001It was created by a college professor many years ago and it was a shoot. Sorry, Mark. Thank you. Um and it was it was based as if every school district was the same and and it's not. Um when you're on one campus, it's a better um it's a better deal for you. When you have multiple elementary schools or if you have multiple high schools, whatever, it's not because you have to double your services. they don't take that into consideration at all. So basically right there, you know, you're you're being cut. Um, when we look at ours right now, We're overstaffed um based on our enrollment. And that's something that Laura has been working really hard with. And our, um, administrators, they understand. They understand. And I don't think we got push back from anybody because
002we weren't getting rid of positions. We're combining so that um they understand the way that we had to report things last year was that these positions were open. So they're counting it as we're going to fill it. >> Yeah. >> And um so for next year we're we're not we're going to be bringing it down. So, our FY28 subsidy should have some um some significant changes um based on our uh teacher student ratio and that's that's exciting for us. Um and I think that Laura and the administrators are very very confident in that we can do that. So there's key components to the whole process for this and one of them of course is your student data and that's all in section one and it's broken out by a couple of different things. So for
003your student count we get those through infinite campus. That's where it's kept track of our our student count and it's reported um October of every year and then they'll do a comparison and figure out the average um um it's a pink day. Thank you. Um so they'll figure out the average between last October and this October and then that's what everything is based on that average. Um that's section 1. A B is the positions. Those are what's reported in NEO. Um, and this is the area that, uh, when Laura and I were looking at it, we thought, this is a little off. It's not making sense. In all fairness to Jess, she's the one that entered these. Um, she had no training in this, and this was um, something that, um, I I don't I
004think she just tried to piece through it last year. >> Um, but there are trainings that are available. I talked with her. I encouraged her to talk with Betty Lou from um Belfast because she's been doing it for a long time and she was she was helpful for us as well. So section 1 C is a computation of benefits. So this is taken from the budget that's uploaded to them. might have to upload the budget quarterly, but this is taken from um from last year because that's where the the actuals are. They want the actuals. And with all of that information, it brings us down to the totals in section one, which gives us the per pupil amount. And that's um calculated on the very bottom line. >> I'm just struggling to see anything on
005this document that you attached for us. >> Thank you so much. >> It was in your book. It's in your >> Oh, it is in the book. >> It is in the book, but that's okay. >> I thought this was >> Do you want Do you want to bring it out? You see it? Fine. Okay. All right. >> So, there's two So, is it the calculated EPS rate per people? >> Mhm. And there's two figures. So one's for elementary, >> correct? So they break everything out by K8 um and so K8 is considered elementary, preK 8, and then secondary is the 912, but they do break it out in different sections when you're looking at the student counts, but it all comes down to elementary or secondary. And so right now according to the calculations
006of student count positions and budget the elementary student count uh student um cost per student is 8537. The high school it's 9,54. That's what they're estimating as the average cost for the students in our district. by average cost you mean sorry >> that's what they're estimating it should cost to educate the students >> exactly exactly >> so if we go back up to section B Shandra question um as you go over like for teachers it says like prek two full-time teachers and then in parenthesis it has 15 to1 is that what the state >> that's the ratio the states ratio they're saying that you need one teacher for every 15 students >> and then if you go over to the next part um for grades one through five you'll see it's 17 to1 that's what
007they're recommending so I just wanted you to be aware so when we look at guidance for example they're suggesting that we for every 315 students we should have one guidance counselor so that's what makes our formula start to get wonky when we have a guidance counselor right now at the middle school and a guidance counselor at the high school that's two so that puts us over and then I think that our social workers are counted in there as well they are so then you had three social workers. So now we've got five people and for 400 kids and they're saying by formula, >> but it's just it's just the local the district social workers. It's not a sped, >> right? But we didn't have any, right? So there were three there. Yes. >> So those
008are the things when Chandra alluded to that we're shifting. So for example, next year instead of having um three guidance counselors because there was one in the budget that we didn't hire this year, we're going to have two. Katie King, who's currently at the middle school, we're shifting her. She'll do K probably, as I said the other night, either K6, K7, we can't. We haven't quite figured that out. And then Maria Franklin, who's that was hired this year at the high school, will switch and be like 7 to 12. So, that's what we're starting to do is skinny them up. Again, like Shanner said, we have two two schools. We really can't have just one guidance counselor, especially with a high school that has that you're signing up for courses and college and all. It
009it isn't feasible. So there are some parts of the formula that we're never going to agree with. The other piece is we had three social workers. You hired all three of them with your SR funds and it was deemed that they're continue to be necessary. I agree they still they are still necessary. There's lots of things that they're working on with mental wellness and well-being with our students, but we are going to shift one to special ed and we'll be a full-time special. So now we'll be down to just two. So we've shifted that department from six six that were in the form in the formula I think to it'll be four next year. So we we're starting to make those things. Look at library. Library they say that we should have one librarian for
010720 kids. And again we have two schools. How would we have one librarian >> to run two libraries? So what Shand and I are again thinking forward. It might not be next year, but the year after we we've got some some ideas in mind for some different different ways of doing things. But I just wanted you to be aware that's what those those numbers in parenthesis kind of tell you what the state is thinking or expecting we should be under the under this formula, which doesn't always make sense. >> It doesn't it doesn't. Um but that's why we're going to the meeting tomorrow is that there so it's been a year now that the state has said, "Okay, we hear you. It's not going to happen overnight, but we hear you. We want your um
011your input and um we're going to take a look and see how we're going to adjust this. Um I think that I was surprised that when they were forcing the consolidations that they did not take a look at this at that time, knowing that we there was going to be not just different campuses, but different towns with with you know different campuses. um and they didn't. And so I think that that's another one of the downfalls uh that why consolidation didn't work because they did not have all of their ducks in a row at that time. It was just pushed down our throats and we were threatened if you didn't do it, you're going to get penalized. As it turns out, nobody got penalized. That money that was supposed to be paid for the penalties
012was supposed to go to all of those districts that did consolidate. So, of course, they got nothing. >> So, and in that same in that same section, if you scroll all the way over to almost is it 2/3 3/4 of the way across, you'll see percentage of EPS. So, you'll see actual full-time employee. And so, they calculate what we have and then we only get a certain percentage in each of those categories based on their formula. Correct. >> Correct. So when you just look at that top line where it says teachers and if you go all the way over to EPS uh FTE total 23.61 and our actual is 31.5. So that's where you see that we we're we're having the difference and we are we're over so we've got 75% there. >> So they're
013saying they're sorry >> they're saying that their by their formula we should only need 23.61 61. >> Correct. >> Full-time employee teachers. >> Yes. Yeah. >> And so because >> so because that we don't meet their formula, we only get a percentage. >> Yeah. >> And what we're trying to do is if you look at that percentage of EPS, we'd like it all to be as close to one >> as possible to get the full benefit of state funding. You can see where we don't get the benefit, the smaller amounts based on Yeah. what we have here. So, um, if you go to section five, I'm I just want to point out where this you're going to see this as an impact area. If you go to section five on the ED279, um, under C,
