001You are live. >> All right. Well, welcome everyone to the September 4th meeting of the Westminster School Board right here in the Westminster Center School uh right at the beginning of the school year. So, it's great to be here. The meeting is called to order at uh 6:02 p.m. We'll do a quick round of introductions. Let's start with >> Andy H, Superintendent Schools. Karen Winfield, Westminster School Board. Chanel Charles. Um, Margie Perry, Westminster School Board. Liz Hardy, Pennsylvania, Westminster School Board. >> Team Biosci, Westminster School Board. >> I should have said Westminster School Board also. So, happy to have everybody here. Are there any adjustments to the agenda? >> I don't have any. >> Okay. And any communications and public comment? All right. Um, we have two sets of minutes to approve. minutes from August
0027th and special meeting on August 20th which was an all school board meeting. So a motion to approve the minutes. Make a motion to approve the minutes. >> Okay. Margie has moved that the minutes of August 7th and August 20th be approved. Any discussion? Any corrections? >> Just I wasn't here so I can't approve. Well, I approve them but I wasn't here. Right. I also wasn't but >> Oh, I was I mean I guess that's >> Yeah. Yeah, that's interesting. Um we could you have to you can ratify them next meeting. >> We can uh take action to approve them and then ratify them at a meeting when we have a quorum. But we'll never solve the problem of >> not being here. that we had a quorum for the we had a quorum for
003both meetings. >> Yeah. Yeah, we actually did. >> Well, I was here for the next meeting. No, >> you guys were here for the last one, but >> the lynch pin is Charlie. >> Uhhuh. He was He was >> He was here for both of them, but Karen wasn't. And >> he wasn't here for the second one. He was here for the first one. The first the regular meeting. So, I think we can conditionally approve them and bring them back for ratification for another at another time. >> The the ones on the 20th we >> I think let's um come back and revisit this actually as I think out loud uh and at the end of the meeting and because we will be and we'll separate them out and we'll be here and we'll have
004two different votes. That's what the way we should do it. Sorry for not having figured that out. >> All right. We'll start with the principal's report. >> Sure. Um so our current enrollment is 124 students. Our attendance rate is 98% over the past week. Our summer program, as you know, we provided um programming for between 15 and 20 students for four weeks and tutoring for 18 students for five weeks. That cost our district $16,213. Um our all school meetings have started off. We had our first one last Friday. Um, this is an the first one is always an opportunity to meet new staff. Um, to greet each other, to be together as a community, review our expectations. Um, I always lead the first one and then classes get an opportunity to lead one. We do
005it every other Friday morning at 8:15. Um, we're excited to be partnering with the Boys and Girls Club of Bridalboro. Registration forms were shared with families last Friday. The programming will begin September 15th and members from the Boys and Girls Club will be here next Wednesday, September 10th, between 2:30 and 4 to support families with the sign up process and with applying for subsidy because likely um you know the advertised cost is $500 a month for family, but the subsidy is so accessible that likely most if not all of our families will have quite a reduction in that cost. Um, so I just I encourage families to apply for the subsidy because they it would be very rare for a family to h have to pay for the full by. Um, they gave me an
006example that a family of four that was making a household income of $141,000 would be expected to pay $275 a month. So >> that's just somewhere to think about. Mhm. >> So, anyways, we'll have uh support here next Wednesday. So, hopefully we can get people um because I know that $500 a month is kind of scary for people to think about and and different because we haven't paid for summer school summer programming or after school programming in every year. >> Um but before ESSER, there was a cost for a summer and after school. >> Um Camp Kiwen, our sixth graders will be heading there September 29th through October 3rd. Um, sixth grade has attended campen for a number of years and this is an opportunity for students to attend the five-day experience to engage in
007experiential learning outdoor in an outdoor setting. Um, and the community building really sets the stage for the rest of the year with our sixth grade. So, we will definitely be hearing from them once they return. They love to come and share their experience with our school board. Um, >> There's Charlie. Hey, Charlie. >> Yeah. Good. Um, Studio Y will be up and running. Our first group of Studio Y will be going there on September 16th. Um, hi Charlie. >> Each class will head to Studio Y about four times a year and the learning there directly ties with our literacy curriculum. So, it's an extension of the learning that's happening in that classroom on a day-to-day basis. I wanted to give a huge uh shout of gratitude to our full day prek because as we welcome
008classes of kindergarteners who have experienced full day prek for as a four-year-old, we're just seeing such a a shift in being able to navigate our building and our cafeteria. Um being just prepared to be in school for the full day. So that's just been a really delightful experience. Um, solar update. Our walkth through is scheduled for September 18th at 9:00. We're also talking with Victoria about our farm and field day which would be held on October 31st. And um, we proposed that Southern Robot Solar run a station in our farm and field day which ties in nicely with the whole theme of the day being sustainability. I had some points on my sip. So, I misunderstood how to present the SIP to the school board. So, I'm going to wait until October to officially share
009the SIP with the school board because it'll need to be approved and need to be on the agenda. So, um the four SIP goals are on my um report, right? >> But I'll be officially reporting um in the October meeting. >> So, questions for for Liz? I've got a couple. Yeah, that's great. >> One is that I was, you know, really pleased to see that we're at 124, which is what we had predicted. We had some new students come in. So, did we lose some also? >> Yes. That So, we had some families move and >> we had anticipated some family movement, but we usually don't count it until it actually happens because we know that plans definitely change. And we had about seven new students um come to our school. >> So, I was
010surprised by that. the seven new students and having us stay at the same number that we projected. >> Yeah. So, >> that's a good end result. Was there a comment? >> I mean, I just want to comment. I feel like this school year off to such a smooth start. Like, it it felt like the kids were so ready to go back. They the paperwork was so easy to do. I know I said that already, but it was really nice to do that paperwork this year. It was much shorter. And it just felt like things feels like we're finally out of like the challenge of co but it also just feels like you guys have done a nice job really making it easy for kids. >> Thank you. We have mostly of all returning staff. So
