would cut the budget next year by 227,000 to make up for that money that you do no longer have if you didn't have a surplus this year. >> I think the point though that Ryan's making which like I really I because Larry I totally agree with everything you say it is like the fiscally responsible thing to do is to like save the money and not just to delay the inevitable rise. But I think the point Ryan's making is we're engaged right now in this really um you know it's a unique moment
073because so many things that we're impacted by at the state level are allegedly going to change soon. And so it's sort of it's tricky because it feels like all of this stuff could be different. Like the excess spending limits could be different. The CLA calculations could be different. And so it it's hard to not use it when there's so many things at the state level that might change in the next couple years. I totally get what you're saying and I think that it would be a fine decision to do. That's this is my opinion. So, and I and I'm not saying it is a right or wrong answer. I'm saying I say this to every school district with a surplus. >> Every CFO says this. So, >> you're just doing your job, Larry. We know
074>> and we glad you do. >> Larry, can you show us I know I'm sorry we've asked you to do a lot of iterations of this. Can you show us minus SEI plus math interventionist with 50% of the surplus applied to the budget? >> So if I took the budget book number and I applied uh 50% of the surplus. So let's do that. Hold on one second. >> Like one time So if you uh if you took what's in the budget book now, which is a 0.5 math interventions addition removing the SEI and you applied half of the surplus, the tax rate would be 11.1%. Um, >> does Frank totally >> can Frank get us the numbers for from the testing that he showed us back in like November? Like how how bad can you
075remind us how bad the eighth or the middle school math scores? >> But I also feel like if like if we're investing this much in reading, I mean, is there a way to pull I mean, it just seems I don't want to say it seems excessive at two and a half interventionists because I'm in a school. I know like as many interventionists as possible are needed. So it's that whole thing of like there's two and a half reading interventionists in the school happening right now. >> And so it's like can we somehow take some of that and move it into a match intervention position. >> They're I mean they're already >> at the middle school level because that's where the need seems to be. >> They're not certified through middle school. >> Can they be?
076What do they like? Who wants to sign up? Um we support them in Yeah. Can we support them in in that? I don't I don't it because it >> it also just doesn't seem equitable >> in the sense of like >> what we're not supporting. >> It's so painful though, right Beth? Because it's like the reason reading is doing well is because of the intervention, right? Like because and so it sort of is like when I have patients that say like, "Oh, I don't have high blood pressure." And I'm like, "Well, you don't have high blood pressure because you're on three medications." And if we stop those, >> you will have high blood pressure again. Like >> I hear it. Yeah. >> It's also totally get it. you know, we we put our >> I
077mean resources at the foundational level so that you you need less when kids get older. >> So, um but >> certainly >> but then are we doubling can we double down on math intervention in the lower grades then? Like what does that what does that that look like? I think >> I want to hear what Frank said. I want us to hear what we've heard Frank say earlier which was that teachers are already stretched thin and so like are the interventionists so are I mean everyone in that building there is you know not >> enough Heather because there's vacancies so if every position is filled no one's on a maternity or paternity leave and everyone like then it wouldn't be the case is that I mean they wouldn't be as stressed then would be as
078stressed then >> right Yes, I I think in a sense, but I I historically, if you guys are remind me, I think last year there was some cuts to teachers. So, I think there's a little strain on the four five. We are down uh within the special ed world um uh hopefully temporarily, but that is spreading people thin. So, yeah, I mean, if we're at full capacity, we're still stretched thin. Um, but I do think a mass person does help support the the need for the students and the teachers. Um, and and I think a realignment of taking a look at what we have currently, which is the question you're asking, like can we switch or can we have other folks? I think taking a look at that and seeing can we have someone do
