001We are live. >> I'm gonna send Mrs. Straw a text and said we're live. I guess that's just confirmed. >> I'll give it you sent me. >> Okay. >> So, you should be able to log in. >> Okay. Yeah. Okay, we have been confirmed that we are live. >> Pull up the agenda for you real quick. We will Chris is doing that. We'll call this meeting to order at 6 p.m. Please rise for the pledge. >> Pledge to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Roll call here. Mr. Hamilton >> present. >> Mrs. Gouch >> here. >> Mr. Hurst. >> Mr. Oliver >> here. >> And Mr. Gentiel is present. Open meeting compliance check.
002>> Check. All right. And we are on to item number five, the budget workshop agenda. What we are all here for. So, >> okay. Thank you very much. So, um uh to the uh to our if we have people watching at home, I wanted to let you know that um you can find the uh description of the YouTube video at um https semicolon backbit. Backbudget retreat 2026. Uh if not, you can watch live. you'll see all of us interacting and then the link is in the description of the posting. So, please take advantage and follow along with us. So, I want to thank the school board for being here and anybody who's watching. I want to introduce Tim Stelmocker who's uh our budget consultant. Tim, thanks for driving down from West Ben tonight. You said
003traffic was light. That was good. Um so, so just to kind of set the stage set the stage with the board. Um, part of one of my reason when Tim and I started talking about the budget calendar, which traditionally once the final budget is submitted and approved by the board in October, uh, a lot of districts will then begin in November, moving on the next budget. Um, Tim and I have been talking about the budget since November and December. And really, it I experienced a budget retreat in my previous district. He talked a little bit about it. So we were ready to launch launch this. The goal of tonight is really to learn the history of budgeting from 93 to the current year in the state of Wisconsin. That's changed. Review the budget process from
0042627 school year for for the 2627 school year. Increase our school budget vocabulary and knowledge. Uh this is word soup. And as somebody who has been involved in it for 28 years, I still get to learn something every single day from Tim. Uh share historical trends and current state of key budget items. Review staffing and enrollment trends and their impact on the budget. Share the BARD forecast model and link to the future budget and how it links to the future budget. So you'll be able to see uh we'll go through a little bit about the importance of the relationship we have with Baird, which a lot of school districts do, and why that is so important. um go through budget assumptions and put potential additional revenues and expenditure and then discuss uh pay increases for
005the 2627 school year. So, uh let's jump right in just to kind of go through this and I'll read this for the people watching at home. Um the budget process for 2627 is we review current budget trends. This has been for Tim and I. This has been a a a newer experience because we're building it together. Um have involved uh Mrs. Schul too just to look at where we are, what we're seeing as trends for this year's budget and how that impacts the next budget. We developed assumptions, a timeline and did a collaborative analysis. We created a fund 10 which we'll go over in fund 27 budget entered into Skyward as a check for us. We collaborate with bear and finalized the forecast model. So then we take that information from Skyward and we put
006it into the forecast model so we can see how it how it appears and are there any concerns or alerts as just a double check for us. Um we finalized the board budget workshop. Um and then we reviewed salary increases and then um that'll happen today. We'll discuss salary increases, I'm sorry. And then at the next board meeting next Tuesday, our goal would be to approve the preliminary budget and salary increases. And then uh in June, we'll update the school board on the on the 2526 budget. July, we meet with the auditor. But in between there, we'll still run in some scenarios, run in some budgets, and then we'll give the board a full budget update in August, annual meeting September, and then certif certification of equal equalization aid comes from the state end of
007October. I think it's supposed to be October 15th, but uh then we'll have a final budget in October. So, that's kind of the budget timeline. In the future, you'll see this type of timeline in December, so you so you're aware of what to expect throughout the uh end of winter and spring into uh summer and fall. Okay, let's kind of go through some key historical developments. I'm not going to read this verbatim, um but I am going to give kind of like a an overview and synopsis. and Tim and I have gone through this and he'll step in and correct me or add to it or um so in 1993 94 um Governor Thompson introduced Wisconsin Act 16. It was supposed to be a five-year temporary period and it set up what we know today
008as our revenue limit. Okay? It was a way to control school spending, minimize the continued growth on the property tax owner from the levy side and as he and this was just supposed to be a fiveyear. Well, here we sit we still have the revenue limit today. One of the key and I and I I I don't want to get into too many of the the weeds here, but one of the real keys once they made a permanent 95 is you are going to see um a 200 uh per pupil increase and a new low revenue ceiling. So to make sure that every district was getting at least a fair shake based on your local levy. Um and then 97 to 2009 and this is really important basically uh the revenue limit was going to
009increase based on CPI or the rate of inflation. Okay. So basic so we're going to go over what the revenue limit is and talk through that but I just want to give you the history right so it revenue limits were introduced some adjustments in 9596 the target was a the goal was five years from 97 to 2009 it was based on inflationary so basically revenue limit would increase with inflation maybe just one comment yeah and that was because I live in westbend uh that area uh just outside of Milwaukee when they introduced revenue limits that was based on where everybody was the year before and some districts like Mecoan could have been spending 14,000 per full-time equivalent. Westbend was maybe 9,000. So it in some ways it locked in the disparity and then over time
010um especially the last four or five years they've raised the base. Uh so Westbend has moved a little bit closer to uh say some of the more wealthier districts. Yeah. If you were a if you were a high spending district in 93 more than likely in the 2000s you were a high spending district. If you were conservative, I came from one. We were in the bottom in El Corner bottom 10% in people spending. That's where you've remained. So, and it's interesting because if you look at comparison over districts, you can see that trend from 93. So, then Governor Doyle in 2009 basically removed the CPI increase to revenue limits. Okay, this was again supposed to be a temporary fix with the goal of restructuring funding but he faced some major headwinds. Okay, so that 2009
011eliminates the uh perpetu funding then so you can take a look. I put this in um and we'll come back to it just so you can see this. This comes from the legislative fiscal bureau. The top line is if the revenue limit would have continued to increase at CPI. The blue is where it currently is. So you can see if it was maintained Governor Thompson's goal, districts would be about 3500 per pupil. uh have 3,500 per uh per pupil increase in their spending or revenues. And then the um if you take a look, we're going to get in that black line, that black line right there. This kind of gives you an overview of it, how they arrived at that 3571. I won't go through this. Um it's people at home can review it and
012you guys have it in front of you, but it just lays out some of the changes. But in 2010 or overview of 11, I'm sorry, 2011. This is when act 10 came in and that's when you saw that's where you saw that black line with that dip. All right. And that was a goal to that's where we they restrictive collective bargaining, limited base wages capped at CPI, required employee contributions for pensions and health insurance premium. unions had to do an an annual reertification banned required dues and then you can go through some of the political fiscal impact and then and then the current legal status. I I will say this um there's a lot of unknowns but there are two pending cases surrounding school finance that may hit the Supreme Court this year and next
