001Okay, we'll call this meeting to order at 4:03 p.m. Public comment is open for 30 minutes starting now. >> Okay. And we have one board member that had to um join via Zoom. So, if you could just say your name and whether or not you're alone. >> My name is Cheryl Mcdana and yes, I'm very gratefully alone. >> Okay. >> In in St. in Albins, Vermont. >> Okay. >> All right. Well, >> okay. >> I don't see anyone here for public input. So, would you like me to >> Yeah, please. Yes. >> So, I did share a memo with you about 5 minutes ago to your SA16 account. And one of the reasons why we wanted to have this budget workshop. >> Do you have it up? >> Yeah. >> Okay. Let me >> Do
002you want me to print it for you or you >> That would be helpful. Would you mind? >> That would be amazing. You're on it. >> Can you send it? Oh, >> you're already on it, but we can >> I can just That would be great. We'll print it for you. And while Becky's printing it, I just there's a few one of the reasons this budget workshop is going to be really important this year is there are a few big ticket items that Kensington School District has to start to plan for around the HVAC system and the maintenance and control. And these are items that are going to cost the district maybe over $200,000. We're not we don't have all the bids in it. We don't know. >> And that's about Zeke's idea. No, this
003is outside of the energy grant that we didn't complete and get in time. This is what you have to do. We have to do anyways. Um, so there's some there's what we call R&M, which is repair and maintenance. >> Can I show that again? I not just maybe the Wi-Fi here is >> two times. Um, and then just some other budget drivers I wanted to go over and help you and then you guys could direct us on what you want us to prioritize and think about. Um, so I try to order that in the in the the memo. Um, this afternoon the Kensington budget without everything in it um or would the best that we could is at 4.9%. Um, but I'm not 100% confident. Michelle changed it when you were at a different meeting.
004Molly's looking at me like that's not where we ended. Michelle changed it. >> Um Michelle had to change it when we got more information from facilities. So it's at 4.9%. Um so we're going to go go over those pieces with you all. Um there are some changes in the 306s and the laws around literacy and curriculum that are budget driver at the elementary school. Um because we're looking at violating two literacy programs so that we would meet the state law. So that's a factor. Um >> what's the acronym you just used? >> I don't know. >> 306. >> Oh, yeah. Acronym number. What's it? 306. >> The 306's are the minimal standards in New Hampshire for education. >> Okay. >> That impacts us at some level. And then there's a separate RSA that talks about
005the um science of reading and that by um 20 2027 districts will have a reading program in K 3 through 5. I think it's K through five or 3 through five and I should know that. I think it's a 3 through 5, but we are looking at a K through five because that would make sense. Um that meets the standards and it has like a program >> state that's >> Yeah, it's a state requirement. Um and one way to easily get to that is to adopt a program that the state approves like a box curriculum program um like benchmark for the exit school district. Um another way to get to that is have components of it and have components of other other pieces of curriculum like trade books um written expression um >> kind of
006like building it. >> Yeah. And building it and then you go through how you're meeting other standards. So that's a budget driver for us because we had put in money to adopt one of the pilot programs, but it's also a big >> and we have to because it's >> well we have to meet the state's requirement. Yeah. And so we got to look at how you want to do that. >> There's there's just I'm sorry this is a lot, but I'm so thankful that you guys are willing to have a budget workshop instead of us coming to a a board meeting with a draft and you guys saying no, no, no. >> It's great, too. So, it's right there. >> And Cheryl's on it online. >> You have it, too, Molly? Yes, >> I have
007a I should have a copy online. Okay. Shared it with me about 5,000 times yesterday. >> Yeah. >> Just kept kept giving action items. >> I just need to >> So, if you guys want to take a minute just to skim over it and then we'll go through it. [Music] I need to get all of your stuff. I hear you. Sorry. I have to pick you up at a certain time, Emily, to get to dance on time. having this done again. >> And reached out to them to just get a price because they don't have the history part to do again. >> Excellent. >> So, they just are going back from 2018 forward. I was looking here where they told us how much to replace the boiler. >> Well, the the gas conversion was in
008there and I think it was like $2,000 for a gas converter. >> 23 200,000 >> but that's if you convert it to gas at this time oil was >> crazy expensive. So that condition was convert to >> Yes. Why is that hasn't really changed? But no, that wouldn't be likely it wouldn't be the recommendation. >> He said we can do boilers in phases. We can't do the control management system, but we could do some boiler work next year. So we >> boiler control. Which one? >> Boiler. He said the control you can't do phases. >> Okay. and he would sit he he would recommend we do that first >> and then piece in the boilers. >> Okay, that's why that kind of first. >> But he also said more conversation >> could be had. Yep.