011that's been way easier for people to understand how we operate as a building and yeah it feels that way in the building too. I can just add on that and share that what you're saying we've experienced and I would say all of our buildings even even buildings with new staff the new staff coming in has just been a real it it's been smooth transition and a lot of positivity so it's been really good >> one thing I'd also add in the newsletter unfortunately the Westminster West community fair people sent out uh an early newsletter that had the wrong date >> and the one that went out to our families therefore said that it was on Sunday. The fair is actually on Saturday. >> Okay. >> And um the the our whole farm to school program
012was invited to be in the parade if any of the students wanted to come. So I thought it was unfortunate that that our newsletter had the wrong date. But the parade will be, you know, Saturday morning and we're featuring or honoring uh all the local farms. >> And so because the Westminster Elementary School has a little farm, >> uh our students were considered farmers. So all are invited to be part of the parade if they want to be. >> Okay. I can put out additional communication. >> If you could do that, that would be great. Um the assembling for the parade I believe is at 10:00 and the morning at the school the parade where people can decorate their bikes and there will be recognition for the farmers some little banners or something >> some
013races little you know races >> that's later. >> Yeah that is afterwards. I just wanted to say that there >> but I was just starting with the fact that the farmers would be honored in the parade and um >> so anyway if you can share any of any of the little any of the family members who want to come or that kind of thing that would be and do we still have our banner so if there's anybody wanted to >> have that and walk with that. >> Yeah, >> that would be that would be great. And as usual would be a fun day for families and all of that. But anyway, good report. Thank you so much, >> Charlie. Welcome. >> We need to return to um the approval of the minutes. So, we'll have
014two different motions now. One to approve the minutes of August 7th >> and then a separate one to approve the minutes of of August 20th. So, let's start with August 7th. Okay. >> So, moved. >> Yeah. Margie. Okay. Moving to approve. And so, Charlie, you and Margie and I were at that meeting. So that's a quorum. Uh and so there's a motion on the floor. Any further discussion? >> Okay. All those in favor? >> I oppose. All right. So the >> August 7 minutes are approved and then a motion to approve the August 20 minutes. >> I move. >> Okay. Margie was fast. >> Okay. And that vote was significant because we didn't have a quorum there. Um and we voted to approve the CBA for the support staff at that particular uh meeting. So
015all those in favor say I. >> I. Any opposed? >> All right. Thank you. So both sets of minutes are approved and that's a good thing. Thank you. >> Thank you very much. >> All right. New business. That's Andy. The budget schedule. So, um, what what you have here is actually a draft of Rockingham's um, and what we worked out with them as a timeline and as a preview. We're hoping to have all budgets approved by December 19th and the SU budget approved before Thanksgiving. So, it's a it's accelerated, but we feel like confident that we can get there. Um, and so knowing that you very similar to Rockyam kind of you don't have a a subcommittee that does the finances and knowing that there's just regular business that happens. The recommendation is to use
016your alternate meeting date >> as a budget only. We put no other business on there, you know, and and you know u and then if something pops up, we would have a special meeting separate from that. So, like we're very focused on budget. >> Um, and that budget would be, you know, what we're hoping to have is, and I can put together a um what that would look like, a timeline based on this if if this is appropriate for you all. Um, but really is getting the board to let Liz know what are those priorities that you all see. And we're not talking always the dollar priorities. We're talking what are those educational priorities. >> So the example I use is like >> you want a science you want a Spanish curriculum going on. Liz
017needs to know that now so that she can build that into the budget, >> you know, and and what what's happened at some of our boards is we're going we're like almost at the end of our budget processing and then some great conversations are happening but it's too late. And so we really want to have those goals up front um so that um we can build those in and and be able to present a budget but then knowing that we may have to make some adjustments as we go along. So um >> and we have historically focused on our alternative meetings but you're making it even more clear to have them just be focused on budget. As I say we have done it but um that that's very helpful. Any any comments or questions for
018Andy about that? >> I have a question. So, our regular meeting will be the first Thursday and our budget meeting will be the third Thursday. That's correct. Okay. >> Which conflicts with the Athens Grafton board meetings on some occasions? >> They are the third Thursday, I think. >> No, the second. >> Cool. Very good. >> So, every it when Nicole and I map this all out. >> Oh, excellent. Excellent. Well, that way you can be busy every day. Well, and I'm kicking myself a little bit, but but I think it's really important because what I've noticed over the last couple of years, and again, I don't think it's >> any it's just what we've had to do, >> but when the budget is part of the regular meeting, something gets watered down. >> Yeah. So,
019you know, so whether we're Liz likes to bring teachers or we're going to bring students and then it's like, well, we got the budget and the meeting's really long, so we're not going to bring those. So then we're now we're leaving that off and that's really important. >> And then if it's like it's getting late and it's like, oh, now we're going to go to the budget. How much focus is everyone, you know? And so that's that was the kind of the catalyst for this. The only time this would um I think if it kind of alternates a little bit is when we get into December that we use uh we would move the budget on to the regular meeting because of where things stack up getting close to the 19th and we want to
020have that extra time. So that would be the only time that we would maybe have two meetings on budget stuff. And I think we have to remember is to plan for our frequently asked questions for the voters and anformational meeting for the voters to make sure we really plan to schedule that >> in like February, right? >> Uh yeah, that's correct. >> But just kind of looking ahead again. And this backs it all up also so that we're not racing to get articles done where sometimes, you know, we don't have them perfectly done and and this would give boards enough time to kind of just >> go through that you get your your budget's complete. We go into the holiday time and we come back and we adopt articles at that point or even more.