013year. So one of them is a challenge to Act 10. I'm not making any predictions. I'm just sharing it's there's a chance it could get to the Supreme Court. So, and another one is about the discrepancy in districts um on their per people revenue. Basically, some are higher, some are lower. And then part of the only way you could truly increase your your revenue limit is through a referendum, primary operational, which is why we've seen such a significant increase in those in the last four to five years. So that's these are just the the history. So um so I wanted to give you that context so we could you have have some historical context. Uh as we're going to get into some school finance word soup here a little bit. Um Tim you want to
014talk a little bit about these six funds a little bit? >> Sure. General fund of course is the the major fund or the operational fund. uh fund 27, special education. And what's unique about special education is every district in the state of Wisconsin has more expenses in fund 27 than they do revenues. So every year there's a transfer from fund 10 to 27. We will see that a little bit later in the discussion. debt service. Uh typically fund 38 would be board approved. You can go up to a million dollars approval by the board rather than going to uh the residents and taxpayers. Fund 39 is for capital improvement. So that's where the payments for the referendum just passed uh a year or so ago uh come out of. And we also do a levy
015fun 139 is also part of the levy and it's based on really the payment schedule uh that we get from Barrett every year. The next one capital projects we actually could add one more number. 41 is for capital improvements and that would be under the revenue limit if you will. So if we put if we budget some uh monies and even levy in fund 41 it's going to reduce 10. So 10 38 and 41 those three together cannot go over the revenue limit. 10 38 and 41 >> is cumulatively or individually over the >> cumul of those 10 + 38 plus 41. >> Okay. >> So if you levy less in fund 41, you're going to have more money under the operating uh uh fund uh general fund. And what's nice about the general fund
016is there are fewer limitations on how you can spend the money. If if uh we would um ask for more money or delegate it to fund 41, we must spend it on capital improvement. >> And then we could add another number to 41 and 46. That would be fund 49. We are currently using fund 49 because of the referendum. That money goes into 49 and then the expenses are paid out of 49. Food service I think is self-explanatory and community service is relatively new. I think we approved that about uh in fact that was last fall maybe >> uh with the school resource officer being one of the drivers uh of that fund. Uh I was just in a virtual class led by my son who's the business manager at Kettle Marine and uh I
017was looking at 23 districts and some of the districts that were represented in our class do not have a fund 80 and of course there are some restrictions um of what you can budget for and then of course the board would make the decision we want to add that to our levy that is not controlled by the revenue limit. >> Yeah. >> Last year we used that for coaching stipens because we opened it up. We used the basketball floor I believe school resources big >> fund 46 was the one we opened last year. Right. >> Correct. >> And fund 46 you're right. Fund 46 is also a capital improvement fund. And when you open it, you cannot spend out of it for five years. That's what I was going to ask. >> And uh I
018would say I was hoping I would see that when I started helping Silver Lake two years ago that we had a fund 46 already because then we would get we would get uh get to spend the money if we had more than $1,000 at the moment uh in that fund. And um more complicated but not for tonight is what's the difference between 41 and 46. It's how you spend which fund do you spend the money out of of whether it counts for state equalization aid or not. Uh but let's talk about that at another time. So before we go on where we're going to start getting into kind of our budget trends, are there any questions on any of the funds, the history, word soup, any any of the >> any exposition? >> So here's
019the revenue limit. The revenue limit you can see in the middle is state aid and property tax. property tax we reference the levy state aid equalization aid right okay so that's and that makes up the revenue limit so we're going to talk about the revenue limit calculation first um that is Tim you want to I guess I'll I'll let you kind of describe it real quick >> sure membership also known as FT full-time equivalent that's a little bit different than the so-called butts and seats. So membership would be FTE and then you would multiply that times the maximum revenue per member. What what's happened in Silver Lake the last three years they raised the minimum what I would call the base revenue limit to 11,000 per FTE three years ago. And then under the governor,
020it's gone up 325. And there are a couple of things that would raise that beyond the 325. I'll talk about that later, but for the most part, we would be in the neighborhood of 11,000 um what's three uh 675. >> Yeah. So, we would take the three-year average of membership. It's always the three-year average. So, if you go down really fast or if you go up really fast, the three-year average smooths that a little bit. And I would say from my experience, that is an advantage to districts. Gives you a little bit more time to decide what you want to do. An FTE is calculated on a revenue worksheet. It's resident enrollment. In addition, there's a calculation. You get FTE reimbursement for the size of your summer school. So, we're so because of our referendum,
021we won't have a summer school this year, but as we talked about in relationship to the school calendar, the goal is next year is to increase that summer school participation to the best of our ability. And one one more comment, look at the equals revenue limit with no exceptions. And there are some exceptions that um that we'll also talk about just a little bit later. But that is really the basic equation to calculate the revenue limit. So this is the per member distribution of the revenue limit. This is a state look a state graph from uh 2425. So as we talked about it in 1993, take a look at the difference. Wow. Yeah. And then uh the state average in 2425 was 13,360. If you look we would we would look at the year 2025
022that was 13 thou our silver lake was 13,113. So if the average was 13360 we were at 13113 slightly below the state average but close. Any questions? I give you this. This is uh just a graph. The bottom is just the revenue limit. And this is where Tim got into talking about no exemptions exemptions. Um, and then with all exemptions, the the black line is the low revenue ceiling. You can see that started to go up in 2024 where they raised it, but it's been it's been flat since. And then you can see that with all exemptions, you can start to see a little increase. And that was the result I think Tim right correct of the 325. Yes. Yes. >> And then you can see and Mr. Hurst this is important when we went
023to Salem Lakes and had a conversation because if you look at our three-year FTE average which is primarily summer school which we don't have a huge summer school program historically but it's decent. But this shows our resident majority of this is resident enrollment. We'll talk a little bit about the importance of housing. >> Yeah. So, um, so I just wanted to show you that. So, it gives you kind of crosswalks back to the historical context. The state aid. Now, state aid is your equalization aid. Jim, you want to define that for the No, basically, um, all the municipalities like, uh, for me it's the town of Westbend. they have their own their own uh valuation of my property. Yet, every municipality, whether it's the city of Westbend, does it a little bit differently. Sometimes they