079456 and this.5 work 78. So now you're covering a bit more and you're giving some free time up to folks. So, I mean that's overall as I'm looking at it if that makes sense. >> I have the report that my data >> I would like to. Okay. Um, but my problem is what happens if the governor comes back and is like, "Okay, here comes the $75 million and like we didn't we didn't we cut the we didn't hire a math interventionist and like the tax rates now at, you know, half of what 13 is." Like I don't know. I feel I don't know if like are we willing to gamble, I guess. I I mean I'm at the point I I mean we we hired Frank. We put all of our faith in Frank. We
080gave him an entire month to talk to teachers. I mean because it was discussed at the last meeting that he put together what he thought was the best plan to put forward and this is what he came up with. I I don't think that we shouldn't put forth a half of an interventionist and consider maybe the SEI. Um and and and I I mean I know it's unfavorable by by Larry, but I I don't see why we couldn't put the entire amount towards we already have 350,000 in a capital reserve, which we can't touch anyway from unless the town votes on it and then see what happens next year. If we have to then talk about cutting positions and reassessing, we can then go back to Frank and see what hit where he's at. That's
081a lot all in one. But >> I'm I'm kind of with you, Ryan. >> I mean, if the governor comes and cuts things in half, it makes it look even better next year. >> We'll have a surplus. >> Yeah. >> Um well, just briefly, there's your one two math. So, there's definitely a need for intervention at the early >> lower levels. Yeah. >> There's your 35 improves a little bit. than in 68. Um, >> and in the long run too, I mean, I guess I mean this is just a general statement, not necessarily for the people in the room, but like the idea of intervention and MTSS system is that you are intervening before students need to be referred to special education, which then tends to be a much more costly endeavor. Um, and that
082also means students are then that are already that far behind. So if you're investing in students earlier when they're not as far behind and when then that that catch-up window is usually significantly less and you have to remember students that are now in the system getting intervention going through those layers of support they are um they're being monitored all along. So if they're not making the progress they need to make then they are referred to the special ed system. And so and if they are if they're making that great project progress in that great level then they don't need that intervention anymore. So I'm just kind of a statement of how why an inter how an intervention works and why we say they're so important is because they are that intermediary kids that are maybe
083don't qualify but are crucial in that support >> wait for it to do this >> and and realize too there could be a student that is in the special ed system that maybe is getting some intervention because maybe they're getting special ed for services for the reading but maybe they need math intervention and they're not that at level. So it's it's kind of everywhere but just realizing >> the may state that the services can be provided by >> by interventionist. Yeah. >> Yep. So I mean just that the crucial role that all these interventionists play is not just um >> Yeah. It's it's >> Yeah. I mean I think like we obviously you know I think it's fair to say that all of us on the school board sort of like hold at the center
084of our decision making the sort of what's best for the kids in the building. I think we all have huge respect and value for the educators and want to think about how this is going to work for them, but we also really feel a responsibility to make decisions that honor what we've heard from the people paying the tax bills. Um, and I think, you know, pretty consistently over the last several years. One of the things that people have said is sort of a discomfort with the scores for whatever that means about children's educational outcomes. And you know, we can all we could debate that ad nauseium, but whatever that means that there is clearly this interest in seeing sort of educational outcomes in Vermont improve. And it does seem like this is a really um
085valuable way to do that. Um, and again, like I think trying to keep the tax increase as low as possible and if that means using this year's surplus to do it and acknowledging to taxpayers that we may have to apologize for that next year when we're facing a you know, but I I would be in favor of doing that as well of using using our surplus towards the budget, >> the entire surplus or the >> I mean because it looks like if we do half we're getting to 11% whereas if we use all of that we get to 9%. And I do I think Beth, you're the one that said it, right? That like keeping it a singledigit tax increase. >> No, I hear you. >> Yeah. >> What would could we instead of 9.1,