021Well, we have to have ours for the township, >> but yes, but >> so early. >> Um, just we we spent a lot of time this summer trying to the the timeline I know Westminster town has its own town line or timeline, >> but the timeline falls around town meeting day. So when we have to have things warned by and stuff like that is town meeting day >> except that those articles have to be approved in advance so that they're included in the town meeting book which is goes to the printer really early which is for us. >> No way. No. Yeah. No. >> So the earlier the better. The other aspect >> the other aspect is the audit and you know as it's been recommended to us that the audit be fully complete so
022that we actually have really accurate >> and I think they're on track to do to getting it done um you know within the the month or so. So we should have those numbers. Yeah. Know it's >> yes >> it's a lot of work that Ed and Constant and the and the folks have done in the business office this year. A lot of heavy lifting. So >> that's great. Anything else then Andy? >> Just so I if you're okay with this format, >> I will adjust it to kind of meet your >> your time, your dates and things like that and then I will email it out to you just to look at it and to go from there. So, >> okay, sounds good. >> Yeah, thank you. So, of old business, this topic of the
023solar update has to do with um the need that we have as a school district to do everything we can to get the rebate, to get the incentive monies back, the $138,000. >> Uh and it's been the case that the business office actually started on this a very long time ago, like nine months ago, and then with changes in the business office, it's gotten dropped for a while and picking it back up again. And I will say that, you know, Ed and Constant are working to be on top of it and it's also complicated and the IRS puts people on hold for a very very long time. So, in looking at all of this, both Southern Vermont Solar because they're concerned about us and and I and I'm sure all of us are concerned concerned
024enough that I reached out to my own tax accountant uh and asked her if she might take a look at this. She's been my tax accountant for a very long time. She's very good and she, you know, I put in two solar installations. This is not the same as what we're doing here by any means, but she certainly successfully got me my rebates for both of uh both of those. So, I suggested to to Andy and to Liz and to the business office, I talked with Constant about this in some detail. I'd like to propose that we um and I think Liz, you've already done this, have a purchase order up to the amount of $5,000 to hire her on an hourly basis to try to succeed in getting this done. And I think with
025Liz having e executed a purchase order that would put the money in this year's budget. And it's my proposal that we move tonight as a board to expend that up to that $5,000 amount out of our capital reserve monies for the energy efficiencies. The monies that we set aside for that. This is a part of that process. >> So that's my suggestion that we have a motion to that effect. Yeah. I I just want to clarify. So your your motion if if passed tonight will switch the 5,000 out of the current operating budget to using capital reserves. >> That's correct. >> Because I want to let the business office know. >> So Charlie, you made that motion. >> Um maybe not right. But what I was going to say is I move that we spend
026$5,000. authorizes the spending of $5,000 from the capital reserve fund to conduct an independent um well to to your tax person to try and achieve success with rebates where others have failed. I don't understand. So that's complicated, but I don't understand the the general fund to tax to this point. How do you think the money is coming out of somewhere and going into somewhere else? >> No, no. Uh it it's just that she started the process of creating a purchase order and all we're doing is clarifying that that fulfilling of that purchase order, the funds to be used are the capital reserve monies for energy efficiencies, which is where our solar project was funded from. Not out of this year's budget. >> Not out of this year's budget. >> Nothing controversial with that. Okay. >>
027Yeah. >> So, I propose that authorizes the use of $5,000 from the capital reserve fund reny >> to pay for an independent accountant to try and achieve these rebates for us. >> Thank you. All right. Any other discussion? >> I'll just say she's tenacious. She's worked with me forever. She's the kind of person you want to be your accountant who looks at every single detail. >> And for the record, Victoria did say we probably need someone to do this from day one. She's been saying it for months. >> Yeah. So, so we'll do our best with it, but she's willing to take this on. At first, her response was, "Well, I I haven't said this, but she certainly worked with nonprofits. She is a CPA. She's a tax accountant, so she knows how to do
028all this stuff. But she also knows this is untested waters working with our federal government right now trying to successfully get the incentive monies back will not necessarily be easy." And when she thought about it previously, she said, "I don't think anybody's really prepared to do this, so I'll I'll tackle it." >> You're sure? Given all the hurdles that she might face, the 5,000 is enough. >> Well, you know, she's she's uh her hourly rate is $250 an hour. I figured potentially $10 uh 10 hours for each of two projects because we have two projects. We have the roof initially and we have the field and they each have applied for a registration number and each has been denied >> because we don't have all the information that they want and yet the information looks
029quite straightforward. So, I I just know that she'll be tenacious and if anybody could do it >> and and if it starts to run close to the that up to $5,000, we can come back and let the board know and if you need to expend more funds, you can >> still do everything to be really cost effective for us. Not >> So, anyway, we can vote, right? >> We have to vote. >> Yeah. >> So, all those in favor? I >> Any opposed? >> All right. Unanimously. Thank you very much. uh the rural school community alliance update. Um a couple of things about that. Um Rockingham voted on Tuesday night at their board meeting to um the the the motion that we passed in in August and all the other districts had passed to remain
030in a supervisory union and to be willing to talk to neighboring districts about uh other possibilities. So, I did submit as was part of our original motion and as the SU board approved it in June, June 18th, um I submitted Andy and I together submitted the letter to the redistricting task force today just to have it in the record that that's our preference. uh their next meeting is next Wednesday and so I submitted it on on our behalf today and got the affirmation back that they've received it and that they will share it with the members of the redistricting uh task force. So that's um moving along as well. There's really a very significant number of towns throughout the state that have already taken this action uh and that will continue to accumulate. Uh, I'll