024do 90% of the fair market value, sometimes they do it 100%. The state has a process where they have they evaluate everyone according to the same standard and then that is called equalization of the property value and that's the number that the school district will use to determine the levy um that we're responsible for. um a little bit more on state aid. State aid um is there are like three levels, primary, secondary, and tertiary. And the whole objective of state aid is to try to equalize a little bit the difference between uh the poor districts in the state like Florence way up on the UP border as well as uh some of the really wealthy districts like say Green Lake near my hometown of Ripen. Green Lake because they have um if you have lake
025property that really skews a little bit more towards wealth and Green Lake I just learned uh from the class I was co-hosting uh receives no primary aid or secondary or tertiary aid at all. It's all from the levy. Whereas some districts would get not only primary and secondary, but because they're uh I'll use the term poor as we look at the whole state, they would then for every dollar they would spend, they would get maybe 20 cents on the dollar. And that's part of the equation that you're incented to spend spend more to get more aid. If you're a little bit more wealthier district, you if you spend more, spend $1 more. Sometimes you have to pay two cents on the dollar of what you spend. Silver Lake is right on that cusp of between
026secondary and tertiary aid. That is a not a lot of people really understand how that whole formula works. And I would say in general I do, but um not like the instructor of the class that Chris and I were were in. >> His name is John Stelmarker. Yes, it's his son. >> Sounds like a pretty arcane formula. It's um >> I sometimes um it's it's more complex. That's a great comment. It's more complex than most people realize yet. And some people will argue, well, why don't we just do it like our checkbook are really simple? And I would say from what I know and from uh from John at Kettle Marine District, uh he makes a really good argument that it's actually um pretty good that Wisconsin does it that way. If you're uh Lake
027Geneva, some of the districts around there where you're not getting a you're not getting any tertiary aid, you're actually paying, you're probably not getting much secondary aid, you maybe would try to argue the other way. But if you look at all 420ish school districts in the state, um from my experience, I'm I'm still in favor of that until someone puts uh a proposal that would uh could be explained to help everybody and there's discussion out there and Tim correct me if I'm wrong. So you've seen so basically as we talked about you have two buckets, right? Here's your here's your pie. half of it's the levy local taxpayers half it's the aid one goes up the other one get one goes down the other one gets bigger and vice versa right if the if and
028you're seeing districts use um operational referendums to increase their size of the pie right >> that is correct >> so then what happens to the amount of aid they're also getting right so if the pie gets bigger that gets bigger. >> So there there was discussion I've never looked at the numbers but MPS passed an incredibly large reine passed a large referendum. So their pie got bigger operationally right not capital. And so then what happens to that aid? There's only so much aid that's in there. So what happens to the rest of the districts? You get less aid, right? >> What happens to your levy then? Yeah. So that I I I I don't know what John Stelener would say to that comment, but I know that's been a discussion in many school boards around
029the impact of referendums. I'm not saying it is. I'm just saying that's been a discussion. >> It could be problematic, too, when the referendum runs out. If it doesn't get renewed or they don't pass another one, all of a sudden you get the pie shrinks quickly. >> Yeah. In fact, that that also is is a a nice comment. I was uh working with a district probably similar in size to Silver Lake 2017, so long time ago, and they had a sixyear nonrecurring referendum. Non-recurring means that once the voters say yes for six years, in the seventh year they have to up it. And then the discussion in this district among the residents was okay um we should vote the next one down. And at that time I said let me tell you what's going to
030happen just from my experience simplified that is if you vote no in the next six years for one year the the taxes for property owners are going to go down but then it's going to leapfrog. Whereas this district would get 20 cents on a dollar. So they did pass another six years. So if they're spending more money, the state is actually giving them 26 20 cents for every dollar that they spend. So, but it all depends upon how do you compare with all the other districts in the state. Are you really wealthy or somewhere in the middle? And I would say Silver Lake at the moment is somewhere in the middle. And then you then you've also heard at the state level um in this bianium budget they didn't the there was no dollars were
031not pushed into aid and then property taxes went up or equalized value I should say went up right so the levy went up less aid that's why they're talking about property tax relief right now and they're also looking at as Tim brought up in the additional dollars going into special ed because so many districts are seeing an increase in their fund 10 at the end of the year deposited into to cover up for some of the shortfall in fund 27. So that's why you hear those conversations at the state just bringing it to some current issues >> and sometimes uh you'll have groups in the state of Wisconsin they maintain that if there's more state equalization aids districts have more money to spend. No, remember the formula, revenue limit, taxes, state equalization aid. My son
032defines state equalization aid as tax relief. And I think that's really not a bad way to look at it. Doesn't mean you get more money. It just means that you're >> levy portion of the revenue limit would go down. >> Yep. And the revenue limit in 93 was designed to make sure spending in schools didn't didn't grow too fast. That's why the CPI. So, it's I want say it's a conservative model because we as we know that with how they set it in in 93 with different districts, but it's designed to slow the amount of uh uh dollars going into public education to ensure uh the taxpayers, you know, we're not seeing incredible spikes. Um this is kind of an overview of our equalization aid. As Tim talked a little bit about the primary, secondary,
033tertiary, you can see silver lakes here. I gave you just a quick chart just so you could kind of see it because I think that's important as we talk about the two pieces to as John Stelmarker say would say the tax relief. So you can see that there's been a decrease in the last two two years. Now we're up for a bianium uh budget next year. Correct. I think so. >> Yes. So you can see some of those trends on whether additional dollars, additional aid was given um or not, but you can see the decrease in the in those because the pie is set. It's what half is owning a little bit more. I thought this was an interesting slide and um I wanted there's some highlights here. Um the bottom right this came from
034uh Department of Revenue. the equalized values um in the 20 in 2025 show a 10% increase in Salem Lakes on the equalized value a 0% increase in the amount of new construction corrected me on Monday and said that that 10% what they see is actually closer to a 15% increase in so I'm just saying what the state says and they said But we saw an increase in in val equalized value in Salem Lakes. All right. Before we go, any questions on revenue limit equalization aid? That was a that was a 34 minute explanation of school finance. I'm sure everyone here and watching are experts. But uh we're now we're going to get into some other trends. And this is kind of getting on that expenditure side, right? So if you look at staffing, one of
035the things that I've learned, and Tim, please correct me if I'm wrong, is you can always ballpark about of your budget, you're looking about 75% is related to staffing. Right? So kind of just show you some trends here from Silver Lake. The first one I wanted to show because we've had some discussions I believe in February when we were looking at our OPED benefit. What I'm going to get up and kind of walk over and show you this came from Bear Analytics. And I want to show you just so you know the black line. The black line is the average and I took comparative schools in CISA 2 that are in our region that are K8s. Okay. Some are bigger, some are smaller, but you get the gist of it. So this is from years