086could we put something in surplus just to like keep that idea that we like when we have surplus, we do put some in capital gain. So like, you know, put >> Yeah. like 10,000 or like whatever we think the windows might cost. I don't know what that is. Like >> 120,000. So that's >> that's too much. >> Okay. But like maybe >> put 200 or 200,000 >> just for a nice round number. We use 200,000 of the surplus because that would probably be enough to take it down below 10. >> Okay. >> That'd be my just as a number >> that's swallowable 27. >> Mhm. >> 9.6%. >> Yeah. Yeah. Hopefully nobody knows how to round. >> Sorry, that was a math intervention joke. Barry, >> I got it. >> Um, and we still I
087mean, we need to remember we have 358 in there currently in our in our general fund. So, I mean, we can still move ahead with the window repairs without adding a penny to this, and that's okay. So I don't I mean and it seems like what when we're talking about the it's almost like a separate note but like the window like is this something we need to do like tomorrow window repairs I'm assuming we should be >> yeah so I would like if if the idea is that none of the surplus is going to be or very small amount 27,493 would be put into the capital reserve um you do need windows at heartland >> if if the no if there was no additional money, significant money being added to the 385,000. I would like
088to go back to Jim and just verify that that would be his highest priority because if if the if the windows are 120,000, I'm just picking round numbers. That would bring your capital reserve down to a, you know, a fair amount less money. That's a third of your capital reserve to put it that way. So, I would rather make sure that that is Jim's highest priority for the building. um as far as structural repairs before we do that. But I'm fine with that either way. Like I said, I >> But I mean, like you said, Larry, too, we can let this whole school budget thing shake out a little and say, "Oh, November, let's do the capital reserve thing and get >> Yeah. I I said November because I've seen school districts in the past
089do uh ballot items during a presidential or whatever an off-year election um was 2026, so it's a mid it's it's a midterm. So, in November would be an opportunity for a little bit of money to have a one question ballot for the Harland School District that says, "Do you approve spending an amount not to exceed $120,000 for uh window repair blah blah blah blah for the Hartland Elementary School?" And if it's voted up, then you just take it out of the gap reserve and do it. Um, so I I think that's fine, too. I just brought that up because I happen to know the 2026 they're already doing elections. So, that would be another option. And you would know, and you're right, Beth, you would know about by then, you will know the outcome of
090whatever heck happens with Act 73 in the legislature. Hopefully, you would know about uh the buy down. You would know about um the yield and the excess spending threshold. All that would be done in July. >> Larry, what is uh what does some of the other school districts have in Capital Reserve? like ballpark numbers. >> Good question. So, give me one second. >> Weatherfield similar. >> Weathersfield is a a little so 295 for Weathersfield which is a similar school that's you know a K8 um building but a newer building so less repairs needed. And then Mount Scutney which is a much bigger building and two buildings uh their cap reserve fund is 753,000. So it's sort of we're sort of in the similar range. >> Yes, you are you are healthier than Weathersfield, but you
091need more repairs, I'm sure, than Weatherfield. For example, Weatherfield doesn't need all the windows. They have a newer building. >> All right. So I see on the budget I'm looking at the agenda is echo spending threshold. We don't need to discuss that any further. >> No, other than it's measurable. Um, no. I think you already distributed. >> You're over the threshold. Yeah. Yeah. Okay. >> Discuss. Over the threshold. Nothing to do about it. Um, great. So then I think the idea is what I'm hearing is that we put the we keep the math interventionists um take away the social emotional interventionists and use all of the surplus and that would take us to >> or we said 200 of the surplus. >> Yeah, I thought I heard okay 200 in surplus which would take us
092to 9.6. six. >> That's correct. >> That 27 K into >> Yeah. So I Yeah. So I think the way you would if this is the route the board would want to go, I think you would take one motion to approve the 8 11.8 number um and then you would say offsetting with revenues of $200,000 from the fiscally 25 surplus. Then there would be a separate motion to ask the voters to put $27,493 into capital reserve as a separate warrant item. >> So I I will make a motion for a budget of 11.8 >> the exact number Hannah. >> Okay. 11,814,613. >> I will second that. Do we need individually vote dumbing? >> Well, you have to have discussion now. We already discuss we've done that a lot. Is there anything more? >> I think