031send you all the letter that we submitted to today. >> It's from what I read the what you sent out that information, it seems like is it's a more flex. It's more it seems like there's can still you can still maintain a little more local control supervisory union versus supervisory district. >> Absolutely. Because you still get to have town school boards. >> Um, one of those just to talk about that for a few minutes today. There's a lot of concern about um potential risk to small schools and one of the one of the aspects of that is that a town can choose to be a town can vote to be a nonoperating school district. they could, as some towns in the state have done, put into a legal agreement that their children would go to
032another town rather than opening it up to choice. So, for example, in Holland, Vermont, they still have a school board, they still have a building, and they entered into an agreement with uh Derby, I think I have that name right, to have their children go to that school district. So, it still allows for board engagement at the local level. Uh there's a possibility that one of our neighbors might be looking at I'm not going to talk about SU right now. I'm talking about another neighboring town might be looking at doing something like that believing that if they stay a town school district and it's only the supervisory union model that allows for that a school district a large school district forces all boards to be dissolved and you have one school board for the many
033towns that are a part of it. So the supervisory union model does allow for more town engagement to continue. So if there were a scenario where a small school in a town, the only school in that town, let's say, um, had too few students, then everybody thought it was wise to close it. if they stay a town school district, they could, as the years went on, if a change in demographics occurred, this has actually happened in the Holland when they chose to uh close the small school there, they had something like 19 kids. They're now up to 60. At a certain point in time, the school board and the town's people could say, "We have enough kids to open again." But if you close completely and you dissolve the school district, you lose that option.
034So just talking through this, I've had some big discussions about this today. I feel like we're learning even more in this process about ways that can achieve the outcomes of cost effectiveness, but taking care of kids and trying to in our case, you know, not have them on buses for long times and and really keeping them um close to home with high quality education. That's really the the goal. >> Did that >> Yeah. >> And we keep, you know, the the the comment letters that we have submitted through the rural school community alliance to the redistricting task force and we'll submit another one again in the next uh day or so are really trying to help educate the task force members about the differences between supervisory unions and supervisory districts. So I guess I don't
035understand what would what would be the big change >> if we stay a supervis like what >> if we stay a supervisory union. >> Yes. >> Then the the one of the things we're committed to exploring is whether we might become a larger supervisory union. So maybe Springfield as a school district joins our a larger >> Well and I I think the other piece that we have to be very transparent about is WNESU may cease to exist. That's right. >> On a redistricting. And so Westminster could get redistrict into Windham Southeast >> and Athens Gra Athens or and Grafton could get redistrict into Windham Central >> if they if they still exist, right? And so, you know, um but but theoretically the difference between the supervisory union and the supervisory district comes down to like
036the current model. But if you've got 15 local districts >> in a supervisory union, those >> that's 15 meetings >> basically that are meeting as opposed to a supervisory district where then there's just one meeting of a representative board. >> That's right. And I think yeah, that's the big the >> So, so Andy is unusual and and cherished for being open to the idea of a larger supervisory union. A number of superintendents around the state, you know, simply don't want to even consider that many. >> Yeah. I mean, at the end of the day, it's what's best for our kids and and and and I think >> and everyone has different opinions on what's best for our kids, right? But I mean I think that it's you know the governance of whether it's a supervisory
037union or supervisory district I don't see affecting the change of what a superintendent at that level is going to do other than attending more meetings. >> But like we became part of a different district what would happen at the district like what would happen with district level employees? >> So we we actually just had a meeting today. We were discussing this. Um so essentially if this were to go through so um that the once new boards were established >> so the first thing is they have to redistrict >> then um then wards have to be assigned >> that's if there's an emerg district not the model >> sorry okay so but um but then even if there is a new supervisory union. >> Okay. Then they have to hire a superintendent. >> Uhhuh. >> And
038probably a business manager and probably a curriculum director, probably a special ed director. And they the state anticipates that that needs to be done at minimum a year before a merger can finally go through. So logistically, there's some concerns about how you would manage that because you have superintendents who are currently sitting and assuming that some of them might want to do this, they're going to potentially get picked up to to oversee this merger into these new SUS or SDS or whatever they are >> while they're still in existing local districts moving forward. So that's that's some of the complexity of what would probably happen. Um but it's just unknown of what those new district lines would potentially look like. I mean it could be Putney gets drawn into if W is stays like they
039could say we're going to add Putney in. I don't know, you know, I'm making it up. Well, if uh Westminster, let's say, were drawn into another union district, would the school closed and the kids go on buses to somewhere else or no? >> Not necessarily, but it, you know, it's all kind of unknown. in in a in a supervisory district model, there is more potential that that new board could decide that they need to consolidate down schools. And so theoretically that could happen. Now there are some levers in there. So it's it it's much more complicated than I just said it, >> but >> I think that is the the point that in a supervisory union there's more local control to >> Yeah, my understanding Margie's next and then we'll come to you. Go ahead.