036of service zero to 44 years of service. That's the average of every school here. There every staff member is a dot. Okay, we are in blue. Okay, so you can see where we are. That's that's the scatter plot and that's the line in the middle. What I wanted to point out and we'll discuss this later on is these are our staff members below the average in one, two, three, four, five, six that are below that CISA 2 K8 average. All right, you can see that as we go up and we'll we'll show this the average tenure of our staff is if not the highest the highest of all of these. So that's why you see this data leaning heavy on that right side. I just wanted to show you this data because Barrett Analytics pulls
037that and I thought that was worth showing. >> Any questions? Do we we have one dot down there? >> Yeah, that Yeah, that's that that's probably a contract of service of some sort. Yeah. Yeah. Who's been here a long time? Yeah, that is a Yeah, >> it's pulling the >> random. Yeah, >> just making sure it wasn't this. >> Any questions, comments, thoughts? >> We got some work to do. >> Tim, anything? >> No, other than I didn't see the doc when either I could all your focus. >> I know. I know. Now, now it's like now I I can't stop seeing it. >> Yeah. Yeah. Uh so I thought this was pretty interesting. Um this is a uh again maximum average years of service. Okay. So, so you can see if I'm at Brighton,
038my maximum, the oldest staff member I have is 20 is 25 years of service, right? And then the average is 5.97. Okay, you follow that. If you go over to Silver Lake, our highest is 31. And actually, that probably doesn't include um No, 31. And then um our average is 13. So when you start doing some of the the the differences, it's pretty significant difference. And that's why the good news is we can celebrate that people come here and stay here. One of the potential discussion items comes back to the left side of this of here. >> I was going to say no wonder they stay here. Why wouldn't they? >> Yeah. >> When all all of them are up at the high end of that spectrum, why would you go anywhere else? >> So,
039this is kind of interesting. So, when you take a look at this, I got the arrow right this time, too. So this is an in this is an interesting chart that I I wanted to show the the chart the bottom of the the top of the chart is the percentage of of students with disabilities in our building. Okay. So if you look Silver Lake 14.3% of our students here have disabilities. the percentage of staff is 28.83. If you calculate the ratio on that, that would be the highest staffing for special ed. It's over 2:1. So, I just thought that was an interest as we look at some discussions as we move forward. You know, remember as we came back to our the first part of our discussion, the pie doesn't grow significantly. What's in it
040kind of gets it grows a little bit. 75% of your our staff of your budget goes to staffing. We have this is where we start talking about budget priorities. >> Questions? >> So, you identified our disparity here. Um, did you, as I'm not a numbers guy, so it's hard for me to look at it and see it right away. Did we identify which is the uh low end of the extreme and then the uh high end of the extreme outside of us to see where we fall as far as medium. No, I didn't like but if you look if you look you just divide the uh >> we are the high >> top number >> we are the high end I'm saying if you take the next below us the next high end and then
041also the >> I have not low end no it's a good question >> just to see where the the median is >> it's not a big deal I would >> No yeah but it's a good question >> and and I and I can't I was dyslexic and there's way too many numbers on this identify right Right. Yeah. Yeah. Yeah. >> But you could see like in Fontana. >> Yeah. >> There it's almost proportional, right? If I divide 18 by 13, >> right? >> You know, I'm going to get point whatever, right? Um here proportional. >> What's that? >> The Norway is actually >> way higher than us. Yeah. Proportional. >> Yeah, that's right. Yeah. Yeah. Yeah. Yeah. That's right. Yeah. >> That's that'sreme. I maybe would have a comment, Chris. Yeah, go ahead. That >>
042normally uh when I'm helping a district, when I first start, I I run some total numbers of fund 10 and total numbers of fund 27. And I've seen the total expenses, salary benefits, and then uh what they're spending out of grants. Um, I would say I am looking at probably about 15%. And out of 17 districts, the lowest has been 14 and the highest has been 18%. from Silver Lake. I would say last year our budget was maybe uh 6 and a half million in fund 10 and I think we were just over 1 million in fund 27. So my quick math not so good as some of you guys but that's about 15 or 16%. So I go on to the next thing that I'm looking for uh for an outlier. Yeah. So some
043enrollment trends. Just wanted to take a look here. Um this is district enrollment. It's staffing. So the uh the the blue is uh regular ed. The the purple is special ed. And then you can see the the trend line for district enrollment. This is just a snapshot. And then you can see the um uh number of staff based on assignment area. So here's some open enrollment data. I thought this was work. Now when we see open enrollment just re this comes when when we get open enrollment data we get additional aid in and out. Correct Tim? We get additional monies when someone is non-resident in Silver Lake and is accepted as a student here, >> but it doesn't increase your revenue limit, >> but does not increase your revenue limit. The opposite if if one
044of our students is open and rolling out, two things are happening. one is is we're paying the district that they go to in the coming year about $11,000. Uh and but we get to count them as a full-time equivalent for the revenue limit and also for state aid. So you can see on the top left the yellow and orange chart, you can see that we've had a trend going down of open enrollment out and a trend of open enrollment in going up. The net enrollment aid transfer can be misleading because in this bienial budget it was agreed upon to increase the amount of dollars for district for open enrollment and it was a pretty significant jump. It went from around 10,000 to 11,000 928. >> Yeah. Yeah. So if you're a district where open enrollment
045is in is 105 and out 63 that will benefit. So whatever the difference of that is what 42 >> whatever 42 times 928. So say around $40,000. So um that that we tried at this early stage we tried to take into account. Mhm. >> Um, and then I I put the again, you saw this before on another slide, the revenue limit three-year average here, just because again that comes down to that FTE, that's the resident enrollment plus the FTE reimburse for summer school. That three-year average, we just wanted to show you this because sometime that's the only way you can increase your revenue limit, not through open enrollment. So just to clarify, you guys keep saying FTE members, right? That is any student aged person who lives in the district regardless of what school they
046attend. Correct. >> Just want to make sure make sure we're all understand FTE is fulltime >> fulltime equivalent. Yeah, >> that's just membership. They use FTE. >> So they would have to be enrolled in another district and even that it's a split that we just talked about. Otherwise, they have to be enrolled here in order to receive the entire but we get no membership credit for open enrolled in. We just get the benefit of the tax dollar or the the aid if >> Yes. Correct. >> That's what I'm saying. >> Yeah. It doesn't change your FTE your membership for the revenue living. >> FTA is kids who are >> Yeah. They say full-time equivalent. Yeah. Yeah. And maybe maybe one further explanation if if you have um 4K four-year-old kindergarten or in some cases even
047early childhood. Early childhood because they only attend half day counts 0.5 for the revenue limit. And then 4K uh usually that's a half day. That would count 0.5. But if you have some uh other programs that bring parents in to um listen to whatever the topic is, you could go up to 6. And I would say from my experience as a consultant, out of all the districts I've seen, whether I'm consulting or not, uh there are maybe eight to 10 in the state that are stay at 0.5. And I scratched my head like why don't they just do a little bit more effort and they could get uh six which is okay. It's a tenth of one FTE but that would be $1,000 for every kid that's in the >> in the program >> and