014you'll see the adjusted state contribution. The state's supposed to be paying 54.53%. They're actually supposed to be paying 55% but and you can see that we're only getting 45.47%. So when you go tomorrow to this meeting, I would like you to stress very highly uh why are some districts getting 75% >> when we can't even hit the 55. So that would be a big >> push tomorrow. And based on this conversation, we know why, right? >> Oh, I know why. >> The funding formula, we're way over, but you have you have to be almost in some situations. >> Well, you do. Um, and the other thing that they say they take into consideration, but I'm going to say according to this, they don't, is the needs of our students. >> Correct. >> Not every place
015is the same. >> You know, if you're if you're in a high poverty area, your students need more. >> They might need smaller classrooms. They might need one-on-one. They might need more specialized services. And by that I mean extra help with things I don't um so other adjustments. >> Um 0 0 >> C. >> Yeah. But I mean Yeah. So these here >> Yeah. No, we don't have anything in um in these areas for considerations at this point. at some point during the year next year, um 10 and 11, we'll start seeing figures show up there. We just don't know what our seed cost is going to be, but I'll get to that in uh in another section. Um it will it will roll into that. >> And for some reason, they seem to think
016if you have debt, you even you get a better percentage as well. >> No, they say that's not true. >> That's not true. It may look like you get a big a bigger percentage because the state if you had an approved bond correct that the state is paying a portion towards then they might be looking at that figure as part of the correct and it's not >> but it's not >> it's not no >> they're just that's that's one of those pre-approved you know when we get to um I think it's usually article 11 and it's pre-approved debt you you approve you approved it back when um when you acquired it and you don't need to vote on that again. That's anformational piece. It's already been set. >> Okay? >> And if the state has
017approved your bond and approved your building, then they would kick in a portion of that. That's where they're paying it is through that. >> It's it's right. >> Right. Okay. >> Y So, is that why some districts look like they're getting higher than 55%. like what could make a district go above 55%. >> Um if they were understaffed >> radically understaffed >> and and they were managing you know right within but they also could have some other some other things um purchases of buses. >> We've talked about that if they are purchasing two or three buses every year and that they're getting reimbured for that. um their special education department. Um they get a huge reimbursement on special education. If they have a huge GT department, they're getting 106%. Excuse me, I'm 10 3.5% for
018GT based on your expenses. So those are the things that can that can bring this up for for some districts. when we're looking at that percentage that is based on pretty much the student versus uh teacher ratio. And when you're over that, you're never going to get the full amount. You're not because that's the penalty for being over. And so what that means is that the difference is going into your your um additional required low, >> right? We're ready to move on to section two questions. >> No, I just appreciate you explaining that to us. >> It's helpful, isn't it? >> Really helpful. I'm not saying that I've got all the right answers, but I do have the basics. >> Okay. So, when we go to section two, it's the operating costs. So this section
019is um going to get down to what the basic costs are for us when we look at the um division of and this was something that Denise was involved in when it was determined. Okay, how are we going to look at our allocation for the assessments? You can do it one of two ways. You can do it by valuation or you can do it by student count. So, you can break out your percentages by student count. Um, and what that's going to do is that's going to shift, you know, that 58% or the 41% it's going to shift that. Um, so that if Searsport has more, they're going to they're going to pay more student wise. Um, I think for our district, RSU 20, I think we'll probably be pretty close to the same anyway.
020Um, just because there's just two >> two towns in it. Um but there is that option and it is a board decision. It's not a town decision. It's a board decision and when this board was was formed um that was how they determined to do it. You can also do it half of student population half of valuation. I mean it can get really crazy but the decision by the original RS2020 board was to go buy property valuation. So, when you're getting at your operating costs, this section A 2A, this includes superintendent agreements. So, they're adding in um superintendent agreements. The first section um doesn't always add in superintendent agreements. Why? Because sometimes they come late in the year. They're not always um applied for right right at the beginning. Um but >> and when you
021say adding in, you mean adding in people from who are here from other districts, >> correct? Yeah, we get credit for them. So here before the October count, >> obviously ours are subtract the ones that we're sending somewhere else or subtracted out. Our also subtracted out correct in the first part. >> It's based on So that one is based on actual enrollment. So if our kids have already been taken out of our enrollment, then it's gone. It's gone. Okay. But if they were here in October and they leave in December, we we can set for them for >> for that year for the for the current year. Yeah. >> Okay. >> Yep. >> Um what we do know is that our prek will be changing because we have a new um a new classroom that
022will be started. Um, and I believe we're hoping we're waiting to see what numbers are going to look like, but we know we'll have we have a classroom size of 17 right now that we're partnering with Waldo Cap and but the child find is saying that there might be 20 plus students out there. So, if there are, there could be three, four, five, eight. We don't know yet. We're waiting to see. um in the past has always been a waiting list for prek and we can no longer do a waiting list for four year olds and then next year for three-year-olds that want to attend if they want to attend. We have to make space for them. We can't say no room in the end. Right? >> So that's what is saying that's a change
023that it could increase. And as you can see just from year to year the year before there were only nine students here and we bumped to 17. Well 16 at this time but now we're at 17 students. That's that's a big change. It is and it could be up to 2025. >> Now, what I'm not sure of um because we have really haven't had the opportunity to to ask, we've had multiple uh it's called cohort 3. >> So, they started with cohort one, which was the first um districts that signed on with the state to start this program >> Two years ago. Um this year, cohort 2 started. Next year, cohort 3, which is what we're part of. Um what I don't know is because they're funding it a part of it. I don't know
024if we're going to get um subsidy on them right off. Do you know that? >> I believe we are. I think if once they're enrolled, I think we get credit for them. >> I believe. Yeah. And they will support us if we need a new teacher. So they I think I shared with you earlier, >> right, >> that um we have classroom materials and classroom supplies and then they can also help and support us with a teacher if we need one and fund that. But it >> we did have that in the budget though. Yeah, >> we we didn't take a teacher in there because >> we're not 100% sure that they're going to be able to finance that whole thing and we know that we need it. >> Um and then the plan is
025after how is it one year or two years? Just one year then then >> one year for us because we're at the end >> because we're at the end and then we have to pick up the responsibility >> of paying for that teacher if if we have to keep it on. >> Yeah. >> So yeah, that's >> which we probably will. We probably will. That's what we >> I mean I I can't imagine that if we have that many coming in this year, >> this coming year, um that it's not going to mean that we're still we're still we're still going to need something. One of the things that Shannon and I are exploring is again based on kind prek numbers right now that will be going into kindergarten. 18 or 19 is really too
026small for two full kindergarten classrooms. So it could be that we do a full kindergarten classroom and then a prek multi-age. So those are the kinds of things that we're trying to do >> which we're looking at multi-age for for two classes next year. Yeah. At the elementary combinations um again based on enrollment. >> Yep. >> We did that 20 years ago. Yeah. >> Y have to find the right the right multi-age classroom. >> I I taught a three a three grade multi-age for 9 years and loved it. I had K12. I mean, I had eight I had, it was back in the day, I had 24 kiddos. >> Mrs. O actually did that. >> That's so if you look at on this sheet is where we we get our numbers. So, when you look