040I I've been thinking a lot about the like the types of problems that we're experiencing and one of them is just low enrollment, you know, overall and needing to consolidate because there's low enrollment in some of these smaller places and we need to make it into a bigger centrallylo thing. That's like what the prevailing idea is. But when you talk to people about the population in Vermont and how it's grown or like or declined over the years, it's really variable. I mean that within our I mean when when um Craig was here, he was talking about >> how this school had like 250 300 400 kids in it, you know. >> So like within our lifetimes, we've had these huge shifts in population. It seems to me like the bigger something is, the harder it
041is for it to be nimble and accommodate these differences in population. Whereas like if you have some smaller schools like what you were suggesting >> a a supervisory union with like some smaller things that maybe you close the school but you don't necessarily close down the entirety of that correct thing. Then you can nimboy open back up if you need to in the future. like it feels to me like a bunch of small schools feels more malleable can can adjust to those changes more easily than a larger structure. So I think I think that is I'm not just talking about the building itself. I'm talking about like even some of the maybe some of the governing bodies as well. You know, that's just my own sense of it. That makes sense to me in just
042like an ideology way. I I don't I don't know. >> I don't know. >> Karen's next and then Tina looked like you wanted to say something again. >> I think, you know, just thinking about what I understood about supervisory unions is that you could combine supervisory unions, but it would still allow for local control in the schools. In other words, that's sort of this satellite thing. So, we have a supervisory union here and maybe we combine with the supervisory union central or you know um whatever south southeast or something like that. So, the supervisory unions for me are the possibility of local control is all I'm wanting to say and um supervisory districts is not in my view and my understanding of it. So that's all I'm wanting to say. So the flexibility that you're
043talking about, you know, we have it in a certain way now still. You know what I mean? But um that's the difference for me. And so that's what I'm looking at is seeing whether they're talking about supervisory unions, which is what I would love as opposed to supervisory districts. So I don't really know which one means. I'm waiting. I'm going to wait to see what it all >> I know. I know. I know. is I I just I think the so how the central office and the superintendent's office and all that will function >> that will pretty much stay the same no matter what it may in in the structure. >> We may have to add people because you've got more people you're you're having to payroll and stuff like that. the the main differences
044is in the governance of boards. Supervisory unions have local boards and then a supervisory district. So more like our government where you have a federal government and then you have local state you know government and in a supervisory district you have just that one representative and you have like no state kind of thing. It all goes there. The only difference at the superintendent level for those two structures is under a supervisory district you have one EIN number >> which is your tax number and everyone is paid out of >> one district whereas right now we have five >> right >> so that's five and we create we create five budgets >> right so in a supervisor district you create one it's just bigger And here you create five. So there's slight differences, but the biggest
045difference is in the governing of the boards. >> You're right. Thank you for that. >> I don't No, I just I just think it's like there's some parts of it that seem like counterintuitive like when talks about like we have this like you know it's always happens where we have rise and swells like in small single strand schools especially like you'll have this classroom will be open now. We might have a time when in two years a big bubble class comes through. But it seems like if we do this thing where we're like in the state, not here, but like closing schools and doing that, that's going to me people aren't going to stay in the state if they're losing their jobs. And so it's kind of counterintuitive. Like if we want more people here
046or more a bigger tax base, I don't know why we're closing things and consolidating so that people don't have jobs cuz people are going to have to lose their jobs in this model. Like superintendents are going to lose their jobs. Central office people are going to lose their job. Teachers are going to lose >> 20%. >> Yeah. >> 20% is what they say. Well, if you go from >> 20 20% of the educational workforce is anticipated to be to not be in existence >> and a bunch of kids on buses, >> which is like all those people. >> Well, and add add to this if you will. You know, one of the things that the alliance keeps asking for is that if the premise was improved educational quality and saving money, the evidence is not
047there to show that there are cost savings or that the kids have done better. Yeah, they haven't spent in the budget. >> Um I I'm with you Marie on the in the passion where you express what you express. I think the cases we've lost that one We've lost that. So the barbarians have decided otherwise >> for whatever reasons that they are prepared to sacrifice 20% of the workforce. They know that's going to happen. >> It's not over yet. >> Well, okay. But as of this point, >> there were there were majorities for a policy that would sacrifice 20% of the workforce, would make kids ride two mile two hours in buses, >> and they didn't care. So they for whatever reason, whatever benefit they thought they were getting. No, it's Cheryl says it's not over,
048but I don't I think I I asked you last time is how how do we string this thing out for the election of people get get ready to change their votes? If I could just add one more thing and I think it kind of speaks to both what Teen and and Margie was saying as superintendent and one of the conversations we have is while having the smaller schools and and there's benefits in in that our infrastructure is in really bad shape, >> right? >> And so therefore there's not enough money. I mean, there's no money in school construction right now, but I mean, if there were, you're not gonna have enough to go around and fix all these like little local schools, >> and they need a lot of work because there hasn't been money