048and we do have full-time >> we do. Okay. >> Yeah. And I think the other benefit is and this has been I can speak to my previous district who doesn't have a district sponsored 4K all day 4K where other districts in Walworth County do. We see open enrollment for families coming in for that >> and then you're making the assumption that they stay. >> So now you get nine years of of open enrollment. So, we're losing a little bit because we can't quite get to the It's still not counted as a full LTE, but hopefully that continues as as they move into the get that addition elementary school. >> Okay. Yeah. >> Does that number also include homeschool? >> Question. >> No, that's Yeah, that was my question. I don't think so. >> Um >>
049because you said it wasn't in seat, but it was >> I don't think kind of stack kids. don't count at all. No. >> Um, homeschool does not count at all. >> Private school does not count at all. Right. >> Pardon me. >> Private school does not count at all. >> And then homeschool if uh I am aware of some kids in Westbend that would would come to the high school and take two courses. They would then count I don't know 0.2 or 0.25. And one of the reasons they'd be doing that is so they could go out for athletics. >> I was going to say because they still have to offer them athletics, don't they? >> Yeah. That's right. You have to be able to >> You have to be able to offer um gym
050class and they have to be able to participate in sports. >> Um any of the school clubs, I believe. Is that correct? And as long as they do that, they do count. What What is it 2? Yeah, it would it would be not the full 1.0 FTE, but probably based on how many courses versus how many uh courses you could take during the day. >> Way back a long time ago when I was in high school, I think we had seven class periods. Uh five classes was the typical. Sometimes you would take six, but you couldn't skip out of fiat. So, six would be the the maximum. >> Okay. We don't offer virtual, but if >> Yeah, time out. Yeah, we do. >> Yes, we do. >> Options. >> You didn't let me finish. I
051>> wasn't either. >> Yeah. Sorry. >> I'm going to give you a T. >> Oh my goodness. Keep >> going. Sorry. I apologize. I can't even remember how he's going to ownership. If you had virtual, it'll come back >> back to mute my lane a bit. >> Okay. So, if you have students that are virtual going to Walworth, how does that affect the FTE? We get to count them. >> Yes. >> Okay. >> As long as they're resident. >> So, when we look >> at our students, right? But so the concern always is is that they're residents and they go somewhere else. So with another virtual school in the area. So that's why we keep those we try we that's one reason behind the strategy of the partnership. >> So we pay a certain amount
052but not the full amount. >> Correct. Right. >> I Okay. >> Yeah. We're making >> but they're part of that the FTE that we're talking about for us. >> Yep. >> Okay. >> Correct. Good question. And then go ahead. >> No, I have another question. But >> then the other the other the other benefit too is is attracting homeschool families who want to be as Mr. Hurst was talking about more selective in their academic program, >> right? Maybe they want a blended model, which we can do, where they're coming in maybe one or two days a week and then we're coaching and guiding them through the next three or four days, whatever they they come in and assigning work. So, it's it's being it's creating a menu for families so they see us as their
053destination, but also to keep them in our in our community. >> Yeah, it's a good question. So on slide I'm sorry slide 22 >> just had a question which was that >> the special ed staffing enrollment >> is there a formula that people look at because obviously there's a there's a great variance when you look at all these districts but you know like I look at it and see that >> 30% or close to 30% of our staff is being responsible for 14%. That seems like a like I mean I know you pointed out it's 2 to1 but seems like a really large disparity like when they look at when you look at other districts around the state and I know this data is there but >> is there a magic number that you look
054at to >> that's what I was asking about before. >> Yeah. I don't you know what in my experience this conversation has never been it. What Tim and I talk about and Tim I'll let you build off of this. districts get the next year reimbursement flowth through dollars of So you hear that conversation right now of you're talking about special education categorical >> category I'm sorry categorical aid I apologize categorical aid at about what 32 supposedly yet the legislative bureau was anticipating a growth of 3% and the real growth of costs for special education has increased eight. So instead of the 42 this current year, we're expecting probably according to the best numbers we saw in the class uh just finished was maybe 38%. We budgeted 37. If you remember back, uh we budgeted 37
055because I made the recommendation not to believe 42. It will go up next year to 45. I don't believe that number either. I think it's going to be maybe 39. So um but there is some reimbursement and historically >> pardon me. >> Is that some sufficient dollars? um that is uh some sufficient. The state puts money into a big pot and depending upon how many claims for reimbursement there is that will depend upon whether the percentage grows or goes down. It was some certain you'd be guaranteed that percentage and then the state would have to fund it based on the rec the amount of students. Um, what districts do, coming back to Mr. Gentiel, Mr. H's question, what districts do in my experience, I'll let Tim, he has more experience in this space, is I
056I see districts being more inclined to add staff because they know they're going to get that categorical aid back. The challenge I see for that and Tim and I have had this conversation is you're still paying 60some percent of their salary. It's still a cost but for some reason certain leaders across the state their eyes light up because they know they can get a little bit back but it doesn't offset the total the total cost of the staffing profile. there was some information available and I'll go way back to 2012 when I was a full-time business manager and we were looking at our special ed staff at the high school and my special ed director brand new came to me and said you know what the state average is eight kids per I'll say special
057ed teacher and we have three So, we're showing a great big budget deficit. We should really reduce staff in that area. And we wanted to do that, but there's one thing that would possibly keep us from doing that. And that is in the special ed area, there's maintenance of effort. Meaning, you at a minimum, you spend as much as you did the year before. You can't go backwards unless there are some exceptions like someone resigns that would be an exception and if you don't replace then then you would be um but for the most part there's no state that I know of no state recommendation it should be so many students per certified staff. Do we know what that is here for as far as how many special ed kids we have to how many
058staff we have that are dedicated for that? Do you know what that ratio is? >> Like what he was just referencing >> the Oh, the the maintenance of effort >> 10 to one is it 8 to one but he was just talking about how you have eight special ed kids to every one teacher. Do we know what that is? >> I don't know. Only I can use is that ratio I gave you here that 28 to 13%. I could pull that up and show >> curious what other >> Yeah. Um yeah, that's why when you get um have the opportunity to maybe make you have to balance the budget, student impact and then with fund 27 look at that maintenance of effort and you get waiverss as Tim said based on how the people exit