027at um section B, >> they're taking the student numbers from above and they're multiplying them by that cost per student from page one. Okay, >> section one. >> And that's where you're getting your uh basic costs. So that's where they're saying this is how much we say it's going to cost you and we know that it's costing us more, but this is their formula. >> Mhm. >> And then you go down to the weighted count, which is what I was talking to you about. Um when you talk >> Can I ask a question about line six? Why do they break out a K through eight equivalent instruction when it doesn't actually change the doesn't change the numbers at all? Right. Cuz they're >> It does the same rate, right? It doesn't change the numbers. Um
028I don't know why they do that. I'm not sure what the endgame is for that. >> Yeah. >> And it's interesting because look at the number of students one. >> What does that mean? >> Yeah. Yeah. >> So, >> okay. Thank you. >> Mhm. Um so the next section is the weighted count. Um uh let's see. We've got the the Oh, this is where they add in the disadvantaged and the multi- um lingual learners, which we don't have any, Laura. >> We do not. >> Oh, look at that. Okay. >> But we do have disadvantage. >> Yes. Yeah. So, >> so that's taken from our um it's an infinite campus, right? >> Yeah, that figure is taken from uh the percentage they're getting that from infinite campus. >> And Jer, do you know if a
029disadvantaged is um special education? Is that >> not necessarily? >> It could also be so um free and reduced. >> Exactly. It I'm I'm going to say that it's more that it it's not special education. >> It's economic economic. >> Okay. Yeah, that's what I thought. >> Yeah, because that's a big number, >> Right. Right. It's a it's almost 300 kiddos out of our 400 that Yeah. >> Yeah. >> And and we know that we're 80%. So that kind of equates to it >> so it's economic disadvantage. Okay. just walk me through the math because I'm I'm sure I could get there. But what is what's the at 70 or roughly you know.7 like what's that first bit about the prek just take the first line prek disadvantage at 69 >> so that's the weighted
030count then what are the EPS oh that's >> yeah so that this all is is based on weighted count so yeah I mean that makes sense so I I mean I see where they're getting to the 14,000 cuz there's 11 of um they're giving it a weight of 15 and then multiplying that by a single stu like I understand that I just don't know what that 6964 thing is doing. So again, that's coming from Infinite Campus. That's that's our So they're taking the percentage of our total students against. So it's not like a literal one to one count. They're even from infinite campus.1 by multiplying our population times. >> I get it. Okay. Thank you. Yep. So, then we go down to targeted funds and that's D um 2D and this one's just broken out
031more. I to be honest with you, I don't understand the targeted fund section. Um I see what they're doing. I don't understand why they're doing it. That's So, it's breaking it out by, you know, preK, K8, 912, which everything on this is going to break it out that way. Um, but I don't know what it means by technology resources. I I don't I don't know where they're getting. >> This isn't linked to Title One funds, is it? >> No. And these are the only ones that have weighted. >> Yeah. They do have weighted on top of that. >> Yeah. Maybe tomorrow we can get more information. >> Yes. Yeah. >> And then um E >> Well, don't ask too much because it's giving us extra money. SO DON'T GET UPSET THAT I'm teasing. I'm teasing.
032>> So in um 2E we are not considered a small school um isolated school. That would be an island school. >> Okay. >> That's not us. So we will always have zeros there. Any more questions on the cost allocation, operating cost allocation? So then we go to section 3A which is the other allocation. So this is where where it comes into play. our um gifted and talented special ed high cost out of placement special ed transportation and then the approved bus purchases. >> Oh, I thought you was going to say excuse me yawning trying to write it but >> um >> it's not boring. It's just that I'm tired. Okay. So, the gifted and talented, that's based on actual expenses, not your budget, on your it's your actual expenses. Um, and that actually went up
033this year uh in um actually it might have been last year. Um because it used to be 1.2% but one um 100 it's now it's 103% of your actual expenses. So, it's great that they're supporting that. Um again, special ed that's taken from from our expenses. Um out of district, high cost out of placement. Um we potentially will have one next year uh which will get accounted for the following year. >> So there's a year delay. So >> that is a year delay because it's based on expense, >> right? >> Yep. >> So you don't know until >> we're we're pretty sure. Yeah. But we don't know until we get the students. >> Correct. >> Student, whatever. >> Correct. >> Yeah. >> You don't know if people move in, move out, what if they do.
034>> Yeah. >> Can you um walk me through the special education piece because that's something that always gets brought up at the budget meetings, but it looks to me like the allocation is for basically our full special ed budget. ex ex what we have spent right and so I always point that out at the public meetings I point out when we're looking at um article two which is special education this is our expense but we're getting reimbursed this amount of money in our subsidy for our special education program um what we actually spend and not not what we actually >> not not the budget correct. >> It's a year behind of what was spent. >> Yeah. I mean I understand but like I know I'm sorry it's been and I'm not naming names but yep
035it has been laid out in front of us that somehow because we have such a huge number of special education students we are getting screwed in this calculation and I failed to see how that would be the case. We are not. We are not. And they're saying that not knowing that we're getting this reimbursement. I'm 99% positive they don't understand that. >> Mhm. >> I don't think they've ever said that we did get a reimbursement. I don't recall ever. >> Well, nobody's ever walked us through this before. So again, so I'm also not blaming anyone. I understand this. >> I think it came out that we did. >> Yeah. So, I think it's really important when when we're having our our meeting that um I'm going to do a write up that will go with
036the budget so that they they'll have the notes within the budget and it will direct them to those notes, but also breaking out, okay, this is what our budget is for special education. This is how much we're getting in subsidy for it. Basically, this is what we're supporting. >> Can you do that for also the just the regular like instructional costs and stuff as well? cuz you can kind of figure that out, can't you? >> Um, well, basically any of the everything that's not that's in this, right? So, I do think it would be really helpful for people to see like here are our cost centers, here's how much is actually coming in state subsidy versus here's how much we're having to, you know, because part of the argument is is about are we spending
037too much to educate kids? And so if you whether you agree with the state numbers or not, I mean, you could say it is the state thinks it's this much and they're giving us, you know, this much and this is how far off we are and this is why we're asking you for it. I just think it lets you have a more targeted conversation about what's the delta between those things and >> why are we asking for and I are working really hard and after >> approve a budget figure amount. We have we're creating a budget community. It's >> it it's >> it's a booklet kind of thing >> and it's not just budget but it will have all the information that we can think of enrollment um money in the cost centers and just
038lots of data about our district. So that like all of those questions well what's enrollment? So we don't want them because they're already doing it on the so-called social media. I I I guess when they say that we it cost $32,000 to educate one student. >> Um I want to make sure that we um cuz it is happening already. >> I'm I'm sure. And again, this is just going because people don't understand how >> funding works for schools. It's different. It is. Well, the tricky part is they're not wrong in in the number that they're saying because the way that they're looking at it >> and what's on the DOE website when you go and pull up RSU 20, they use a completely different formula >> to average. They take everything, put it all in