093it would be helpful to add to the motion uh modify the motion to say in it and put $200,000 as offsetting revenue of the fiscal. >> Sorry, that's not a separate thing. So, 200 So, >> got it. I'll make a motion for to propose a budget to the town of $11 million, $814,613 offset by $200,000 of revenue to be taken from the fiscal year 25 surplus account. >> And I second that again. Okay again. All right. Discussion. I feel like that that's all we just did. >> All right. I will go around um Heather. So what you say? >> I >> Anna >> I >> Beth >> I am an I moved. So then I will move that we move take the 27. What was it? >> 27493. >> We'll have Hannah do it. um
094moved put into our our um capital reserve fund. >> We second on that. >> I think so. >> I will second that. >> All right. More discussion around that. >> All right. Heather >> is that me? I >> sorry that >> I Ryan >> I >> and I have an I. >> All right. >> Do we have a moment where we like hope and pray that the governor put like says what he's do >> about the 25 million maybe? Well, can we just have a moment where we hope and pray that like the excess spending limits can go away for tuition paying towns and that the CLA doesn't keep dropping and dropping and dropping? >> Yes. >> Even more so than paying down. I hope those two things change. >> Yes. >> Really just convey
095with those coffee talks and everything like >> there's literally nothing else we could be cutting. >> Yeah. And you know something that I think would be interesting when we do present this like I know we have like a lot of we've had a lot of messaging discussions and a lot of things we've done but you know another thing that I think has come up is just like the discussion around how much of the sort of non-educational services in Vermont get included >> and it would be interesting maybe if we could look at the H Heartland budget and just like sort of demonstrate that to voters that like the educ that the that the school system is taking on a huge amount of social services which you whether or not you think that should happen. Like
096it's just that the sort of the that's not an easy thing to those are hard things to cut. >> Yeah. >> Yep. Um All right. So the next thing on the agenda here is the the town treasurer increase. >> Yes. So, um you have a town treasurer and your local budget you pay part of and I think um thating an increase and I don't think that person has had an increase in two years, Larry. Is that correct? But gets an increase on the town side annually. So is looking to have the school kind of match that >> match what the town is doing. discussion around like what are we what are we talking here about last time we >> we talked about it but we didn't vote on it I don't think >> okay >>
097so Larry you've been in touch with the the town manager about this correct >> you leave us >> now he's muted >> you're muted Larry >> yes so um she formally requested uh treasure paying increase to be added to the 2026 budget process, please. And I know it's semantics, and I said, "We're working on the 27 budget." I assume that's what she meant. Um, so we brought it to you. Um, I uh if you would like uh to match the town yearly pay increases, I can find that out. It should be public record. I can get that from the town manager. It could it be as simple as a vote um because she's a she's an employee of the district. Um it probably should come from the board to authorize me to negotiate her pay
098increase. We've done this before in different districts. >> Yeah. >> No, not the SU board. Not the SU board. >> She said >> we would make a motion to basically empower you to negotiate with the town treasur a pay increase. >> Yeah. a pay increase. And you could you could word the motion in such a way uh for fiscal responsibility to say not for for percentage amounts not to um go past what this what the town has provided in her >> Okay. So, I I will make a motion to um the board will empower the CFO to negotiate with the town treasurer a pay increase not to exceed a percentage already designated by the town. >> I can second that. And we need to vote again. He Heather. Hi >> Hannah. >> I >> Ryan
099>> I >> and I >> umformational meeting dates. Traditionally you have your meeting um the week prior. Um but this week it is a school vacation week. So um we are proposing it be the the week before the vacation week. um assuming a lot of people may be away um during the week of the 23rd. So, it would the proposed date is February 17th at Damon Hall. I think it's always at 7 p.m. I don't know why it's so late, but um >> I don't know why either. >> I don't think we can change it because I think it's designated. >> I think it's okay because honestly that makes it so like families can actually go home >> and we do I think we've been pretty good with the virtual. >> We've been great. Yep.