049for over 20 years put into buildings. And so the cost so if we think of costs to that might get you know a school in Derby or wherever like like it may need so much money that it's not coste effective to keep that school open >> and that's the concern that >> superintendents have around that and it's it's not trying to take away from the community it's just is that the best use of local votes. >> Speak to that for a moment. Locally, though, in that we've been able to in all of our schools use a combination of ESSER and local capital reserve monies to and we've looked at that 20 year what are our expenditure needs. So, we're in better shape than >> we are. We are we we tried to position this SU
050and our and our capital um and facilities to upgrade as best we can and and and to do that. And I think that over the last 10 plus years or even more like I mean the you know if you think of the additions at Rockingham Central and Saxons River the Rockingham school board kind of foresaw that and they did that. You guys did that here with the gym and things like that. So that was all free >> and so there's been upkeep and upgrades because if you don't upgrade your facilities >> Yeah. you know, and then if you close a school or you you keep the school building, but you keep, you know, you send the kids off to somewhere else, you're still having to upkeep that building. And that's, you know, so so and
051I think that is some of the issues that are happening in some of our even areas that touch us. >> Correct. >> You know, and and in in trying to upkeep those buildings and then there's a huge cost. So, >> right. So can we move from this into the Boseis discussion because the Bureau of Cooperative Educational Services is one model that's used throughout the United States uh and is being introduced to Vermont. Bring us up to date because southern Vermont nine SUs or something like that has really come together in the state of >> Yes. Well, we've we've had eight eight districts or SUS have joined a collaborative that's the Vermont Learning Collaborative and um and we I I sit on the board and it's been, you know, it really was work of uh I'm
052going to butcher her last name, Stephanie. She was the No, she's the special ed director for Windham Central. She's left, but I don't >> She has a hyphenated last name. can't think of it off the top of my head, but her and uh Zach Mclofflin, who was the superintendent at Springfield, so that's how long this goes back. >> Um really got the ball going. Uh we were able to take over an existing collaborative, which was the Vermont Learning Collaborative, and then um we went through an executive director, brought on Jill Graham, who's the current executive director, who had a lot of knowledge in upstarting and bringing this. And um and so Jill has really stewarded um the collaborative in through the Boosezie process and worked with the state so the state understands the Bosey process
053because the state like adopted it and really didn't understand it. >> They passed the law a year ago. >> Yeah. and and and Jill's done a great job of doing that. And it's also been really, you know, making us aware of going slow to get go fast >> because like people are like, "Let's start a program. Let's do this. Let's do it." It's like, "Let's go slow because if you you're going to spend too much capital and that's the problem is you spend too much capital building programs." So they've already begun a program down in Windham Southeast at O Grove. >> Oh yeah. >> Um and it's a three four classroom and they're starting with uh four students. Uh we actually have one student who is uh been accepted in there and has started this
054year. >> Okay. >> Um which will end up being a savings because the cost of that student going to another program out of district was pretty high. So, this is a a savings for that student. Um, and so getting that off the ground and that that classroom is supposed to eventually go up to about eight. That's the capacity for students there. But they're in a school building in in a regular day in a school building as opposed to a separate school somewhere else. Um, Mountain View um was the first to uh adopt the articles of um for the Boosezie. Um and then Springfield uh school district adopted the articles um at the end of last month. Uh we brought it to the SU board. It was tabled. >> Um but uh Windham Southeast is supposed
055to uh move for adoption uh this month. Um so is Windsor Southeast. Um Windham Central I believe is looking at October. Um and um Two Rivers is also looking at adopting um this month I believe. So >> and I just want to know what is it what does it give us? Why why would we be members versus not members? So when you access programming from them, you are getting a savings for being a part a member of that. So if it normally would cost a non-member, >> it's 20%. I read that >> right. So so whatever the cost would be, you're getting that reduction. >> And the more >> the more districts that are in that are a part of it, then there's more of a savings that goes on. But then as districts and
056it is part of the model as districts who are you're actually trying to get districts who are not part of your Boseies to come in because that's where you're going gaining a lot of revenue. >> So um that is where the cost savings is and so just like the collaborative the more SUS and SDS that are involved that reduces our yearly our annual subscription. By hour, you mean >> hours? >> This district. >> So, >> like, let's say this kid who's we're saying a kid gets sent could be sent on a district. That could be an $80,000 cost in a district or more, right? Let's say 100,000. It's the easier math. >> Yes. >> So, let's say $100,000, right? And then it cost $20,000 to be in the Bose. We get a 20% savings. So
057if we send this kid to this other place at a discounted price, it only really takes a couple kids who would be sent out of district to make up that cost of joining the those things, wouldn't it? >> Yes. The the cost savings is that we're not just having one kid go, right? Right. We we've got about 10 kids that are out of district in places. And so in the lineup >> when you look at what is the because the other piece is the cost for extraordinary cost of a kid going out we get reimbursed at after $66,000 we get 100% of that money back. >> Okay. So we've identified after the last SER report which I a special ed extraordinary costs report um that we're probably going to get back about $800,000. Mhm. >>
058Which is actually going to swing the SU final bottom line into the black. >> Outstanding. >> Okay. >> Right. But that's because it the the way the system is now designed, it incentivizes us to send kids out of district to programs that are not we don't control those programs, right? But I've got to have six kids at least come back to make it even break even. >> So that's like so but with a Bozy I can send a couple kids and I'm breaking even faster is just a second just in terms of hands. Charlie has had his hand up for a while. So go ahead please. >> I'm sorry if everybody else knows but what does Boozie mean? >> Yeah. >> Board of Cooperative >> Educational Services. It's an acronym. >> So is this a