039the pot, and then divide it by the 400 kids that we have, and they come up with a number. So, they take that 12 million or whatever it is, and they divide it by 400 kids, and it comes out to whatever it is. Um, and that's what is on the ASA dashboard. >> Correct. >> On social media, >> what I don't like about about breaking it out like that, I I mean, I don't like referring anything back to per student cost. And here's why. Because when you when you break it out, you're breaking out the number of of your special ed students against your special ed budget. Now once again, not every one of those special ed kids is receiving the same services. >> Correct. >> So it it's really I might need a whole
040bunch and I might need nothing. And it's not >> correct or like just touch in once a day. Exactly. I think the other piece that on the ESSA dashboard I suspect this formula does just what the costs related to students but the ESSA dashboard puts in salaries of bus drivers bus aids >> yes >> superintendent all those reason the budget everything and it's a little bit different and that's why there's a discrepancy between what's here and what they're basing student costs on >> exactly because we know that with the administrative costs we know that we're not Right. >> But your administration was cut >> from the subsidy formula. >> So it's it's like a minimal amount that you get. Um Yeah. >> But that's what the difference >> Yeah. >> is Yeah. >> in what
041they're saying. >> So when you want to I mean you want to get down and dirty and just look at the bottom line. Yeah. That's what you're going to do. Is that correct? Is that accurate? It It's correct to a point, but it's not accurate. >> It's not accurate. It's not telling the whole story. >> It's not telling a whole story. And it's really hard to tell the whole story without >> Mhm. >> without identifying some students. And you can't do that. >> You can't do that. I actually think there's a big piece in the story that you guys have already alluded to and we've never done a good job of owning up to this or articulating it which is that because we have two physical plants and because we because of that we have
042to duplicate certain positions. I mean, I think you can use that as part of a narrative of saying here's here's why we are starting to go in some different directions where we can, but there are some things that we just absolutely like it doesn't matter. And and it and we are we're just at that tipping point as a community where we still have enough kids to need two buildings and that means that there's a lot of stuff that you pay for twice because you just have to. >> Yeah. Service is not one of them. Not one of them. But I'm just like, you know, I know Yeah. having to run two kitchens, two libraries, two, you know, I think >> two builders, two I mean, you know, all of that like >> two like you
043said. Absolutely. >> And the other piece, even if we could squeeze them all into one building, the other piece to think about is there's such a developmental range. Is that what's best for our kiddos? Would, you know, would we, you know, I heard somebody say we should close down the elementary and squeeze everybody into high school. High school wasn't wasn't created for four-year-olds. The toilets aren't the right size. I mean, there's just so many things that are different. The amount of money that you pay to retrofit it to make it work. Why would you when you have a building? And we looked at that already. I know people don't understand that, but we >> the way that the the um the bathroom situation was, as you said, it was thousands of dollars to to bring
044it up to code for one age or the other. And then and then how do you do that without separating bathrooms? >> I mean it it just for the littles they really I mean pre three and four year olds definitely need bathrooms in their rooms. You don't have to for the others but in your rooms. And so again if you were going to retrofit a different PL place >> you'd have to be building bathrooms. And if we're looking to bring in a three and four year old program that we run ourselves, >> it's going to um >> which we're going to have to do. >> Yes, >> we you have to. It's mandator. >> It's going to be mandatory by >> 28. >> FY28. We have to have both three and four year olds. >>
045And if you bring 25 more students here, that's a big plus. >> That is a big plus. and giving them pre-education those services is going to boost them and boost us in lots of great ways >> which means we need to do it right. >> Right. The other idea right so you have one gym right now covers um seven grade levels. Imagine if you had everybody in the same plan how would you make one gym >> uh cafeteria table sizes are different. How are you going to you know retrofit to get both you know there's just so many things that that it just doesn't make sense. But as Sabrina said, that's something that we want to um really >> Yeah. >> be ready to talk about. >> Talk about So anyway, we are working on
046a I think it's going to be a really nice booklet that once you have a draft budget that you're ready to put forward that just gives the community lots of data about our district that will be really helpful. a lot of things that they asked that we we tried to remember a lot of the things that they asked last last summer about the district that and we'll certainly share with you first to >> and try to get the information from the heated conversations. >> Right. >> Um >> Right. >> Well, that's something we've been asking for for a number of years. So, I'm really good. Good. And we're glad that we'll have that. >> Right. So, once once this gets settled, we can immediately work on more of it today. Did you? I No, you
047didn't. I didn't mess it up. You did not. I was like, she thought I shared a Google doc with her and she was commenting and she SAID, "OH, I THINK I MESSED HER UP." I'm like, "No, it's all good. It's all the pink." They're all gone. We're kind of okay. Um, so, uh, so this is where we get all of our extra costs, um, that we're going to get reimbursed for. Um and then you can see um in 3B teacher retirement. So, back when the state was paying 100% of the teacher retirement, the districts didn't have to pay anything into it and then they moved it back. Um, oh, I want to say it was 201 and it might have been 2012 13. >> Mhm. >> Um, they said, "We can't afford it anymore. You
048guys are going to have to take it over." So instead of them putting in um the the full amount, the district started getting assessed a certain amount. They were told this is how much you have to pay towards your teachers. Um I've got it in at 4.8%. They haven't come out with the rates. Usually they'll do it in a 3ear span. So this is the first year without it. So I put it in at 4.8%. We may have some savings there if um it comes back lower than that. um which I will immediately adjust if the budget hasn't already been you know gone right gone for um publication on that um but right now we are getting reimbursed for that at some point this is going to stop >> but we're not going to worry
049about it right now because we're we're continuing to get it I'm sure they will give us a notice when they say state's no longer covering you got to pick up 100% of the teacher retirement which is 7.65 65 um% total I think um the next section would be the debt service. So we have no debt service. Oops. All right. So this 7 million $796,839.50 is all rever uh reimbursed. >> This is what they are basing um the adjusted operating allocation. So this is what they're looking at for the allocation. >> Okay. >> And then we >> this is what they're saying it should cost us. Sorry. This is basically what they're saying it should cost us to run our district. >> Okay. Okay. >> Yes. >> According to their figures figures. >> Yeah. >> But
050which parts of that were reimbursed? I'm sorry. Yeah. So when there the the when we look at our subsidy >> Mhm. >> we're 7 million of that subsidy is broken out in these areas. >> Okay. If if we choose to take out a bond >> Mhm. >> if we don't have enough for the bus garage, is this where this debt service would come in? >> Only if the state is going to pay a portion of it, >> they will not be paying a portion of it because we don't have time to apply. They just said that they were coming out with some more money. Um but that hasn't been finalized yet. So all of the money that they had has already been allocated. >> Mhm. >> So if we knew like for example if we
051had to build a new elementary school and say that's really that's >> that would be you apply to the state you got that money something like that. >> Mhm. Mhm. >> Yeah. >> All right. So on section four, so this is the um required local contribution. So this is what's based on the mill rate and um where we would be going with either per people or per valuation and we go by valuation. So, the mill rate dropped from 6.1 this year to 5.645. And you know, everybody thought, "Oh my god, that sounds so good." Well, >> it's not because when it was 6.1%, we were getting more in the required local. So, that the state was saying, "You have to pick this up." And um now that amount is going into the additional local so