009>> Remember where what the increase was last year? >> It was 2 point something. I remember >> last year. >> Okay. Hang on. >> What was the budget increase last year? >> It was lower. >> It was 2 something >> because the year prior had been quite high. >> Yeah. It was like 11 down and >> Yeah. Mhm. Okay. I'm just >> Molly can pull that off. >> It's not It's no big deal. Just when we >> I shouldn't. >> That will be something >> if it was lower than the high end. >> Okay, I'm ready when you guys are >> I'm still reading. >> Okay. What's up? Hey, I'm in a meeting. What's going on? >> Cooper, are you okay? Yeah, >> it starts at 5:00, Cooper. I told him to bring it at
0104:45. Okay. Sorry children. [Music] Look at how it goes down there. We're going outside. We're going outside. We're not just goes down the line. >> Little charge in there. >> You look up quickly what I think cuz last year >> Yeah. >> I'm pulling it up right now. >> Do you want to say it was just under three? >> Yeah. Yeah. We had that one year that was big because we had some moveins at the end. >> We had so it was a combination of um we yeah had some moveins and we a lot of things came out of the grants. >> That's right. There was no longer the ideation significantly that year. >> That's right. It was a double whammy came out PT. >> There was no more consolidated grant and so you got
011>> we got hit. >> Mhm. >> All the smaller schools got hit big that year. So that was >> 2.92. Wendy gets the point. >> I wasn't even on the board. >> But I am a taxpayer. >> That's right. >> You are informed taxpayer. >> And I went to all the meetings. So here >> I think I think you live right next to my parents. >> Couple of doors down. >> Molly. >> Six degrees in Molly. Well, you know, I thought of you the other day when um they did the flu shot. >> All right, I'm about as ready as I'm going to be. >> Okay. Okay. So, first glance at the memo, I I tried to just give some context around public school funding because I think that's really important. >> Um and that
012that is an onus on us when the majority of the funds to keep the local school open comes from the taxpayers of that town. despite um some New Hampshire Supreme Court rulings and then I talked about um the fixed t costs right like the transportation which isn't we don't own our own transportation we are at the mercy of the vendors and there's not a lot of vendors and there were years where we saw a 14% increase in transportation and and vice versa as they're trying to recruit drivers cost of fuel maintenance so that's a fixed cost for us that we have very little control over um minimum standards we talked about that and how that impacts this budget is the science of reading mandate and how we're going to meet that by 27. Um, we
013have to do the statewide assessments and reporting and like all the pieces related to that. Um, and then our obligation to operate a a FAPE for all kids in New Hampshire, right? That makes sense. And then special education. I put information there around special education because I also thought it was really important >> because there was a lot of talk last budget season about the New Hampshire legislators increasing um their contribution to special education at the local level. Well, they're still talking about it. We're still not seeing uh an an increase in adequacy money bumped up for students with special education. though we've seen a spike in costs related to servicing students with special education, especially our early childhood kiddos that are coming in. There is an increased cost to meet our legal mandate for
014those three, four, and 5year-olds as well as all the other needs of students. So, um we're still 83% of the cost for special education is the local school district. So, we increase our cost quite significantly recently. Um, and then where we are this year for the for our our working on our proposed budget for you all for fiscal year 27 right now it's at 4.9%. We did comb through this pretty significantly. There's um some staffing reduction through attrition. Um, so you'll we we did look at that. Um, given not filling replacing a retirement um, and then looking at class sizes, I think Becky thinks she can still like manage manage that piece. Um, so we just won't replace a retired teacher, which will save the district some money. Um and it would it will mean
015in a small school realistically some teachers will switch grade levels throughout years depending on the size >> and that's been happening >> and that happens that happen some teachers follow the kids like wherever the most kids are that's where we have the most teachers >> and so that that's a great positive piece of the culture here is that teachers are like what am I doing this year Becky is like this is where I need you but the attrition we're saving some money we're proposing not to replace the retired teacher Um >> that does mean increased class size. >> It does mean that there'll be a little bit larger class size. >> Yes. And again, this is what we're proposing to your job is to tell us yay or nay like I don't want that or
016I do want that. So I just we just wanted to lay out the options. Health and dental was an increase as it was for everybody. So the chunk of our budget that went up was 95,000. That's the delta the increase cost for health and debt. >> 43% of the budget increase. >> Yeah. >> That's huge. >> Yeah. Yeah. Right. And that's just that's another >> one >> a fixed cost that we really I mean we're having conversations at the SEU in terms of long-term but that doesn't help us for next year. We're think how do we save money? How do we negotiate healthcare? That doesn't save you for next year but it is something the SEU is talking about long term if these trends continue. But anybody who works for a company or anything like
017that >> I mean health and dental is ridiculous now. >> Right. Right. >> Yep. >> Absolutely. Um what is >> say what I was going to say. Never mind. >> Um what's also not in the 4.9% increase is any track changes for our teachers cuz they're level set because this is a negotiating year. So their the increase for their collective bargaining agreement is going to be on a separate warrant article. So you don't see that increase in this budget. Just just a reminder. >> Just to clarify, it's not track changes. It's just the regular compensation increase, >> right? Whatever >> the track or step changes for educators happens every year, but we don't >> The cola too. Yeah. >> And you said that that was very minimal. >> Well, we haven't negot ratified anything yet.
018We talked about it in non-public. Um, >> but I couldn't give you that figure. I couldn't put the figure in here because it hasn't been ratified yet. I you will know >> before you will know what figure that is, what number that is on the warrant article soon. I just could we can't do it yet until um you adopt it. You agree to the agreement and the um >> Okay. So, that's to come. >> That's to come. But it I just want to know like sometimes when there's not a contract you see everyone's percentage increase but we didn't put that in there so because that's separate. >> So the yeah the town votes on that separately. So they'll vote for it on the budget and then they'll vote on the teacher contract separately. >> And
019then I talked about the staffing. Um, one area that we really want the board to consider and we think it's vital to the programming, especially the reduction of a classroom teacher, is an increase in salary or hourly rates for our instructional aids, our educational support staff there. Um, some schools call them pair of professionals. What did we decide? Instructional aids, I think. Um, everyone has a different name, but they're so essential to for helping us meet our legal mandate to help students with special education needs be in their classroom. They're imperative to tiered intervention, which is also a legal mandate is you have to offer kids tiered intervention. Um, and exhaust intervention models before special ed. So, we have we are lower than surrounding districts in and outside of SAU16. We have a lower hourly
020rate for our staff to start. It is really hard now as for Becky to recruit and maintain and hire instructional aids, which I don't blame them because they're looking at Kensington and they're looking at a Portsouth, an Oyster River, an exit, and they're getting three, four, $5 more an hour for the same job. >> So, um, we did we are asking to do a salary correction for the pair of professionals in this budget at 10%. >> Um, across >> You really think that's going to make a difference? I've lost several people to exit >> because it's a much more robust contract for them there. >> So, it's a hope. It's like a hope. It's like it's what we sort of landed in the middle of what we were hoping. >> Well, and it's incremental >>