059special ed program? >> No. It's a collaborative model where you look to save money and special ed is one of the areas where it's proved to be most effective but not the only. Transportation, professional development, those are all examples. >> Yeah. Tell us when you when we buy programs. What does programs mean? When you buy a program for those people, >> you're you're program meaning you're sending the student to a classroom. It's a specialized program >> and saving money versus sending it sending them to out of district as we're talking. He said student with like extraordinary behavior needs or extraordinary academic needs that can't their needs can't be met in like extraordinary needs of one kind or another. >> Yeah. >> Be fulfilled in house. But in theory, >> you could create the Boosezie could
060hire an an AP teacher >> and all the schools that want to send kids to that are paying a a cost for that as opposed to >> the the district holding that that FTE. >> What do they have now? What does the Moosey have now? >> Mosie has the the the program down at Windham Southeast. >> It's just started. >> It just started. a classroom for special needs. >> Yes. Okay. >> They've been offering professional development for uh quite a while. >> They've also been offering um contracted related services. So, they've been hiring. >> We haven't had a need to get into it. Other districts have where they don't need a full-time speech language pathologist. They only need a part of one. >> Yeah. So the collaborative um hires the speech language pathologist and then
061contract that then they get a piece of that and of that related service and so they only pay for what they need. They're not carrying a full FTE type of thing >> and we get 20% off that. >> Yes. >> Karen has your hand out. So you >> have to ask you the the question that got asked didn't get answered. So, let's just say given everything that exists right now, what is the fee for our membership? >> So, I think we we did say it was 19,000 this year. >> Yes. >> That we're currently in. >> Yeah. >> That's with 8 SUSDs. >> Yes. Okay. >> Okay. >> Yeah. >> If we went to five, only joined the Bozi, that cost would go up. >> Yes. So, so I mean, so, so it's it's it's
062depends on how many join the Bose. Yeah. >> That will determine what our costs are. Yeah. >> Then as programming, whether it's professional development or other um >> other types of services, I think that maybe a better word than program. Other services that the Bose can provide >> and draws in more revenue. Yes. >> Then that will reduce down the annual >> annual fee. Yeah. That much I do know. I think it was just trying to track what it was with just the membership right now and it's 19 >> so all of us were sent the articles of agreement in advance of the August 20th meeting of the wind of the wsu at that meeting it the discussion then led to postponing a decision on whether the SU would join it's the SU that will
063join not the local boards and that'll be discussed again on September 17th and I just thought it was helpful for us to have this discussion here to understand it better. A couple of other observations are that the Vermont legislature passed the this legislation literally a year ago July >> and it really is designed to accomplish a lot of the same purposes in terms of efficiencies financially that Act 73 is trying to do. And yet if we and we the state haven't yet fully implemented it then it turns out that the southern part of the state these eight or nine SUS and SDS took the lead to form a proposal to the agency of education to be the first of these boards of cooperative educational services in the state. The agency of education has approved it
064and has opened it up for member districts to join SUs and districts and we're in that process now. So does that Yeah. >> The one other thing that I read in there um is that there's a board right there of the Bosei. >> Yeah. >> You're on that board. >> So So once once like it all everyone's decided if they're going to join or not join, >> then it it will be the SU board will determine who will be their representative. >> Right. And you're on the Vermont Learning Collaborative board right now. >> I'm not on the Pose board. >> Okay. Because as it stands now, they're paying they can pay one member of the board and it's the treasurer who is youth. Well, >> I ain't getting paid for full disclosure. I am not
065getting paid. >> No, you're you're not. But they reserve the right to do that. Those are two different structures. Vermont Learning Collaborative is a 501c3. The Boseies is a new entity approved by the state that is not a 501c3. It's an agency. >> Right. And so they can also they can accept grants at that point. Yeah, >> by being a Boosezie, they can accept grants and it can help um facilitate grants. >> Okay. >> The collaborative can't do that, >> right? >> Um >> she just showed that picture of all the people on the board of the Bose, >> right? >> No. Well, it's it's No, it's the Vermont Learning Collaborative. It's not the >> But everybody Why'd you put that on there? That was >> Read it. >> Well, because we're we'd be the
066transition at this point. It's the transition piece of it um as we go through a transition to whatever is going to be um that piece. But we just did, you know, um we just had a meeting and it was not a Boseie meeting. It was a Vermont Learning Collaborative meeting and I was reappointed as the treasurer and someone was, you know, and the secretary and all that stuff, but it had nothing to do with Boosezie. >> Uhhuh. >> Because no one's not everyone voted. I just I was like, "Wait a minute. I don't I think it's a conflict of interest to me. We're >> and and to be very honest with you, it's it's I tried to have that be reserved about that because I am on the board and push the services of the
067collaborative. I've only suggested that we, you know, different folks look at those pieces if it's beneficial >> for our students and for our district. And I want like so if it's Heather Willis Doxy or if it's Dev Cardane or something like that, they are taking a look at it and they're making a decision if that is best for us, not myself because I don't want there to be a >> Gotcha. I'm noticing that we don't have Fact TV with us tonight. >> No, but I'm recording. >> Thank you. Um so all of I just you know it's good for us to understand this. uh and you know again whereas there is not a good research base to show cost savings from consolidation there is cost savings around the voseis model all around the United States