059they resign you know other outliers you can get a waiver on that. So if the ratio evens out, say special ed students leave, you don't have to maintain that staff. You can >> is that >> um if special ed kids leave, um you still have to maintain the cost unless there are exceptions. >> And I'll mention a couple here uh under the assumptions that that we'll go through. Um Chris and I spent probably four weeks uh um a little bit at a time. This is not something that you can just sit down and do the whole budget because then you get other ideas or if you have a good partner, you go, "Well, wait a minute. Uh I don't believe that. Name your source." And it was it's been a really good go back and
060forth. But here are the assumptions that we made so far on our budget for next year. Salary increases 3%. And I put the parentheses CPI 2.63. Uh that has now been confirmed. And if you are bargaining with a unit, the bargaining cannot go above 2.63. If you're not if you don't have an active uh uh union, then uh the board can decide to go higher. So we at the moment salary increase is 3%. ICRA insurance. I thought a year ago when there was discussion that hey this is going to be a a really nice thing in a sense and then when we made the budget for this current year we figured okay and I don't know where we got the seven or 8% originally like say late August but maybe that was the the representative
061that we were talking so We we did that. Then there was there was uh I think maybe an estimate of 15 and then we start to lose control of the budget a little bit because it's not seven, it's 15. And do we have it into the software and then we find out that on January 1 of this year it went up 30%. So to to avoid all kinds of crazy stuff and based on what Mike Strobble and uh in conversations with Chris and Mike we're using 20%. Now remember these are just assumptions to start the preliminary budget right we want to come out we're cons you know we're we're looking at if we're increases we're going to what can we afford you know could could uh the IRA based on decisions we make in the
062next six months be less than 20% it could right but these are just assumptions to have to start building the budget >> and you're basing this assumption on a gold plan. >> That's correct. >> That is that's correct. >> We also have a silver and a bronze which we don't have to state funding a gold plan. >> That's correct. >> So that really could go >> That's correct. That's correct. That's correct. >> We're assuming high on an assumption for today for preliminary budget, right? >> So we're shooting high. >> Thank you. So, >> so this is where we're assuming that the the level of gold coverage will increase >> 20%. Yeah. Right. >> Which the other levels could increase, but it will be a lower benefit. >> That's correct. >> Do you remember that spreadsheet
063they shared with us? >> Yeah. Our goal is to come in here and go, >> hey, we can provide a great benefit. We can continue to maintain a market value of our salaries, which we'll discuss in close session. because we want to keep retaining the right people and all of our staff if possible and you know as we go through this we'd love to come back and say hey in October November it wasn't 20% it was 10% or it was 5% or we saw this cost savings we're just these are just assumptions to get to a preliminary budget so we feel comfortable moving forward >> and the other thing to remember is that plus 20 that would be January 1st. So the increases start in January. So what we will have are six months at
064the present which is already 30% over what we thought was the baseline. So, um, so in in Tim Stelmarker's brain, if he's looking at what what will that cost, instead of doing a really complicated multiplication, I go, okay, six months at 0% increase and six months at 20, that's 12 months at 10. So, same thing there. Uh the next line WRS Wisconsin Retirement System uh went first of all from on January 1st of this year 2026 went from 6.95 to 7.2 two. And I haven't been reading the newsletters as a as a member of the WRS, uh, but to be safe, we increased a tenth of a percent. Sometimes it stays the same. Hasn't gone down for a while, but that's the number that the district pays. The district pays half. In this case, this
065year, 7.2. 2 and then our employees pay 7.2. The next line, I'll just take this because I can speak a little bit to it and Tim can keep going. Um, we have five E8 positions in special ed will be eliminated. The board will vote on their resignations at the next meeting. Let me just quantify the five so you understand. One was a resignation in December which we did not replace. We have four more resignations. Okay. Three of which are certified teachers. The reason that we we hope the board approves a resignation and they're higher is those three we believe are really good fits to take over vacant positions left by retirees. So you'll see cost savings on the salary there also. So that that just so you know so there's not a perception that oh
066my god these people are leaving they're getting out right like that the three are residing so they can take full-time teaching positions two are certified one's going to be certified >> so we're eliminating the EA salary and reducing the teacher salary >> correct >> what's the fifth one >> the fifth one very good is a has been here three years and is just ready to uh retire and but wants to come back and up and that individual um we're getting some additional cost savings on benefits there. So we're so these are these are allowing us some flexibility on on some salary increases >> and of the five we're really losing just one >> two two >> one we already lost. Yes. And the other one >> now do these qualify for those exceptions you guys
067were talking about in regards to >> Yes. Which is why we asked for their resignation. >> Got it. That's what I assumed. >> So when you see a resignation then a then a recommendation for hire you're like what is this about? Why don't we just do an internal hire? >> False. >> Yes. Good question. >> In fact, we'll keep sorry. Is that supposed to be >> Yeah, I I >> it's been going the whole time. >> I I had one little like all like what what was that? So I think just Yeah. >> burning it down, baby. Um, Mike, you you made a really nice um comment and we'll come back to that how um how to put dollars to those uh five and whether we'll have any problems with the maintenance of effort and
068I don't think so because all of those will qualify as exceptions. >> Perfect. >> Membership we just maintained our three 396 FTE Again, the only way that could increase is by having summer school, but we'll have construction everywhere. So, next year. >> Next year. Correct. And then, which is okay. It's a three-year average, as you know. And then we went 0% increase and decrease in open enrollment. We just conservative because in our fund 10 budget, you'll see expenditures. This is the amount of dollars going out. This is dollars going in. So, Now we're gonna have some fun. The bear forecast model. Tim, you want to talk while I pull this up? Talk a little bit about the forecast model like why districts use it? >> The forecast model u basically has become more sophisticated since
069I started in the profession maybe in 2009 2010. And some districts will put financial information in and use that for their budget. But I'm old school and I take advice from my son who uses the model really quite extensively, but he also has his other budget and he wants them to talk to each other. So if there's an outlier on his budget or if there's an outlier on bear now the the job is why is there an outlier? Who's who's got the better information? I'm going to pause and interrupt Tim for a second. I met, we had it all set up for me to meet with Baird on Monday to do this process and they were sitting in front of me and we were looking at one of the numbers and Elise goes how did
070Tim get that number? I said why? She goes because it's exactly what the bear model says. So I told him that. So he doesn't want he wouldn't want to take a victory lap here but but I want him to understand. So go ahead, keep going. >> Yeah. In fact, if you scroll down just a little bit, um, no, I guess not. Revenues, I'll use the revenue number. Notice what we're projecting through the model. It's 6 million 492. Um, Chris and my number before he went to Berg was 6,500,000 even. So, um, >> that's awesome. >> So, >> not a big variant. >> So, maybe we got lucky, >> but in any case, >> the people at Bar were laughing like I'm like, well, >> so this so the bar model what it does is you