021and it's incremental. And then we wanted to talk to you about doing the same in fiscal year 28. Like how do we do 10 now and 10 then so that we could we didn't want to level the playing field over one budget season. We were thinking of leveling it over two. Um >> it's that our our salary is that significantly lower than >> compared to other and other towns in SEU have done this in the last couple years. They've done the salary correction preparing thresholds including East Kingston did it a couple years ago and they just finished they went over three years to increase the salary because it's they're so vital. the the instructional assistance are so incredibly vital to students um that that it's just even though we know what the budget is tight,
022we still felt like this was really something we had to bring and ask. >> And I I also think that sends a message that they are valued and we're doing the best that we can to increase that. So I would I would support that certainly. >> Okay. And I because I just I mean it we're telling you about how tight things are and then we're asking for 10% for subgroup but that's really important that you know that we we wouldn't be asking for it if we didn't think it was like imperative for the students in the programming. Um okay >> I think it's not too just comparing to like other paraprofessional positions but even competing with going to work at Target or going to work at Walmart >> even just any job. True. there are
023some of those other hourly positions that are paying more than working with our children. So, we're really just trying to make it more comparable to the work market. >> Yeah. >> Um and so then I guess we can go two ways. We can dive into the repair and maintenance cost for Kensington. Becky or Becky can talk to you a little bit more about the curriculum pieces. I'm not sure which direction you'd like us to go. >> I definitely both of them. So, I guess you want to do repair. >> Okay. first. >> So, and this is probably Becky and I will tag team this. So, um Kenzie did have a um building audit or state of affairs audit done in 2016 and that is what you all used to do your capital improvement plan for
0245 years moving forward. And you worked off of it and you replaced a lot of um pieces along the way which was amazing. You started a facilities maintenance trust >> which is amazing. It's got I think 80 grand in it right now. But we're getting we are past the life expectancy for two big systems in Kensington which is the control maintenance area which I don't don't Brian facilities has talked to me about it so much. He just says way he explained to me he goes that is the nervous system of your building >> electrical part. >> He goes that is the big nervous system of your building. So, you could have a brand new building and have a really bad nerv nervous system and you can't function. You can't >> Can we have him at
025the deliberative? He can do whatever we He could do what I don't I can't speak for his schedule, but he can come and speak to you at a time that would be appropriate if he can do our I don't know if he can do the deliberative um because the deliberative is a school board talks and then you give permission for anyone from us to talk but he can give you as much information and we are working Becky and I are working on a full budget report with all of this information in it for you all >> but that we have two bids so far for what is the maintenance control part of Kensington Washington. I The policy says three and we're working on three. They range from 95 to 115,000 for two different companies. >>
026Mhm. >> Um we have more we have more favorable experience with one company than the other, but we will make a full recommendation to the board once we get the third bid. >> But if you just wanted to say max is $115,000 repair that needs to occur in the building pretty soon, pretty soon. It's it's it's passes life expectancy and you can't do that without doing the next thing. And the next thing you also have to plan for and do which is our boilers. I call them boilers. There's more of a fancy um sis system. They have all these acronyms that are in the memo, but it's basically the boiling the boilers who he and he says that's the heart of your building and then the controls is the nervous system. So if they work
027together equally important, but fix your nervous system and then we can phase in fixing the heart over the next two years. And I hope everyone at home likes my acronyms because um the metaphor >> and it's not that they're not working now, but they're there we are starting to see some breakdown in in the systems and >> and the efficiencies >> and the efficiency. And so I do we do need to make a plan here. >> Well, it's going to be costing more money if they're super old >> and it would it >> just for heating just for >> Yeah. and the cost to have them repaired cost to have people in to do the repairs cost for that. And it really would be like malfe of me and Becky to not come to you
028and say these are going to die. They're they're past their life expectancy. You have to start thinking about it. Um and it's sooner rather than later. Um and one of our proposals in here are things for you guys to consider. And I know you don't you don't have to make decisions tonight, but you got to tell us what what more information to give you. We can probably find the money in this year's budget to go ahead and do the controls fix if you want us to. It would be We've combed through it a little bit. I make Becky nervous because it it really would be balancing it out. Um but we could m we've talked about it um through an unfilled position this year that we didn't fill. You budgeted for a second kindergarten position.
029Becky waited >> to hire and the numbers didn't come in. And so that's why you have 19 in kindergarten. >> Um and then there's a few other lines um that once we we look at all of that, we can probably get the control system repaired using this year's budget. >> And can you dip into more of that capital improvement? >> Well, that's the the question is >> do you want us to do that or do you want to save that for the boilers which will be over a h 100,000 in the next couple years? So, we're looking at a financial for repair and maintenance. A conservative estimate for me to tell you, for the board to think about is upwards of $250,000 >> for the boilers. >> No, for everything together. For everything together. Mhm.
030>> And um so >> my gut is 4.9% people are going to have smoke coming out of their ears to begin with and use that capital improvement. >> So what but that if we can >> not all of it obviously >> so we only put some we only put some money in the budget for next year to do the boilers anticipating of using that to cover the rest. We didn't put the full amount in the in the draft budget at 4.9% to cover the boilers. We only put, I think, 80 grand. >> 80. >> And we might need another 50 and you have 80 in your trust fund. And we we don't want to recommend that you >> completely dry out that trust fund in case the roof goes or >> right >> something. So
031we put 80 grand in to put towards repair and maintenance for next year. So that mean so we would potentially then use about 50,000 from the trust to cover the difference which would leave still >> 30,000 plus whatever the town puts in the end of year which is usually $10,000. I think it's 10 or 20. >> Usually, last year I think you did 10 times. >> I know Rene knows it makes me nervous to deplete that entirely because I see that as >> I mean that's our we can't go to the bank and get a loan. If we shovel the roof off, cause a big damage. That's 30 grand right there, which we won't because we are very professionals. But we don't go to the bank and get a loan. We go to the trust
032fund or we have to have special meetings and raise and appropriate a whole bunch of funds and Molly does not want to have that many night meetings. >> So it looks like you got to find 25 grand. So well it's what do you want us to do? Do do like the budget right now is at 4.9%. We've cut staffing where we could we have the curriculum materials in there. We could look at reap grant for this which would again that leaves we're really decreasing our ability to provide a lot of PD that we might want to provide but we're putting the but we're budgeting for the curriculum and we just don't have the money for PD that we would have had. Um that's that's one option. I mean >> I think Oh, >> go ahead