068I think it's at least 38 states I forget how many right now have have something like this they call them educational service districts ESDs in a lot of the states uh Massachusetts has a really robust system that's where Jill Graham came from >> so it's it's worth our looking at to see whether we can get enhanced cost effectiveness and serve kids better without losing what we've got that serves towns in terms of local government local engagement which is what >> I'd be looking for a combination of those benefits. >> Yeah. One more example would be we've had a kota for many years. A kota is a a certified occupational therapist assistant um who's retiring who has done work placement job coaching with some of our really high needs kids. So takes them out to work
069sites and does things like that. She we've been looking for a replacement and trying to find someone because she's going to retire at the end of this year and go. She said to me just yesterday, "Find me some kids." I I used to have 20 kids. I've got like two now. How do I justify bringing on a full-time FTE next year for two kids >> when I can contract with a Boosezie for a fraction of that cost? So, that is a savings to our district or to our SU as opposed to carrying a full FTE, which is $100,000. I might only pay $30,000. >> So that's and I get a quality person because they're hiring a quality person and then that person's working in a couple different districts. >> Do you see any use for
070it? >> Yeah, I mean we're currently utilizing the >> resources learning collaborative. >> Yeah. So, anything that is framework like that because you're right like hiring too like we can't hire like finding part-time positions or filling that type of role is impossible. So, being able to collaborate like that. >> Great. Thank you. So, so again before the September 17th meeting at the WNSU, I'd urge people to look at all these materials more closely and the rural school community alliance and the documents we've submitted to the redistricting task force have cited the potential value of the Boseies. It's in our literature as well citing evidence >> and and Jill did say that she's open if you want to give her a call and or reach out to her email. She can answer questions directly. So, >>
071thank you Thanks everybody. Yeah. So our next topic will require our going into an executive session. Uh um the concept for the motion is to uh discuss the um pavilion building project. Um premature knowledge of the circumstances around it would put board and the individuals involved in a disadvantage. Uh it's a contract related issue or a personnel matter. So for that reason uh suggest that we uh move to go into an executive session and then we invite the principal and we invite the superintendent uh to join us in that discussion. We would excuse Tara um who's taking notes tonight uh and have her come back I think in about 10 minutes. I don't think it'll take long at all to discuss it. But may I have a motion to that effect? >> I so move.
072Thank you so much. Going to executive session for the reasons that >> pavilion. >> Okay. >> Conversation. >> So, put Terra in a waiting room and then we'll be back in about 10. >> Are you going to vote? You got to vote. >> Oh, I'm so sorry. I always forget how to do this. Take a roll call to to vote to go into an executive session. Uh so, all those in favor? I opposed. Thank you for your help. Okay, the board is out of executive session. No action needed or taken. Uh we'll move to director's comments. And let's start over here with Tina. >> No comment. >> Oh. Um I think the start of the school year is going really well. Kids are just really loving it. I'm glad to hear that that's your guys's
073experience as well. Um, we're just really looking forward to things as they roll out and I'm excited for the year and I love the new the the the timeline for the budgets that I think is going to make I think that's going to make a huge difference and not have that crunch. So, thank you for doing that. >> Good. >> Yeah, I thought we had good discussions and uh and and was very happy about the meeting. >> Good. >> Yes, good meeting. Thank you. Um I also have a letter to read to you all. >> Okay. >> So dear Cheryl and fellow board members, it is with great sadness that I submit my resignation from the Westminster school board effective immediately. As you know, I've sold my house in Westminster West and will be moving
074to Brad in September at which point I no longer will be eligible to serve on this board. This has been my this one will be my final board meeting. I didn't know about the other one in September, but I think we should just leave it as it is right now. I was surprised to discover recently that I've been a member of this board and its predecessor with the name of which I can never remember um for five and a half years. Time very well spent in wonderful company and doing our part to keep our brave little schools true to the highest standards academically and socially against the rising tide of hatred, neihilism and bigotry. We don't know what challenges our students will face in the de in the decades to come. But I'm heartened to
075say that I have encountered no disagreement on this board that the best preparation there can be for whatever there is to come for them is inclusion, tolerance, love, hard work and a love of learning for its own sake. >> I wish you all well in this continued endeavor. >> Interesting. So, I'll I'll email this. Please call. >> Yeah. I wanted to say also the kids that ride on the school bus are going to miss you. >> Well, I know necessarily we haven't discussed this. >> We haven't discussed that part yet. One step, slow down. Slow down. >> I need bus drivers. I need bus drivers. >> My intention is in forever >> and is that and see how that works. >> Well, that's great. Give it a month or two and then we'll see >>
076because I know that has mattered to the children. >> In in that time you can train Karen on how to drive a bus. There you go. >> All but mighty. >> Yeah, >> that's what we need. >> That's right. Well, immense gratitude. Thank you. Thank you, Charles. >> Thank you. remarkable experience and I'm very pleased uh by the congeniality and the and we did have a you know a split recently which I thought was a sign of good of good health by and large we were in very close agreement with one another. >> Yeah. >> Because I think we share the same values. >> Yeah. The next meeting of the Westminster board is October 2nd. And so in the meantime, stay in touch. >> Thanks everybody. >> And I'm going to pass out something to
077you. This is the end of the meeting. >> Yeah. Meeting is adjourned at 7:19. So there is