071can actually it will it'll pro uh project what your budget's going to look like three four years out. The challenge with that is there's so many variables. There's so many variables on state the state budget percentage increase in equalized value. Um so we want to just >> warrior projection changes every >> it does. Now Barrett gets really close. I will say and Tim you correct me if I'm wrong in the spaces I'm better on the strategy because I haven't done the the blocking and tackling of the work where Tim is good on both. So we're a good team. I just got to carry a little bit more weight moving forward. Um so but as in at my previous district actually my last two districts Dave Betts used the model at Wilmont. He he was a
072board member here and he was a very wellrespected business manager. And then Bill Truan at Elorn who was a business manager for for 40 years use the model very well. And I think both of them would say when they saw districts having a Monona Grove all of a sudden go well we didn't account for that. We didn't think about that. they would say they must not use the model because it just gives you the ability to kind of keep an eye on what it looks like and then it gives you the ability to kind of make some decisions now to take a look at what that could look like in the future. It's not a perfect science, but it's a it's a predictor. So, >> and even if you diverge from some of their assumptions,
073you're still they're asking the right questions, things that you want to be thinking about. >> Yep. Right. And yeah, you're that's that's a great comment because that's going to become an outlier and and now you don't have to look at I don't know, Silver Lake has maybe 1,000 line items for expenses, maybe 800 not used, but you can pinpoint really quickly. Okay, here's here's the first place we want to look to see uh whether it makes sense or not. So what Tim what we did to Tim's and John's approach which I really appreciate and like it and we'll continue to use that moving forward is we put it in Skyward. Then we take the Skyward data and we put it in the model and then I meet with Baird who are experts in it and
074then they go through and go oh let's take a look at this. You can see here not that you want to go through it but Tim and I did a revenue limit worksheet here. >> Schleser used to pull that up every >> Yeah, that's a lot to look at. That's a lot to look at. >> Plug in numbers and trying to >> Yeah, it's a lot to look at. >> He was pretty good at going through. He was >> Oh, yeah. Oh, yeah. The the the business manager, we took I had a >> 12 hour 12 hours of class on the revenue limit workshop. >> So, yeah, those guys who know that, they just bounce around. They're good. >> They're really good. >> Um, >> some of the most informative part of of those meetings
075>> 100%. >> What's that? >> Some of the most informative part of those. >> Yeah. Yeah. Um, so we'll talk about where we're why we're seeing increased revenues and then we went through put in our Now you see total salary and benefits. You're looking at just about only a $20,000 in increase. And we'll talk about where you you can kind of start to make insurance. Well, it's only only 20,000 which so we offset it by >> retirees reductions strategic because that's not 3%. So, so when you look here, we were predicting I think you have given the next slide, Tim. We're predicting a budget. We had some unique situations occur this year. Um, but I think we're we're we're >> Nice way to say it there, Mr. H. >> Sorry, I couldn't hold >> I
076know. That's all right. Um, we're we're we're we're keeping an eye on our current budget and seeing some trends that are leaning positive. >> So, we could see I would say that um I want to point out one thing. This is a really good uh if you look at line 30 the transfer to fund 27 >> this year if we do exactly the way we budgeted my opinion is will be budgeted fund 27 I can't tell you what the number would be yet but look at instead of transferring 868,000 from 10 to 27 it would be 587 and that really relates to the five positions that we talked about earlier and um I that's one of the big wins I think so far um by making our assumptions and we hope we can hold that
077but uh that that is a really big win for us >> and that transfer is because it has to be have a zero balance budget I mean zero balance right >> fund 27 does Yeah, correct. >> So that's why you >> you're you're overspending in front 27 and would need fund 10 to offset it. Yes. >> So if you >> if you went the other way and you actually had a balance, could you transfer it back to fund 10? Well, if if you went the other way and it wasn't um >> well, let's let's say we were going to transfer 800,000 >> and we find that at the end of the fiscal year we're only going to transfer 700. We'll never we'll never be higher in revenue. Okay. >> Then, but we can lower our
078transfer amount then. And then that 100,000 it'll be 100,000 less from 10 to 27. 27 never ends in the black. >> It always fun 27 is always zero. >> Y >> and for a business manager, fun 27 accounting wise is why I don't have any hair because there are always the weird things like wait a minute, you know, you're off by 45 bucks and it has to be zero to zero, right? >> Y >> that would be a nightmare. So you can So right now um where where am I here? Sorry having a little brain cramp here. So yeah, here's our total expenditures. You're seeing a slight increase because I think we are at budget or slightly we're in the black by what do we say Tim? >> Where is it? I'm trying to look
079down at slide 36. 29593. >> There it is. There it is. Thank you. I went right past it. Um 29,593 with conservative estimates. And you can see that there's even a slight increase in our fund balance. Now, there's things that we still haven't included in this budget that we'll talk about right now. One more comment on this please >> and that would be >> if you look at the shaded area in the middle where fund balance last year last fiscal year was 2 million 385 and we're projecting that minus 309 if that comes to be we're still above 30%. And I think it was this group um that I've addressed in the past. Uh the big question for board members is is what's the target? And I would say when I first got into the
080profession 20% >> to 25 now I would say 30% is what I would minimum. So then we don't have to do any outside borrowing uh because of cash flow during the year. >> Where does the uh the impact of the lump sum the oped decision is that perfect transition just toss you soft there? >> Uh it's I'm waiting. Come on. Let me turn on offline. What the heck? That's so weird. This happens. You know, this happens in our district. >> $300,000. >> So, let's let's just go offline, I guess. Um, I got to call Bruce. >> Yeah. >> Um, so we so these are the increases and decreases. Um, we'll kind of just go through this. uh increase total of 29,353 that's at assuming a 3% increase right um health insurance increase of 61 950
081that's assuming current state with a 20% increase decreases use attrition to to not replace five EA positions decreasing fund 10 to fund 27 transfer amount by 280,000 And then salary benefit increase were mitigated by um three four retirements. I would say three teaching staff three one profession one principal and two an additional two resignations because three are being hired back in um increase increases and decreases revenue limit increase. So where did you see that increase in revenue? It's the 325 per FTE. Um, open enrollment costs increase. So, we saw a $928 increase per student. That's a 0% increase, 0% decrease, just additional dollars for the buying budget. Tim, you want to talk a little bit about high cost reimbursement? >> Yes. Um, high cost reimbursement is for students that uh are very expensive to the
082district. For example, if we're sending a student to um to Lakeland in Walworth and and let's say that costs $100,000 for tuition. Um basically um you pay the first 30,000 either with local dollars or with a grant and then the 70,000 left left is 90% of that. So we're now at 63,000 but we would then get a reimbursement. The governor and the legislature said, "We're going to reimburse 50% this current year and 90% next year." When I heard the 50% or read it, I laughed out loud. Mainly because last year the reimbursement was 19%. If you double the pot and everybody does the same thing, you can only get 38%. So, you're not going to get to 50. And are expenses going to go up of the people that are um applying for reimbursement? Yes.