033Cheryl please. >> I think I'm just mulling this over in my head. I think the 4.9 when I'm looking and looking and looking is not really being driven by any decisions that we're doing. Most of it has been being driven by state mandates and legal obligations. Um I think that what we need to explain to the voters is that votes matter and you're getting what you voted for and we can't help it that it's going to cost us five times as much to print the ballots >> because we have to put all this nonsense on. we can't help it that we have to adopt a reading program which to me is an unfunded mandate but that's a different discussion >> uh which is against the law so I think that they needed to hear that
034we didn't drive this this is not being driven by the Kensington school board this is being driven on us this is being driven over us >> the biggest I mean I'm just I'm lucky you know that I was able to sit at the SA16 board meeting too with my lady friends but this is healthcare is not on us. We can't do a thing about it. You know that the I think that there's a lot of confusion and when we have our information session, we have to explain to people, no, we don't have a choice over this. It's collective bargaining. We don't have a choice over retirement. It's part of state law. I think there's so many things that people think that we have a choice over. So, I mean, I I you know, I think
035your recommendations I'm going to certainly take because I think a lot's being shoved at you. I would hate to see curriculum and instruction have money taken away from it simply because I think you've budgeted it pretty conservatively already. >> But that's just that's why we have three of us. The something that I had heard that might be good to hear too is going with what Cheryl said is what percentage of the budget do we as schoolboard members actually have the ability to make decisions on. I mean because you know I've heard it's very low. It it's like >> less than 10%. >> And it would be good to have that number to give people >> that Molly often makes it that high and how much is actually the That would be great to talk about
036when we're doing our information session. >> Yep. >> Exactly. >> That's a great thing to talk about. >> And again, Cheryl, to be saying, you know, don't get mad at us. Go talk to your legislators. >> Exactly. Exactly. >> It's not us. >> Just be cautious of how you word it. Um because most of the budget is people. However, you do have control over how many people you have here. So, >> I just Yeah. I I mean >> so that's why I just want you to be cautious of the wording. >> Yeah. But you when you talk about people you have to talk about class size >> and because we can reduce people and develop the age. Do you want 30 kids in a class >> cuz we're we we did reduce >> that where
037we could like we really we did it is people and we did the best that we could do >> and still offer that I mean in good faith state we have reduced our faculty. We have a do, you know, to the best of our ability. >> Yeah. I think the only um the thing that makes me nervous is that we have out right now letters to our local preschoolers trying to to get the number. Do we know how many kindergarteners that we're going to have next year? And this is always every year the big unknown. Are we going to have 11 kindergarteners? Are we going to have 36 kindergarteners? And that is the difference between one teacher or two teachers. If in the next few weeks, because we are starting to get those letters back
038from preschoolers, >> the local preschools now. >> If in the next few weeks, it looks like we're going to be at 20 six kindergarteners, then we need to come back to the table and be like, that position I thought that we didn't need, we're going to need it again next year >> because >> well, and we're not even addressing what might happen with open enrollment. >> Right now, there's nothing in there for open enrollment. >> We haven't even talked about that. There's $1, I think, on the line of >> Because that's such a great point, Wendy, because you're right. The um Pittsfield case that came down on Friday >> says that you don't get to choose whether or not you're a sending district and you are on the hook. >> I know, but it's it
039hasn't really been fully like fleshed out, right? Isn't that what you were sort of saying the other point? >> Well, has it been fleshed out? What what is very clear is that you have to pay for one of your students if they enroll in another district. I have no idea who that could be. I can't tell you. It's different in special ed. We usually can say Becky can say we really think we're going to have an out of district for next year. We've done the best that we could. We're not meeting the kiddos's needs. Like we can usually tell you in special ed because we have a robust decision-making process before we ask you to pay for an out of district. I have no idea what if any stop one of your students is gonna
040enroll in another district outside of Kensington and ask you to pay 80% of that. We have no idea. Could be four, could be five, it could be none. That's what's really scary. We have $1 in the budget for open enrollment right now. And >> and people that know, they're going to ask these questions. >> I know. And I don't What do you want? How much money do you want us to put in that? How do you want us to treat that budget line knowing the Pittsfield case? Cuz we have a dollar on it right now. >> Is are there any um rules about when they have to let us know that they want to do that or is it sort of like >> we want my kid in this district starting on Monday and then
041it would just have to happen. Do you know what I mean? Or is it like they have to apply by this date and then it starts on this? >> I actually I don't there I know what there's not is a process delineating how you do it. There's no process on how districts build each other. There's no process on timelines and dates. So, I don't believe there is right >> anything. I think it could start in January. It could it can start January 1. Um is what they said. By January 1, you have to have this in your budget. It's a whole different thing. But no, there isn't there is no clear like process for this. I don't I don't know. >> Is it something we could start a trust fund for? You could put on
042a warrant article for this year to start a warrant article for open enrollment tuitions. I why they could, right? Why not? You can really do a trust fund for anything. We just talked to like you just have to word it the right way and get the legal. >> Yeah. To expend out of it. It has to meet the spirit of the trust fund. >> So, you just have to be really clear. This is for o students tuitioned in other open enrollment schools. >> And then if something ever changed with that rule where open enrollment ended, we could we would figure out something. liquidate the trust or have a vote to liquidate the trust. >> Yeah. >> Or redistribute it to other trusts or something like that. >> And you'd have to have a vote to
043>> everything would be open. You'd have to do everything in public and vote >> and have it would all have to go on a war article. East Kingston did it a few years ago cuz >> at one point in time it thought there was thought that East Kingston would have a second floor and so they had a a building whatever >> thing and there's a quite a bit of money in it and so they actually had to put it on the warrant to dissolve it and we had to do a round work with the department of re department of uh revenue to do a roundroin warrant article to say if that fails then so do the others and and it redistributed some gave back some to the tax rate. So it was a big it's
044complex. >> Yeah. Yeah. >> H >> So I guess I put that on there as >> Yeah. So 4.9 a month from now we have different kindergarten enrollment projections. >> We have to we have to we have to look at that conversation. >> Keep going on your list. >> He'll be in kindergarten next year. >> Look, we have about seven. We actually have about seven. We just sent the letters out. >> Great. Great. Look at you're already getting those. We already have like seven. So when he gets bored, >> you >> sure he doesn't want to go to another school >> and and so really it's really the a lot of the costs are fixed. That is correct. And a lot of the costs I would also argue are unfunded mandates. Um >> thank you.