100So, if that works on one's heading to Bermuda at that time for February, >> I will have Lori set it in your calendars and we'll get the done. >> All right. Um, wow, that seems big. >> Yeah. >> Um, one question. Do we still we still have our regular board meeting on February 3rd? >> Um we're just adding in this as our like this doesn't replace our board meeting, right? >> Yeah. It's just it's theformational meeting. >> Yeah. Usually usually on the um on the 4th we'll do a run through of the presentation at that meeting so you can offer suggestions and edits or whatnot that presentation >> and I'll be pulling together the letter that goes in the town report and stuff in the next week. So, if anyone has would like to edit
101or have words she would like added to it, just send it my way. >> Really excited to write that. >> So excited to write that. It'll be my final one of my final acts. >> Oh, good. Um, great. Is that next agenda? Yeah, I think um budget budgetform informationational session run through is >> sole or something we need to discuss. >> Yes. And then there's a satical >> and we have a sbatical. Yes. >> Is it possible to see what previous sbatical requests have looked like or previous sobaticals that have been granted like as the new person here? Just so I know. >> I haven't I don't think we've had one >> in my when I was here for many years as principal. I don't remember having one. I've been here for >> Yeah. >>
102So, um >> I guess I I would love the background of just like what's the personel policy around it? I just don't even know like is that like what's the handbook like what's I don't need it right now. I'm just saying >> like in the contract I'll send you the contract language so you can see it. >> Yeah. >> Christine, I think in your email you did send us the contract language. >> Well, I can send there's probably more. I probably snipped it out. I I'll send you all of it. Um, it is uh well we can talk about it next week. Yep. Okay. Good remembering Ryan. >> I didn't have that. >> That's for next, right? >> Yes. >> Yeah. For February. Yeah. Then anything else that comes up we can just add in
103the intro. >> All right. Anything else? >> Um Beth just a question. So, does Beth like I'm just asking for March. Does Beth Anne have to run for her seat? >> Mine is until 2027. >> Oh, okay. You don't have to We I I thought because we intermediate was for that. >> No, I check when I signed the papers, we checked in about it and I'm finishing off the previous >> Oh, okay. Cool. Super cool. And Beth, you've already said that you're not running again and you're up. >> Yes. >> Okay. So, >> I think Hannah, are you up? >> No, Hannah and I were last year. >> Yeah, I think I just did it. >> Yep. Hannah and I did last year. So, we're >> maybe I was on the two-year one or threeear
104one and then like because I think it was Nikki and I running around the same time. >> I think I'm next year too, I think. >> Okay. So, >> yeah, I'm going to be next year, too, because I took the two-year and gave Hannah the three-year so she wouldn't have to fill out the paperwork again. Um, >> was just worried my husband was like truly going to burn the petition the next time I had to get. >> He was so I was like, "Here, you take the threeear." Um, but so that means that we we are we are actively looking for another board member. >> Okay. So, as a board, that might be something we might want to start like >> outreach >> getting people interested in because they have to fill out all the
105forms and do like get signatures by what date? >> 26. >> And I think it's January 26th. >> Oh, I thought it was February. >> No, I think >> I think it's January. >> I think it's like six weeks before. >> Yeah. Yeah. >> What happens if no one like just out of curiosity, what happens if no one runs? We just act as a board of four. >> You um I think you can can appoint someone. >> Yeah. >> Uh I think Yeah, I I'll look into that. Um >> you supposed to like snap your fingers. >> You're on the board. You're move to Yeah. >> Somebody just writing. That's how we That's how we manifested, right? >> And you know, they can write, they can pretty much write anything in. >> Oh, yeah. Yeah.
106>> Yeah. >> All right. Um, Larry, thank you so much. I know this is a lot of work, and I'm really grateful for your expertise and advice, and I'm sorry if we disappointed you. >> Thank you. >> Over and over and over again. Yes. And thank you all for the board, too. That was that's a a lot of um I know that that weighs heavy on me. >> All right. >> I would love to call this meeting at 7:35. >> Great. I'll make a motion or Yeah. Does that motion? Okay. Second. >> We have. >> All right. Heather >> I me I >> Bye guys. >> Good night. Stay healthy. >> How you doing today, >> Christine? >> Yes.