052it just gets >> so it's 5.6545 >> 5.645. >> Yep. >> Yeah. Yep. And that's where we're going to come down to um the amount that is assessed to the the two towns. So we're getting a total of $3,545,25.50 as the sorry >> from the from the state. >> No, this is what they're saying. >> Oh, by municipality. Sorry. Two towns. >> Yeah. >> And you will notice if you go back up in section A when it does the total number of students, you can see from Stockton Seed, there's only 379. That's the difference between those kiddos that don't live in our district like a circumance agreement. So they don't charge the district. So I again I think that's an important thing to remember. It is that even though our population is 395 kiddos, they're
053not charging those extra kiddos off to to one of the towns. So that doesn't impact that. >> It doesn't impact and if we have any which we potentially will have one tuitioned student coming in um those are not counted here. This is just being based on actual Stockton Sears Sport um valuation and student counts >> because basic basically what they're saying is if you choose to do something other than that like allow for superintendence agreements that's that's your choice. You can do that. You'll get you'll get the per cost per pupil that 8,000. You'll get that from them, >> but you won't get the >> because you reported it in, but you're not going to get um it's not going to be included in your required allocation amounts because they aren't students of these two
054towns. And all of that is adjusted in infinite campus. That's where we get those totals from. Which is why um when it said including sup superintendent um transfers, that's superintendent agreements. That's what they're talking about. I don't know why they don't use the same language, but >> So my other question is when you go down there tomorrow >> Mhm. >> is it just for this budget or is it questions in general? >> What do you mean, Denise? >> Like when you deny Mhm. >> a superintendence agreement and it's costing us. Um I just make that known too to find >> that's a big part of our thing. And they override which is wrong because they're not here. They don't know our districts. It's a it's a big cost to all the districts that that they
055override. >> Do you remember when you couldn't do a superintendent's agreement for sports? Had to be academic. It had to be academic. It >> was supposed to be that way. Yeah. So, but it's not I know in January um the chair of the education um committee that makes that um they can appeal to was at the superintendent's conference in January and there was a big discussion about this and they're aware and they're they're working hard to try. One of the things that they've done is they've created, it's in draft form still, but a statewide superintendent agreement. And it's much more rigorous to fill out on the family's part and lots of documentation on the parents part about why and then on the superintendent's part about why not. >> I mean, because >> so everybody will
056have they'll have a lot more information which right now they don't they don't have a lot of information to make. they they hear the wo is me, you know, circumstances from the parents and they don't get all the information. So, from now on, once they approve this packet, it'll I think it's going to be more challenging >> and it should be because when they when they reside in a town >> and they look right at us and they say, "Oh, no, I live here. I live here." They don't. You watch them get on leave their house every day and that's a big cost to our district. It >> is. It's a big cost. No. >> Can we stay on page four for a second? Yes. I just want to make sure I'm >> I want
057to say it back to you to make sure that I'm standing. So, I'm pretty sure I've got a which is basically just saying by virtue of the number of pupils from each town, this is how we're splitting up what we've decided >> correct >> you you should be spending on. Um, so then B, the three-year average state valuation thing, that's the state valuation of property in the two towns, correct? >> Yeah, correct. >> Correct. So then you sorry, then you multiply that by the mill rate, then you get the >> local >> contribution. Required contribution. >> So So then this goes back to the >> Oh, wait a minute. No. So now watch now now it's now it's C that I'm not understanding. >> Okay. So let's let's go back to A. >> Okay. >>
058You see the 7,796,000 >> that goes back to that figure. Okay. So that's the total allocation like you said. That's what they're saying we need to run on. >> Yeah. >> Um so then they're breaking out that um the portion that's coming from the towns as the required local. >> The the balance of that is what we need to raise. So when you look at um B >> Mhm. >> that's giving you your um the the mill rate based on the three-year average of the valuation. And then when you get to C, this is where they're giving you what is the the required local amount. So they're giving you the um first the total allocation by municipality. so that we're coming out with that 7 million again. >> Um, and then you're taking away the
059um required local contribution which is the 2 million. We'll just look at this first line 2.4 million. And so that comes out to the state contribution by municipality of 3 million. So, what they're saying is, okay, we're going to give you uh we have 7.7 million, and when we're breaking this out by uh the valuation for the percentages of the the towns, the difference is what you're going to be required to raise, which is the 3 million. And when you look at that sheet that pulls out, that's where we get we get these portions from. The required local is the 2.4. So when you look at that the big sheet um that's on legal paper, you'll see that I plugged that figure in to the required contribution. Sears Sports is 2.467 and Stockton's is 1.783.
060So um you can see that on um >> but isn't one or the other and let's just stay on Searsport for a second here. >> Sure. >> So isn't either the 2.467 or the 3.12 blah blah blah. >> Isn't one of those the amount that the state is actually giving? >> That's that 3. Yes. >> The 3.1 is the amount that this that the subsidy is. >> Okay. >> Got it. >> All right. Then I understand. >> Yep. And then anything that's over your your expenses. Mhm. >> I mean, we come up with other revenues to offset this, but that's where you get your additional local the additional amount, >> which means additional that's the town >> that we're going to that's break out by the percentage of the um the allocation. Yes. >> So,
061Shandra, so again, I'm following up on Sabrina, what Sabrina said to help me understand. So the first figure, the 5.587, that's what they're saying for Searsport with their 272 kids that they should raise. They have to have to to to educate those 272, right? >> And then the contribution from the state is at 2.4. That's that's the required state is >> the state is saying um the year >> we're the total of sort >> is 5.5 got it >> we're going to require that you come up with the 2.4 And this is the difference. >> And then the 3.1 is what we're going to cover for subsidy. >> Okay, I got it. This is the subsidy >> that they are >> the state, right, is going to pay for the subsidy. Yep. >> Yep. So
062when you again look at that sheet that's pulled out. >> Yep. um in section five, go all the way across to state and that's where you're going to see your 3.545%. >> Five. >> Um it's yes, it says less final adjusted foundation allocation. Yep. Yep. And there she be. >> And if our property valuations were not as high >> Mhm. >> then we might eventually be in a scenario where our required local contribution was lower than what the state was contributing to us. Is that correct? >> Um no are the local ones always higher? Yeah. Okay. Well, I shouldn't say that, Sabrina. I've never seen it so far. I've never seen it come through. All right. So, if you go to section five, see, this is where you're going to see how these numbers flow
063through now consistently. Whereas the first four sections, they're getting the figures together. section five and section six is where there those numbers are actually coming into play. So in 5A total allocation you see there's that 7.796 million again >> to educate our kids >> by by according to the formula. Correct. >> That's right. Yep. >> And then the required local >> that we're raising from the two towns. >> There you go. Um 4.2. Yep. Yeah. And then state contribution. >> And then the state contribution, your subsidy is a 3.5. >> Oh, I'm getting this now. >> Is is the difference. >> Yep. >> And when you look down um in C, section C, and let me just say the reason that there's nothing in B is because that's going to change throughout the year. Okay.
064Um and for us, the only thing that we're going to see is going to be um well, look at that. There's that line nine is the educational service center allocation. >> We won't we won't talk about that. >> Um then um nine and 10, excuse me, 10 and 11 seed money. >> Do you understand what seed money is? Do you know what that is? >> Is it main care pays it to? >> No. So what it is is that main care takes it back >> back from us. they take it away from us because what they're saying is if if you're if you have students that you're able to bill main care for for their services, >> you're not going to double dip. Meaning >> they're already paying for the services um through main care.