045>> For sure. Absolutely. Um but you also have to guide us in terms of what do you think where's the appetite in the community? Like what's the breaking point? like at some point are they going to say we want larger class sizes because we can't afford to do this? Are they going to say we're not going to do the parah? Like I I just wanted to make sure you guys have as much information as we have and hear all the conversations we're having so you can really like say like you know Renee I really don't want to go to the public with anything above five or I only want to go to the public with what we need and you've articulated that really well or like I I mean I just >> Can you say
046again? So the 4.9 increase that what part of the um repair and maintenance did that include? >> 80,000 towards a 150 to $200,000 boiler bill. >> Okay. >> Only 80 grand in it. >> Okay. So then remind So tell me again what the proposals were. The first one was finding the money in this year's budget >> for the I'm I'm really recommending that we do controls this year. Yeah. >> Like just we have some >> we have some un unspent. So not putting it in you're you're talking about do it now this fiscal year. >> Yeah. Phase one and two. Phase one is give us we'll talk you'll make a vote at a public board meeting for us to reallocate money towards that. Okay. That that's one thing for you to think about. Do you
047want to get tell us to reallocate the funds that were set aside for the following areas which we would go into detail so that so that we could pursue doing the control maintenance after we bring you three bits. >> Yeah. That's I'm really recommending that we work our best to find the money in this year's budget. >> Okay. So, really when you start thinking about it, if we have the health and dental cost, which is 43% of that 220 and then another 80, that's the 80 and the >> well the 80 isn't um the repair and maintenance isn't that >> we over what we had in last year for projects. So, I'm just looking to see what the difference was between our repair maintenance line last year was just give me a second to pull
048that up. Like your big drivers that we're proposing is salary correction repairs, repair the healthcare that we can't do anything about, and repair maintenance. >> So, our repair and maintenance line for this year with current projects is 85,500. next year. Um I Oh, it's showing it's showing it just at 80, not at above 80. >> Okay. >> Right. At 80. >> Okay. >> Which means it's going to be tight. >> Okay. >> Less than >> Okay. >> So in the budget right now for that is >> and the proposed budget in the 4.9 is 80 in repair and maintenance. So between the 957 for the health and dental and the 80 that's really a big chunk of that increase. Correct. >> Did you cap Did you cap repair and maintenance at 80? >> Yes. >>
049Okay. So there are other things in the repair and maintenance line that we have to do. >> Um so that full 80 isn't >> won't be available towards. It would be good to have that number though, whatever you're applying towards that part because and I mean I remember you saying to me once that you look at this building like you would look at your house. >> Yep. >> She knows it like our house. >> And I mean the result is we now have a nicer parking lot, you know, because we should. And anybody who's got a home in this town knows you need a heating system. >> Mhm. Yeah. those don't I I feel like that is something we could we could explain to people. >> It's one of those one time things. >> So
050the number So >> I think that's great. Right. >> We have all the other things that we know happen every year like we have our pest services and our you know >> your what services >> we have like um like services for ants ants bees you know pests. >> Yes. >> Um the known sort of things that we that we do. So what would be available for the um boiler project would be 58,600 >> that's leaving the >> Hback that leaves the that's leaving the HVAC in >> per train which I didn't get an answer from them yet. >> Okay. So >> I mean and anybody who's had to replace their HVAC system knows it's a onetime thing. You're not going to have to do it again for another 50 20 years >> 20 to
05130 years. >> Right. Right. So with that that should mean that or hopefully so >> if everything stays the same which we know it won't maybe next year will be less than 4.9% increase >> because these are so >> we hope >> yeah absolutely I mean what I think if last year is any indication the board is very thoughtful in the budget they put forth when they can so that's really nice that we were 2.9 last year like it wasn't That's we were 2.9 last year because that's what was we could do in reasonable and now we would be this and then hopefully this cost isn't this is and there are supposed to be efficiencies in heating and cooling and all of our other bills with the new system. So they you also cost >>
052um the way Brian explains it is that you're you're you get >> you make money in the long run by doing these big systems and replacing them because the efficiencies are way better. >> That makes sense. Mhm. >> Okay. >> And that would be really the only facilities project for next year. There's no other We're not placing doors. We're not placing windows. Um that would be the only >> the district has done like a really nice job of taking what was done in 2016 and doing the capital improvement. It has has worked. We have a list of all the things that have been done that we will put in our report to the board that the way we took this >> um and chugged away at all the upgrades for the building. So it h
053you have really worked on this year after year >> for sure and you you've everyone's done their >> due diligence and each board even though it changes every few years has been very supportive of like staying true to the the plan and making sure that we're doing repairs on schedule and cleanings and >> Yeah. >> Um >> like they would their own home. >> Yeah. And so now it's just time to sort of create another 5 to 8 year plan because >> and it's not like we're a brand new house here. >> No. Right. Yeah. But So, my math says when you look at that 220 uh figure, excuse me, the change the 220 really it's only $66,655 that we're controlling. And that's not including the 10% for the per, >> right? That that that
05410% is in there for the period. Yeah. >> Yep. >> That's not a lot of money. >> I think there's a way to sell it. Yep. >> Okay. >> Do we have a session where we >> we'll talk about this in >> how to sell it? >> So, yes. So, um we will have all of we'll do as much of that as we can with you. Um November board meeting. This really helps Becky and I and Molly to go back and give you a propose a draft budget at the November meeting that will have all the information you guys talked about. So will be around the 4.9 give or take a like a few pieces cuz >> when we move a little bit like if our subscription to Infinite Campus isn't in there yet, it's
055going to because it's such it's a big budget but it's a small budget when it forage increment. So 20,000 moves the percentage up and down a little bit more than it does in like the co-op budget. >> So it's going to be around 4.9, but I'm not I don't want you to It might not be 4.9 November. It might be 5.2. It might be 4.7. We still have more scrubbing and to do, but we just wanted direction from you all in terms of what your priorities are. And it sounds like your priorities are to maintain the trend towards the capital improvement and not to skimp on that. Um, and the curriculum piece, it sounds like you're you're valuing that piece. >> Can we hear? >> Yeah, I'll Yeah, I'll share with you just kind of
056what I put together about the pilot. >> And again, this is don't have a choice really. >> Well, we can do it really well or we can cannot, but our scores are still above state average and I'd like to keep them that way. >> Yeah. And this this one um and >> that story is going to be told. >> I did talk at curriculum night a little bit about this and I know stuff was at curriculum night. Um this is coming out of that response um to HB 1015 um that requires um us uh or districts to have um a systematic um instruction in place for teaching um English language arts. And so we are um looking at two different programs this year. One is called Arts and Letters and one is called Fish Tank.