083About 8%, not 3% that the legislative finan bureau said. And are there any districts that are talking to uh highly motivated consultants that will help them either get into the reimbursement pot or increase? And the answer is I know three districts right now that uh will apply for more reimbursement. This uh also has to do with the last bullet point, transfer of service. If you have a student move into the district that's really expensive and you have to hire additional staff or if you have to um uh contract with an outside facility, then you can also apply for transfer of service, which we did this past year. it was around $90,000 and um next year right now we're projecting zero. That student that was really expensive, we've already taken care of that with our transfer
084of service of 90 93,000 this year. And we do not know at this present time of any students. It's really early in the game. We won't know until the end of August whether we have other expensive kids where we have to add staff. If an expensive kid comes in and we don't add staff, we cannot apply for that. >> And how are the expenses accumulated? I mean, what what qualifies for the expenses? Are we talking like the Grayson child or the IP driven usually. >> Yeah. >> IP driven must be in an IEP, right? That's and um sometimes uh we as a as a district don't have the capabilities to to uh offer IEP services. So then we have to go outside or we contract with another district and uh we don't know uh that
085at the moment. So Tim and I kind of just put together some different potential costs. Um and some of these are, you know, some of these are given, some of them are uncertainty. We have flexibility to make decisions, right? So um we did not include uh take in account that a student could continue at Lakeland, a high-cost student. We don't know what those costs are. That's those things happen. That's normal. They're they're a resident student, so you don't get to transfers. They started here. They didn't transfer in, right? It wasn't a surprise to our budget. Um to your point, Mr. Hamilton, H catchups, we didn't that's not included. So, part of why we did not include that is we're looking at seeing where this year's budget come turns out to, you know, can we use
086that catchup? Can we use I don't know a percentage of this year's budget and percentage of next year's budget. It's too early in a preliminary April budget to to save, but we're aware of that additional cost, right? Um additional retirement costs. So, you know, with our four retirees, there were some additional retirement costs there. Um uh I I put I put some other things that are new to the well then looking at some based on the one chart looking at some staff increases selectively. I called it a market correction just to see what we could do there. We have some flexibility. We'll talk about those in close session and I'll show you some numbers. Um and then I put again this is just an option but tal a talent acquisition strategy. Um Jim kind of
087looked at me and said, "What are you talking about here?" And there's not there's very few tools that school districts have to acquire talent other than marketing and branding and you know I see districts going to hiring fairs and and Oshkosh and Whitewater. Well, I always believe that if you get them in the building and you do the right work and it's the right culture climate, they usually want to stay. So, what is what has become a norm and my oldest my oldest daughter I'm I'm snickering because she sent dad a text. She taught her first her first class on her own today and the text after the class was I'm never being a teacher. I said, "Honey, everybody says that the first three years, take a breath." So, so that's that's who called me
088when we were talking. So, um but how do you bring in talent? Well, districts are getting quite savvy, but I also disagree with their approach. And some districts, if they're watching now, will call me up tomorrow, and I believe I'm right. Uh because because they'll use if they if every teacher has to student teach for a semester, right? They pay the they they pay their tuition, they don't get paid for that experience. Okay? There's it's becoming more popular to do an internship which I did. Districts use an intern because they can teach 0.5 half a day on their own and then student teach the other half. What some districts do is they'll say I need a half a.5 teacher there. I'm going to go hire an intern. Okay. Fiscally good strategy. It's $5,000 per intern
089for a semester. Where I struggle with is you're taking Lauren Trotty or my daughter and saying go teach on your own with very limited practice for 0.5. In my opinion, it's not good for kids. It doesn't grow the excitement and the talent pool. I have connections with W Whitewater. They have two interns. One lives in Salem. They I I invited them to interview. I said, "I can't make a decision until we approve our preliminary budget, but I wanted to just show you what our school is." And I told them, "You would eventually be teaching 0.5, but we would groom you like a student teacher and eventually do a gradual release where then you're teaching individually." They love the model and the university love the model. It's just a tool because as we know if we
090have retirees coming in the future, it'd be great for to create a talent pipeline where um kids their kids to me would say, "Yeah, I want to work there." >> So, I just wanted to share that because it's new and you're like, "What is this?" Right. >> Great idea. >> Yeah. So, um, and and then in addition, I'm look I I just met today. Um, many of you who were part of my interview asked me about my experiences at Elhorn were intrigued by that. How would that transfer into the Silver Lake experience? This is one of those examples. There's more to come. Uh, at the at the May meeting, uh, we're going to have Miss Samantha McGarvey present. Mr. first met her recently. I think you walked away >> quite impressed. >> Yes. Okay. With
091the work her and I have been working on since December around ensuring our kids are career ready and learn about careers. One strategy that I reached out to Wilmont about a months back is to say they have an induction to teaching program that years ago somebody in this room start was part of the the startup for that and it's still going strong. They have as sophomores, I think I heard today 10 or 12 kids who want to be teachers. The department of workforce development or youth apprenticeship program two years ago added a youth apprentice for teachers and we could pay them an hourly rate $15 an hour. They work minimally they have to work$450 hours supervised experience. they could and um uh they're about 7,000 per kit. I met with four staff members, five staff
092members over at Wilmont. They're really excited and we see this as being a pipeline of kids coming over here and a partnership between Wilmont and us to grow the next generation of teachers at high school. So, just want to those are additional costs that I wanted to get in front of the board and give context to so they didn't come up as a surprise. So, >> all right. Any questions on everything we covered? Jim, we did it an hour and a half. I think I'm pretty happy with that. >> Very pretty that was pretty good informative. >> Very informative. >> So, we So, what I'm looking for now is just a discussion item. We're going to go in and talk about um pay increases. This will allow us, just so you know why we do
093this in this sequence. It's strategic. We have the conversation now. We go to close session today. We come up with a consensus that we can agree upon. We then put it as an approval item at next Tuesday's meeting. Allows us to get contracts in hand within the legal requirement. So, it's it's designed for this. Oh, >> I would like to make a motion we adjourn to close session pursuant to the statute and memo listed below. >> I'll second. >> All those in favor? >> I I Any opposed? >> We are entering into close session. >> Mr. Gentiel, can you shut up? We'll >> shut that off. >> I will close doors. Anybody got to use bathroom? Need water? >> Do that now. >> Tim's going to stay >> just No, no. I just >> I