065>> So we have to pay a percentage of that back that well we don't pay it back. They withhold it from our subsidy. Mhm. Um so as the year goes on and depending on what's been um invoiced to the state for main care, those figures are going to show up there and they're going to be deducting that out of our subsidy every month. >> So is the subsidy paid monthly? >> Mhm. >> Uhhuh. So that's how they can figure out how to make these adjustments. Got it. Yeah. Um so then in section C, this is where I was telling you um we're seeing that we're not getting the full amount because of our student uh toteer ratio >> across all those categories. Remember on the very first page we talked about librarians, guidance counselors, student
066teachers, things like that. That's what lowered our state. We want to get at that Florida, >> right? I mean, and to be honest with you, it's it's not that far off, but when you're looking at millions of dollars, 1% is a lot. Mhm. It's a lot. Um, so they're supposed to be funding us at 55%. So, they they figure the 55% and then they penalize you for all of your overages. >> So, we're only getting 45%. So okay and the local share is instead of >> so in an ideal world those should be almost exactly opposite. The state share should be 55 and the local share should be 45. >> Yep. Exactly. Yep. So Shandra I know that I I don't I think you might have shared with them last year's 279. >> I did
067give both of them. >> Okay. So I can see that. Do you know what the difference is right off from last year? We're getting less >> 164,000. >> Okay. Thank you. >> Yeah. >> And some 164. Just rounding it. >> Just so that you're aware that that's >> Yeah. >> And as much as we're working to fix that, it's not going to happen in one school year. >> It's not. But we're doing our best, right, Lauren? >> Yes, indeed. takes time to to get a rain on it. >> Well, and some things we can, >> right? And some things you just got to take at a slower pace. Um, >> and the best way to do it obviously is through attrition, you know, >> and we just didn't have uh we didn't have any retirees
068this year. >> So, isn't it a little early to February 1st? They have to notify us by then. But >> specifically for this purpose, Sabrina specifically. >> Yeah. And also for us to get out, you know, if we're going to be filming getting um, you know, postings out. >> And there's that um EPS subsidy right there. The >> That's right. >> 3,545,000 right there. >> Yep. So that's what we're receiving this year compared to >> That is what we're receiving um compared to last year was 3,600 and something. That's why the 160 wasn't it like60? >> It's $164,497.61 is the difference. And you will see that um on your revenue sheet um in your revenue section of your budget books. >> And there is your ED279 in a nutshell. >> That was very helpful. very
069very helpful. Thank you so much. You're very welcome. So, I just have one thing that I need to I just have one to tell you cuz I I I don't understand that section. The disadvantaged um No, excuse me. The targeted funds. The targeted funds is so I'm I I don't know Julie's situation. Maybe she has more of a handle on this for being in the school. Maybe not. I know, and I would say this if Ruth were here in person, like I think she needs to hear this. I think that it would be advisable to try and get a one-on-one where you walk cuz it I think we have all been operating under the assumption that this is just something that sort of comes down from God and you know with some flaming tablets and
070there's very little we can do to you know >> make any change to it and I recognize that there are some things that we would not be able to change but Clearly there are levers we can push because you're starting to think about how to push them and I don't I personally don't feel that we have ever had that sense around this table before. >> We have not uh we've I think asked in a number of different ways for information that we might not have even really been asking knowing what we were asking for. But this has been the most comprehensive explanation that we've ever received in let's see I've been on the board for well this is my eighth year and I think that I sense that last year sitting here on the sidelines
071that there wasn't a really robust discussion just about this and this is such an important document. >> Yeah. >> So important. It's and you're right. It's not it shouldn't just be a number and say this is it. >> It should be a really robust com because it builds your capacity and helps us all understand and I agree. I think that we have two players that perhaps need that and you know if they're willing to come in and sit Sharon and I can do this again um or we could do it again in another meeting but that would be redundant I think for it again but we can invite them for sure. I was going to ask I'm not sure what your process is when board members miss these meetings and then come into another meeting
072and start asking the questions that have already been answered and and I I just want to know what your process is. You know what how it is that you you want to look at that cuz I don't know the meeting goes and HOW LONG. >> WELL, I THINK that's a tricky thing. I mean, you know, and right I think that it does get tricky to go back and to have to repeat everything that's already been said and I think it's again it's up to the board. >> I think I think the booklet and I think pretty sure they all picked it up. >> They did >> and I I think that they should be going through it and um I'm not going to carry it out for an hour extra each meeting. That much I'll
073tell you too. And I think that if she wants an explanation or they want an explanation or if anybody wants an explanation, the phone line's always available at the central office and they can get in that absolutely >> and I you know because people are going to ask >> um towns people will ask they'll ask for a copy. They'll want that. I mean that's been common knowledge. >> Sure. >> Um >> and they should know. I mean Yep. They're paying. They should know. Absolutely. >> There's there's nothing there's nothing here that we couldn't answer for them that you know that that we would hide for any reason. I mean, it's >> and I think it goes back to what your goals have been that this board and this district build trusting, positive relationships with our
074community members. And the only way to do that is to if you don't know to say I don't know let me find out or right or try to answer to the best of our ability and say you know whatever the answer is. Uh we don't Sharon and I talked about this today that we're already thinking about that May meeting and and making sure that we have information ready but we don't want to fight with anybody. We want to make sure it's respectful but we want to make sure that >> we're not defensive that we're taking those deep breaths when it feels like it. Right. and then say again just trying to help them understand but we live in this I I call it the bubble we live in this all the time and you live
075in it to an extent as board members you're you're here and they're not so we have to be patient and kind and try to bring them along >> and I know we're going to meet again Monday and um I guess there's a couple things I would like for Monday um I know that this is the budget that we've we're working on. >> Um >> I would like to just speak is from Monday if we take out >> we've talked about it. I just have those Monday three scenarios for Monday how the how it would adjust if we took out um one of the either hearing or screening um devices. Um uh not not a bus, the truck and the lease. the second lease. Third lease, sorry. Third, third lease. So, yeah. So, I'm going to
076do So, you'll get new big sheets. >> Yeah. >> For each one of those scenarios. Okay. So, scenarios removing sections or items from the dry budget. Yep. >> Just so that we actually have um Yep. >> Is there an idea if we actually took them out where was what options we have? And then uh can you just mention the bond to to figure out you know what would a bond payment be >> roughly? Yeah. >> What's in the third lease? >> The third lease is the the elementary school potential 230. Yeah. Okay. The 230,000 I think that's what you had. >> But remember we can even go less than we could do on that. I mean you could almost I know that they remember they had that big menu. >> Yes. >> Yeah. You could
077agree, but if you do a bond, just do the whole thing. >> Well, no, if you do a bond, but if if they didn't want to do a bond, they still go back and pick and say, "Maybe we just want to do whatever and drag it back." >> Yes, I think that >> that could be one of the options. >> Could be an option as well. >> We could look at different values for that lease. >> Yes. Right. >> Yeah. Yeah. >> So, Sher, currently with what we put together, what is the percentage increase right now? 4.5. So, okay. So, two there's there's two two 3.41. I know. Yes. That's the So, the um the the percentage increase for assessments cross is 3.3. >> Yeah. Sears sports would be 2.0159 and Stockton's is 5.1501. Again,
078there's the there's changed because of the valuation percentage change. >> Can I have a sports again, please? >> Um 2.0159. >> It's right on the bottom of that page, Denise. >> Yep. >> And then >> Yep. The um the budget itself expense wise, it's a 4.5%. Is there a number if so if Sharon and I are building scenarios for potential removing of pieces? Is there a number that you would suggest that we look at as far as overall percent that you I mean I I know it's tricky to do but but are you are you thinking what's going to be palatable to the community? Is it close as close to zero? Is it which isn't realistic is it one is it two is it I mean if you go with a close to zero you
079are talking about cutting personnel because of the contract and the salary increases in contracts >> you would be talking about I mean truly that would be one of the big ways that's so a teacher right now it's like 103,000 >> with all the benefits with their benefits. >> Yeah. >> So, I guess my thinking is if we if we took out the 200,000 for the school and put it into the bond, >> that's quite a where the bus go. >> Yes. So, um kids, I'm just going to give you my concern. Um two years coming in at a really low a low budget. I mean, 12 million, it's doable for us. It's definitely doable. We're working with it. Um, >> and and we're able to do it. Are we going to be able to do
080it for 3 years in a row? Absolutely not. >> We can't. >> We're not. I mean, we're going to get so far behind in maintenance cuz that's where it's going to get pulled from. >> Um, or staffing. >> Um, and we lost our accreditation because of maintenance. >> Yeah. And how how locked into accreditation are you guys? I mean, it's not it's not required anymore. We're just we're just finishing. Okay. Well, then we're locked in because it's pretty much done. Um, so the other thing, um, it'll be this spring that he's out. >> Oh, finishing. Great. Okay. Um, is the 1.5 million carryover. I know that's a hefty amount, but I think we have to do that to ease into this increase. >> Mhm. and then next year maybe we could get by with a
081smaller increase if we can get those things that we need now and if we need to go out for a bond. I mean I think that we've got a really a really good reasoning why we may need a bond. You know if we don't have enough to build a bus garage, you know, from the insurance then we're going to we're going to have to do something. It's got to come from somewhere. >> Correct. And it's not just building the bus garage. It's It's the supplies, materials that need to go into the bus that we also lost. >> Right. Exactly. I mean, it's I'm talking I want anybody that's listening to know it's not just the shell of a building that we're talking about. It's >> And that's what I $290 per square foot. It's just
082the shell. >> The shell. >> You're not getting anything else. It's not the It's not the equipment. It's not the >> It's a shower. It's And that's >> That is That is just a shelf. That's not and and we all know that's not what we need. I mean, >> you lost everything. >> I I guess that I'll honestly tell you I I'm personally I have no trouble with this budget. Do I think it'll pass? I'm not so sure. But I I like the reasoning that you guys have brought forward. I like the explanations. Um I think the public's going to be very surprised of of of the answers. I think that you've put it out there in black and white as A, B, C, and D that that's the way that we need. I would
083have no trouble. I don't know if they pass it, but my concern is the bus garage that we need. We've looked into um subbing out for for buses. It's was a total failure. Um that's not what we need. Right. >> Um and and if we were going to need money for that bus garage, we might when we lost our accreditation, it was due to the the buildings. It had nothing to do with the education here. It had to do with the buildings. >> And I think it's time that we need to that schools um how many years old now? Um couple. >> It is elementary. >> Yes, it's time. >> It is 209. I mean >> 91 I think. Looks good. It has legs, but it needs to be maintained. It needs to be maintained.