057Um, and we're looking at these two programs for very specific reasons. And and I was trying to do a little bit of like this is the why behind it for these two. Um, these two programs are um targeting what we call the upper end of the rope. And below is a visual of of a reading rope. And so you need all of these pieces in order to become a really good reader. The upper end of the rope are those top parts, the background knowledge, vocabulary, language, um verbal reasoning. So that's upper end of the rope. Um lower end of the rope is are those foundational skills, funological awareness, phonics, decoding, site word recognition. That's called lower end of the rope. Um we already have a uh programs in place for that lower end of the
058rope and consistently across all of our classrooms. We don't have a program for that upper end of the group. It's not meaning that our teachers aren't teaching vocabulary comprehension. Of course they are. They're just not all doing it with a the same program. >> Um so the the law is requiring us to have access to a more systematic um way about teaching all of that. So we're looking at these two arts and letters and fish tank because they target that upper end of throat because that's what we need. We don't need we don't need a program that does all of it because we're already doing that foundational stuff really well. >> And the foundational stuff that's um the programs you guys use are okay by the state. >> They're already based and that one that
059you have now is all of the way we do it. >> So um Yep. So the Heerty and the OG, the Orton Gillingham, we use all of that and that's already um researchbased, systematic and we're already using all of that for that this this foundational piece right now. >> But it doesn't help with the >> it does not do really the upper end. It is just it is like those very basic beginning learning to read skills. >> It is the foundation found. Yeah. And then the upper end is like how do you apply all that to read for meaning and syntax and interpretation and information versus prediction >> and um and so again our our teachers actually >> do a good job with this upper end of the road. you can say, I mean, if
060you do look historically over our um SAS scores, our English language art schools scores are always better than our math scores um >> and the state average >> and always above state average and they've you know consistently rebounded um you know after COVID because everyone's scores tanked a little after CO. Um, but that being said, this is truly in my if the state had not come down and said, "We you need to be looking at something." This is probably not something I would have brought to my teachers right now. >> Mhm. >> At some point maybe, but it wouldn't have been something that I would have brought right now, but we know that we've got to start preparing for this over the next couple years. So, if you look at the back, um, it just
061talks about what's the process. So, we're going to pilot both Arts and Letters and Fish Tank. Um, teachers actually just started their arts and letters pilot last week. Um, and they'll be piloting fish tank in the spring. Each grade level is a little different because units aren't all the same size. Um, but they're anywhere between six or eight weeks of a pilot. Um, so they'll have a chance to get a really good handle on the two programs. Um, and then at the end of it, we're going to be evaluating the each curriculum's quality, their usability, their impact on student income. We'll look at how closely they're aligning to our standards. Um, you know, we'll kind of do a deep dive into how effective they were for us in meeting our needs and then hopefully move
062forward with the decision. Um, in 2027, as we talked about the timeline, that's when the SAU is going to be having our conversations about are we looking to do >> um a common program across all SAU16 schools. And so it's important for Kensington teachers to understand um the options that are available out there for different programming and meeting needs and to have a strong voice at that table when the SAU um starts talking about different options. Um I I want Kensington teachers to be able to to talk to those those points about what programs are there and what's good for kids. >> So how many programs are there or there? So, we're we've so um narrowed down we've narrowed it down to these two. Um I mean um Amy Denus and I were kind of
063looking at other programs that are out there. >> Um and again, we don't need a program that does both ends of the rope. Um we really just needed one to focus um and more systematic on that knowledge building and vocabulary piece, that comprehension piece. So these are the two that would best complement what already what we have existing in the building >> in for the other elementary schools. We've narrowed down what they're what they're piloting. Some are piloting these exact two programs. Some are piloting just one of these programs and another program. So when we come together in 27, we're not going to be looking at 20 different programs. We're that I think we're look we're going to look at three or four. like that's it's not we've narrowed it down of what schools can
064pilot um with um our director of curriculum Jizier who went through a rubric with all of the reading specialists >> and went through a rubric to evaluate piloting what programs we would pilot and they had to meet a certain balanced literacy report card first and then um Becky brought it to the the teachers to figure out which tutor we want to do. So it is a narrow focus and it's really important that all teachers have a sense. >> So Kensington, East Kingston and Stratam are all we those three schools are piloting these two programs. >> Uhhuh. Okay. So f in the final though all the elementary schools in the SAU will use the same program once you figure it all out. >> We'll start those conversations. >> That's a long-term goal. >> Yeah. I don't
065because people are on a different districts are on different cycles of curriculum adoption >> that we that's a long-term goal Becky's point is the conver shake conversations begin in 27 because we have to she has to identify how she's meeting the state law so does a new field and East Kingston and Stratam >> um other schools had adopted a program recently and so they're not going to be changing it probably as quickly as these schools were but long term we're hoping to align it as part of our K through2 MTSS system. >> So the the cost is it $6,000 for this year or 30,000 for this year? >> So this year the pilot costs for both programs for materials and training was about $6,000 which we've used um REIT money to cover the cost of
066of the pilots. We anticipate moving forward if we adopt a program in its entirely that in its entirety K to5 that that would be closer to $30,000. So I had read somewhere about another law that got passed that if we're if we're um doing something that's going to be a cost over multiple years, it has to be on the ballot showing what the costs are per year. you aware about of that one? >> Yeah, that's the sanizing one that >> Oh, sanizing. >> Is that have to do with the curriculum? >> Cuz this is a one time. This would be a one-time purchase next year. >> Um, >> it it would be a one time >> what? So, one time purchase for all of the teacher manuals and the supporting books. The only thing that
067would be a recurring cost each year then would be like the student workbooks, >> the consumables which would go under curriculum. >> So supplies we would have to just find >> what Wendy's alluding to. So this would be part of our budget, but the >> there's legislation that going forward you might have to >> just as you size a teacher contract, you would have to do it for a budget as well. >> Are you saying >> Yeah, it means like giving >> I worked in the district when that was happening and I worked in San Bernard when sanizing became a thing. Oh, it's >> Oh, that's that's where it came from. Oh, >> that's what they call it. So, like when you put a teacher warrant on the ballot, if you the wording is >>
068um >> the cost of the next 5 years >> or how the length of the agreement, >> but you have to you have to say to um the the top wording just says that that it's a CBA and it lists like the next three, four, however many years are in the agreement, but then it says to further raise and appropriate and it will match the first year of the agreement because what it is is just giving you a leading indicator ator of the f the following years. It's not saying this will be the budget. It's a later indicator, >> but it's going to be on the ballot now. >> But that wouldn't but this wouldn't qualify. >> I don't know. >> It's pass, right? Isn't that Is that in effect now? >> I believe so.
069Yep. >> I'll have to check. >> I'm not sure that this would match that criteria, though. I think what that criteria was was for special warrant articles, not necessarily the operating budget, but I know there's talk of the operating budget, >> but we can we can definitely look into it. >> But this is more of like a onetime thing and then your materials >> because kids take their workbooks home at the end of the year. And this is just is there anything any um anything decision we have to make on this or we just kind of like >> Yes. What we could do is use our REAp grants which is our small rural education grants. >> It's a federal grant. >> Yep. It is a >> just saying that out there. It's not a guaranteed
070anything. >> Um it's generally a grant that I tend not to earmark for things specifically because inevitably something comes up that we didn't anticipate. Like for example, we had some professional development that we thought was going through a different grant last year. Turns out that didn't work with that grant and so we and we but we still had to pay for it. So we used REAT money sort of as a backup because the other federal grant >> federal grants are shrinking. I just want to caution you. The federal grants are shrinking. Their allocations are inconsistent. So, it's historically just been my uh kind of that default like, oh boy, we have this expense and whatever funding we had anticipated or something when something doesn't go as planned, we've had the the REIT money to be
071able to continue to >> We also you also use it to pay for teachers to do work over the summer, which is super helpful. A lot of districts use their REG grant for that. You don't always know what that looks like. Um, but it's it's curriculum work that teachers can pay to do over the summer and that's such a big bang for our buck. >> We've we've used it for different things. It's it's you know, like >> we plan this budget a whole year in advance and sometimes in the next 12 months something comes up that we've got to do that isn't in here and I've just we've historically had a few thousand dollar in REIT money >> to pay for. So what we're saying though is we could take that re money and put
072it towards this instead of in the regular budget which would then decrease our our regular budget by >> you know about $30,000. But >> there's a trade-off then you know then you don't have that account there for the oh we didn't know a year ago that this was going to happen. >> So no decisions tonight. Yeah. >> Um because it's the workshop, but you could you could ask us to present you a couple options in November. You I mean it's really how do you want us to give you how do you want the budget that we present to you in November to look like and include? It's really >> I think the other thing that we need to do also is if multiple districts decide to move forward with a program, sometimes there's some cost
073savings when multiple districts. That's where I was going with the >> So there, you know, again, I think 30,000 is at the high end. >> Yeah. >> Like not to exceed definitely no more than 30,000. And there's potential where >> And what year would that be? The 30,000. >> So if we decide that one of these really meets our needs and we decide to move forward with it, we would be putting it in this budget that we're developing right now to be able to implement for next school year. >> Okay. We may get to the end of >> she would be buying this July and August with the fiscal year budget that she's preparing right now. >> Okay. Four. Okay. >> So that it's in the 4.9 right now. >> 6,000. >> No, the whole
074>> 6,000 is what it's costing you this year and the grant to pay for that. >> So we used reap grant to cover the piloting materials for this year. >> So the 30k is part of the 66 that we really have control of is what you're saying. >> Correct. Yep. >> Correct. Yep. >> Okay. >> But it's being mandated by the state. >> Correct. >> It would be really hard not to meet their legal requirement without doing another without bringing in a program >> and and you're sort of ready to do a new like it's not um you were saying some of the schools are like midcurriculum. So this is like a good time. >> Yeah. So exit adopted a new program a comprehensive program a few years ago. So, they're a couple years into
075that um program and then like I said, the three of the um New Fields had adopted a sister program to Arts and Letters um last year. So, they're in a second year of implementation and then Stratam, East Kingston, and Kensington are piloting these two. >> Yeah. So, it's not like it's not like you have this curriculum that we're just going to throw away. No, there's nothing that it's replacing. >> Correct. >> Good question. Yeah. You have not spent money on a box program that would be tossed out in years. You really haven't. >> So, so it's a sort of a need and also a mandate. >> So, yeah. No, that seems reasonable to me. Um, okay. So, and I'm This might be premature, but um you know talking about having the audit that's not in
076here, right? >> No. Um >> that would be as a warrant article. Correct. The um No, no. We tax audit is in there. >> Oh, the tax audit is in there. >> I believe that's it. >> It is in there. >> It is. That's about n about $9,000. >> Yeah. What do we have like $4 that we're responsible for here? I mean, >> I know that's what it feels like. I know. >> Well, you could say that. >> I mean, you could you could slash staffing really if you wanted to, but what would that do for your scores in your school? No. So there's like this fallacy that you have a lot of control, but you really don't. >> Actually, you really can't because you cut teachers, you were going to be over minimum standards.
077>> So we couldn't actually you could. So never mind. I lied. So but there is this fallacy that you do have a really ability to do a lot. But >> well, the fact is you're running this like very efficient school. It's not like there's all this extras that we have to play with. like that's that's them. >> This is not one of the dishes. I still have a lot of >> I'll always remember uh Ben Cole saying not these chairs, but a lot of the chairs here he sat in. >> They're the same chairs. >> Yeah, absolutely. >> Probably too in my class, >> you know. >> Yeah. I think the wooden chairs in kindergarten are still there. >> Yeah. >> That's how efficient she is. >> It's a it's a >> I don't have
078a principal discretionary fund. >> Yeah. I'm going to be curious to see how the town budget comes out too. I'm going to keep my eye on that. >> So So what you need to know from us is are you okay with the direction we're going in to keep moving in this direction when we finalize our our budget proposal for you in November? Yes. And of course November's it all the drafts we send you are drafts until you vote on that. >> But this is the direction we've been working on. So, you want us to keep with what we've talked about >> and using part of the um the trust fund for the repair and maintenance. That's part of the this plan, right? >> Yeah. Otherwise, you you would be at like six, seven, 8% if
079we put the whole cost in. >> Um and I am going to recommend that the board consider increasing the money you add to the trust fund with unspent fund balance. Instead of saying up to 10,000, we should probably talk about you saying up to a certain amount and putting that as a warrant article. Yeah. >> Um because we are going to deplete some of it. So I want to um but yeah, if you are guys are okay >> with the information that we've given you and the work that we've done so far and you want us to just keep on this path, >> that's what we'll do. >> Yep. That's how I feel. >> No, I I feel the same and and it's just the selling it part. >> Yeah. and we'll work on that.