084Um, >> so I think that if we were going to do it that that's what I would recommend, but that's a board choice. >> I think that it's similar and I think that we need to equate it to families that community members. It's just like taking care of your own home. You have to take care of your home if you're going to live in it or it's going to end up costing you more and more and more every year, right, >> that it gets behind. and we have to take care of >> and I'm not so sure people understand. I know that I know money's tight. I I own properties in both towns. I pay a lot of taxes, too. >> But if everybody says you can go somewhere else to educate your child, can
085we? Yes, we can. But is it in the best interest of this town in the town of Stockton if you close everything down and you have nothing here? What's going to bring people here? I think that's has to be a factor when we make our decisions as well. We need to upkeep this place and >> and and we can't cut everything and um we have our students are doing phenomenal things. They're going all over the country to be educated. I mean, they're really striving and um I can't say enough good things about it. But if you close a hub here, it it it hurts the towns. It's plain and simple. When they bypassed Chandra Route One, what happened to us? We closed everything. All the businesses closed. And it would happen here as well, >>
086right? >> Um Oh, sorry, Kristen. Do you want to go ahead? >> Yeah, I was just going to say when I look at this increase as 542 almost $543,000. That just doesn't really seem like that much to me, right? For an annual increase, that's just that's pretty low when you can. But that's my opinion. Not everybody's going to think that way. They're going to look at that number and they might, you know, not be phased too much by that. But what will phase especially our Stockton folks is that 5.15% and $147,000 as their increase. and when they compare it to Searsport, they're not going to understand why it looks like that. >> And that's where we're going to get all of the questions and >> um just push back. We're going to get push back
087because of those >> numbers >> and the way they look in comparison to Searsport. And so I think if we can focus on explaining why Stockton's increase is 5.1 and 140 almost 148,000 in comparison that may help but ultimately but it's the valuation correction. It's not an industry to require local is that their that their town their property in their town is valued higher than property in Searsport and that's nothing right has nothing to do with our district and anything like that. It has and and furthermore it has nothing to do with the amount of students they are sending. >> Correct. that we somebody chose not to do it. We chose not to do it that way. You know, >> a long long time ago before any of us were on the board. Well, maybe
088Denise was, but I don't know. >> How many years ago was it? >> A lot. That that they that what >> that we chose valuation over a number of students? >> 2008. >> Yeah. Long before. >> Mhm. >> I think I just came on in 2008. >> All right. I few few more than that many >> but I think that's going to be the issue. I think about five more than that Denise. >> Well remember it used to be 1100 students here close to it and that's not anymore. >> No. Right. >> They don't have big families anymore. There's nothing we can do about that. >> So if in those notes we can >> Mhm. >> So scenarios anything else that you want us to pay attention to? >> Yes. Okay. So I can do
089a an assessment history and I can take it back. Um I I hate to go back to 2008 because that's when we were combined >> and totally different it doesn't >> scenario. So I think that I I should go back to 2015 when we seems like but that's when 20 be so and you know I can I and actually we could even do that in a graph. Wouldn't that be cool? One of those pie in the that we're going to do. >> Yes. >> Um what does Sabrina want to add? Go. >> Well I mean a I do it fine. It's additional data. That's great. I I think Chris is 100% right. Like nobody's going to care what the history is. They're just not going to be able to see past that like that's going
090to show up and down up and down and it's all on it because it didn't because also they're going to say it's this number of students because this is what came up last year. We had so few students. Why are we paying? That isn't actually what I wanted to bring up. So, the the piece of this that I that I don't understand clearly and I'm sure that many others in the community were not clearly if we were to say, "Oh, we want to do a bond. What is what does that look like? And what is then the impact on my taxes, whatever else?" like what what as a community member do I need to understand about the choice of I leave this in the budget and deal with it that way versus I ask you
091know we raise a bond and so I can do that when I figure out um a bond an interest rate and a 20-year >> payment plan and then break it out by the current percentage that the state because that's how it will be broken out whatever the state says for percentages that's what we So, I'll put that more information on a bond. >> So, basically what would happen would be that >> we would swap out the lease payment number three for a payment on a a bond repayment. >> A bond. Yeah. >> Yeah. >> If you really like back of the envelope. >> Mhm. If that bond is covering a bus garage and the full 9 yards down at the elementary, >> I see no way that that is lower than $220,000. >> Will not
092be. >> So, it will not be. >> So, doing a bond is not going to do anything to make our numbers as a town or town. >> What it's going to do is it's going to decrease your maintenance costs through those number of years. >> Okay. True. Mhm. >> Can you also say and justification >> or if not then you don't feel like you can cuz that's the that's what the the question's going to be right like >> it would be my deciding whether I'm going to do this or not and then it would certainly be the town's question in weighing it up. >> Yeah. Yep. Good point. And my last question, if you don't, could you take a h 100,000 out of this budget? Meaning if we decided to cut back up there, that
093100,000 would make quite a difference, wouldn't it? Because he said they take I could take the truck out. >> Well, I meant >> 65,000. >> Well, I meant um >> in addition to that, that's >> he's got for for an example, I think he told us he's got grant money for lights. >> Could have said that. >> THE GUY SO what you said is going to take it out of the budget, but can you make that 220 lower by take by getting that? So does that make sense? >> Yeah. But it does make sense. Here's here's the issue with that. So that first year that you had that seaman's bond, >> do you know that it was figured wrong? >> You do know that. Everybody knows it. It was we out there. Yeah. So when
094you do that, when you do an ESCO project and you're going to get that um the reimbursement from efficiency main, >> yeah, >> you don't know necessarily how much you're going to get, right? >> You have to keep your expenses in those lines where they currently are. >> Mhm. >> And that's what's paying for your bond. So we would keep that 220,000 in there because that's what's paying for the bond. It's just going to be used in a different manner. >> Correct? So when you took that money out of your budget, you were left with like, "Oh crap, I didn't put in money to cover pay lease agreement because I took it out thinking we were going to have these savings." Well, you are going to have those savings, but you don't know how much
095you're going to be getting back, but a a project, a monthly payment would be that amount of money. Correct. What I'm saying is if we cut that work into half, uh, that that payment is going to be lowered a lot. >> Yes. Well, probably. Yeah. I I think we're talking about a couple of different things here. Yeah. >> So, yeah, I I think that maybe where Denise is going is another scenario, which might be a fourth scenario, that >> isn't a bond. No, it's it's still that third lease payment, but it's assuming that the total amount is not 5 million or whatever. 220,000, it's 3 million and so it's only $100,000 payment. Does that make sense? >> That's what I was getting. So, we don't do the fields or we don't do the windows or
096we don't, you know, we only do two things instead of five. So the way it would be presented is if we went for a bond, this is how much we would be looking at. This is what our estimated payment would be cuz they're yearly payments. You pay actually two payments. The first one you pay interest and the principal. The second payment you just pay the interest. >> Um and then 220,000 that's for that lease is going to cover, you know, this amount. So technically you're going to be looking at another 100,000 that you need or something. Whatever that >> Gotcha. >> Yep. >> I was just trying to cut cut it in half if we didn't renovate all at once. >> I still don't think there's still another Yes. I'd love to see that. And
097I think what Denise is asking for is take the bomb totally out of it for the moment. Just literally with what we have on the table right now. >> Yes. save that third lease payment. So we don't know exactly which project we are going to do to get it to that house. That's what I said that we ticked off everything that created for 220,000 that we're only going to take off things to 100,000,000. That's what I said. I didn't want the bond if we did. Thank you for Okay. So cut lease in half. Yeah. Well, you know, I mean, if you don't know if you have the menu, I mean, I think scenario for us, right? Cuz they say yes, it's a fourth scenario. The one thing to to consider, they gave us some pricing
098on what's currently available. If you wait another year or two or three to then go up 10%. >> They're all going to go up again. So, I mean, there's pros and cons. Again, do you do it all? if you do it. >> I I What I'm saying is if they bothered a little bit, that 100,000 is going to decrease this >> the payment. Do you see what I'm saying? >> I do. And I can tell you what it would do. >> I just kind of wanted that out there just in case. >> So, while we're Oh, sorry. >> No, go ahead. You >> All right. Well, if you increase that by 100,000, that's going to bring um Sears Sports increase down to.59.5956. Stockton's is going to go to 3.6861 for a total increase to assessments
0991.8695 and it brings your um budget itself to an increase of 3.67. 679. >> I just wanted that out there if we had to. And here here's another wonder. I mean, it could be Yes, it could be that project at the that we cut in half, but it could be other things. Shander and I had also earmarked some other things that might I'm not saying better be it might be different, but it could it could achieve the 100,000 cut, but it might we had an impact. We might choose some other things in the budget that >> so my my point is just that 100,000 >> that might be >> scenario five cutting the things that you have >> not really because what >> we would be these and >> right >> and and that >>
100you couldn't do everything as one >> right >> leave the leave the school thing in and cut aund 000. So that's >> so at the point that we we decide okay you tell us how much do you want to cut this budget by how much and then we can work that. >> Yeah that's about generally right by number and that we kind of pick what we think is >> exactly >> the most reasonable. So mine's mine was the 100,000 but as I said to you I have no trouble taking this poll with >> that's a significant drop in the net percentage. >> So if you think that's a good way to go for a scenario Shandra can we'll have that ready for Monday. >> There's still a significant difference between stairs board. >> You're not
101going to fear that we can do about that. I know, >> but I don't think that that will people are still going to focus on that. >> And let's be honest, and this is no shade on Stockton. People can make their own decisions, but like it's was Stockton last year that kept us from getting a budget passed. And again, not the first time. >> No, not the first time. Stockton passed it the first time before it didn't. Correct. Because they didn't have enough people. >> That's right. That's right. >> They didn't have enough votes. Scott had more people show up than Belfast had. >> So I I guess that brings me to a different question um which you can answer now or you can think about an answer on Monday. I mean, if the board
102supports, let's just for kicks and giggles, say the current budget and it doesn't pass, how devastating is that to you all in terms of being able to like, let's say we're in a scenario where it's December again before we get a budget, is that we operate just like we do this year on the last budget passed until a budget's passed, but we will continue to make. >> But it's way harder. It's way harder to lay people off in the middle of the year. >> Well, it is because here's the thing. We have state regulations that we have to give them. We're going to have to pay them. We're paying them. >> So, the savings is not going to be in staff at that point. No, this is the only time that's why it would be
103in that we could do with staff. >> Instead, we'd have to do other things like supplies. We wouldn't be ordering supplies. There'd be resources, things like that. We might not be able to purchase. The other thing that just putting this out there, um, with all of these scenarios, if we were to go in and and do these things, remove them from the budget now, we have nothing else to remove. >> That's what I'm saying. >> We have nothing else to do. If could we present the budget as >> is, which it's a lean budget. It it's based on need, not want. Um we do have areas that we could >> not not the best for the district, but we could make those cuts and present it at that time. Um I hate to go in
104>> with a budget that we just have no wiggle room for. >> Yeah. Yeah. >> That's why I said I have no trouble with this budget and everything Chris says is going to happen. But I think we're in a better position maybe to to present it to the public and I we we are going to all select boards and and maybe we could all get on board and and really put this out there. But because they're no different with the local shares than we are. They're at 17 point >> Oh, I know. But it's always the school's problem. That's the school's Yeah. But, you know, the sooner that we can get this set, when we go to the towns in in March, we're going to be able to give them real data, >> real figures
105um and not this is what we're looking at. This is our um this is what the board has agreed and we can talk. We've got two months to talk about this budget >> between right now and May. >> Yeah. >> And the vote. Yep. >> Yeah. >> All right. Well, thank you. this was really helpful and I think um what you're going to bring back on Monday also. >> Yep. I do too. Okay. >> So, it will be really important if we can make sure that everybody's here for the next at least that they're not. I mean, we knew we had something we did know, but I we knew she because I thought and you're going to vote something for that. It might be good Denise to just let people know that we may end
106up voting on Monday and not not needing to use Wednesday. >> Yep. I shall and we'll say the thing. >> What is this and do we does it change anything? Do we just need to bring it Monday? >> Um I mean I know what it is but like is it Yeah. So um just just keep it and that's what you're going to be using for comparisons. >> Yeah. I see. Thank you. Yeah. So, those things that I handed out to you today, if you want to put those in the back of your your budget thing. Oh, the other thing that I gave you was um the tech center just kind of that's what that is. So, that's what that is. And that's not set yet, but it's less than what um I have in the
107budget. And when I talked with Julia today, she would not give me their budget because it has not been given to the board yet. Um, and I was kind of pressing her on it, like, well, you know, we've got a we've got a board and a budget as well. Um, and what she said was she anticipates it might be a little less than what she gave us. And this is what she gave us. This is not what Julie gave me. This is what she sent us. So, I mean, I think that we might amount um for um Julie said it was like 16. >> She did, but this is right. If you look at um this is where we are. >> It's only about our total payment would be 14427. Right now it's a little
108little less than that. 14 something. >> Yeah. It's so couple. >> Yeah. total of divided by three. So we're only 5% so it just a little over $1,000. Not even that based on what Joy gave me today. >> It's hundred and something. >> Yeah. Yeah. >> So maybe it's good news. >> Yes. >> I'll make a motion to adjourn. >> Thank you. The second at 720 leads