080>> But it's it's got to be, you know, facts. >> A big part of the presentation that we give ultimately at the budget hearing and the deliberative is don't talk to us about we can't control this stuff. This is stuff we have no control over. So this is the only the little bit because I think a lot of people think that we have control over all of it and we just don't. >> Yeah. Yeah. That pie chart's always very powerful. >> Yeah. So >> I don't remember but at the deliberative did they have like a screen that we can throw some slides on? >> Yep. There'll be you guys will do a full presentation and talk through it. And what you need to also be thinking about is what information do you need from central
081office >> and from Becky so that you can do a really thoughtful presentation like asking like we could put together a trend line of what the budget has been increasing over five years. I wrote that down. Like that was a great question. So that's information we can make sure is accurate for your presentation. You can >> so that people see it's not just >> right, right? Anything like that you want from us just that just Stephanie can email me and I will make sure you guys have what you want. Like I said, Becky and I are working on like a a um a budget handout, like a report that will include sort of stuff I put in the memo, the academic scores, like our our our mission and vision in Kensington, and then Molly's figures
082and charts and pigraphs. So, there's going to you'll have a handout. You guys will edit that and then you'll have a a PDF handout that you can give. You'll have your presentation. you'll have whatever other information you need from us in any format you need it. We can do videos. We can do whatever you guys need um to make sure you're communicating what you want to communicate to the public about the budget that you're proposing. So, just think about what other pieces do you want. >> Is the is the uh heating system is it really ugly looking? >> We have pictures rusty. >> Is it gross looking? No, it's a I mean it's a it's very wellmaintained and I think you know things that were made of physical are actually very robust and they are
083workh horses is how they're described but they are like over 30 years old at this point alone >> 30 years old. >> Yeah. This is the boiler. This is your boiler unit in 2016. >> There's two. We have two boilers too. So it does look nicer than one at my house. >> It also knew it was having It knew it was having his picture taken. So I'm sure cleaned it. Yeah, I'm literally saying 30, >> but it's a workhorse. Like they like to like Dan the Hrack guy in the SAU came to me yet last year when it was broken and had to have there was some parts or something that needed to be fixed. Um, and he was like, Renee, you don't have much longer like with those boilers. You really have to start
084thinking about it. And that's when Becky and I >> to pulled this out and we started to really dial into what's been done and not done. >> That's the key factor. 30 years old. >> Yeah. Yeah. No one wants to replace those. So, it's not like, oh, this is like it's like you do it when you >> And I think we're just trying to be proactive and knowing it's just starting to show us signs of it's getting old that we're trying to >> do that and be proactive and >> budget for it rather than it go and you're like it's starting to show us signs that >> we need to think about that. >> Well, and I don't I don't know if this can get well I had two questions about it. One is I
085mean Zeke did his proposal and obviously he was like I could get this done in two weeks but that grant money is supposedly available for the following year too. And there I have his grant proposal in here. There are some other cautions around like the max he could get us according to Brian Sans would still put the district on the hook for 300,000 around >> 300. >> Yeah. after if we maxed out and got all that was from the grant when he when Zeke and Brian got to come over here, dig through the schematics, look at what was underground, look what wasn't. So, >> we're still it's still in our binder and we're still looking at it and pursuing it >> because it's and if we can be the first geothermal elementary school in the
086state of New Hampshire, love that. But when Brian really dug in, he's like, "That would be great, Renee." But do know that there >> still a lot of matching funds. >> There's still the condition of the building and the everything else the matching funds is going to be equal to what you get in the grind if not more. >> The town hall is doing it. >> Yeah. So we can like let's we still first geothermal town hall and >> so we're still that that's not off the but thing and something we'll we'll definitely bring to you all in the fall alone. >> That would be an even bigger increase. that would be an even bigger increase. We'd have to look at the grant. We really have to look at what that would will be. >>
087So, my other thought is with the HVAC, not that I want to see more money spent, but um you brought up and I think that it's worth talking about too as a generator. >> Yeah. I just had a conversation this morning with our fire chief and with Brian Sans about that as well. And um they they want to open a conversation with the town. So, if this is going to be considered as a warming and charging um center for our um >> emergency plan, which I know like I've been meeting with the team on Wednesday nights with June from the state. Mhm. >> Um so if that is the intention to continue to use Kensington to the elementary school, we need to have some conversations with the town about that >> to cost share um
088a a generator coming into the building at at this point. >> And that could go with HVAC too because I mean the way that it's warming I mean we need some some place for AC although they can go to the library right >> there there's no AC available in the >> I Yeah, that's what I mean. >> Yeah. And so as we have more conversation about it this morning, right now the longer term um location is to I think go to the high school. Um and so we have to talk about that because if if the intention to have this a longer facility for people out of their homes, we don't have showering facilities for families. So this would be a very shortterm >> warming center for families because we don't have the same showering
089capabilities that the other schools have. So it it needs to be a bigger conversation and the cost sharing piece of it. So >> um yeah, >> so that that would mean potentially putting showers in here at some point too >> or is this really a a feasible location for what they might need. >> But for somebody going to Kensington the the high school that's like going to Epin for God's sakes. >> Yeah. It just depend like shortterm. Yeah. So, we just have to kind of see what's the intent use of this building. If it's more than a couple hours, um, >> you know, we just we just have to >> make sure that whatever we're putting in the plan, the bu the building can actually do for families if they land here. >> Yeah, that
090makes sense. >> So, because you also then talk about the size of the generator that comes in. Are you trying to heat the whole school? Are you trying to just keep one section warm? are you trying, you know, because that also then affects the size and the recept the electrical receptacle that's coming in and >> so it just it needs to be a school and town conversation. >> Um they they both seem to think that there are grants available for this kind of thing, but there would be some matching required for >> the town and school. >> So okay, great. The other thing I'd like to see the SAU do is invite our legislators to one of our meetings. I think that's important. I don't think either one of them have ever been in the
091school. >> So the board chair can invite >> Oh, really? >> Stephanie has the authority to invite people um to outside of the SAU to school boards. And I if she directs if the board directs me, which you're not making any decisions today, but the board could direct me to reach out and offer and I would be happy to do that. But we wouldn't do that without we I won't the superintendent wouldn't do that without the board telling me to do it. So maybe that's a discussion point I put on the November >> Yeah. >> agenda so that you guys can talk about it and make a decision, >> right, >> about that November. Yeah, that's >> I'll add that for invite >> because if we think about what our revised goals were are, one
092of them is to be more proactive. >> Yep. >> Yeah. >> With legislation and there's a bunch of it coming. So, we should be in front of them. >> Yeah. I'll put it on. >> And if they choose not to come, then they choose not to come, >> right? Yeah. No, that's a good idea. We talk about sort of >> when to invite them and what >> how much notice to get them and stuff. Yeah. Cool. >> All right. >> Oh, you're using your computer, Renee. I thought you were just turning around to look at me. >> I'm adding it to the agenda so I don't forget. Um the only other thing that we had chatted about was just like a room space utilization just because I know there's this conversation that we all space
093we just um we don't have all this extra space in the building. So >> I just kind I just went through every space we have and what it's used for throughout the day. Um >> just to to point out to folks that you're using the entire building. >> We are using the entire building. a struggle to add another 140 students. >> Yeah. So, that's what we wanted to make sure that the Kensington space utilization facts were um very clear. So, Becky worked on that. I forgot. Thank you for >> Yeah, >> she did work on that and we will put it in our full >> board present packet. But >> you guys are very creative. >> Um >> like the bu a lot I think it's really important also for people to know some rooms
094do dual purpose or triple purpose throughout the day. >> Right. Yeah. Well, and the fact that I think what some folks don't know is that you've said this before is that now >> there's there's laws requiring spaces like your the your um special ed services have to have those and so it's not a matter of oh it's nice that they have an office. They literally have to have this special. >> Can you put that kind of like required by law or something like that? >> Yeah, that would be cool. >> Yeah. And that is different than it was 40 years ago or whatever. So it's yeah it's changed dramatically. It's changed dramatically. >> Yeah. >> Like in intervention spaces there's the law doesn't say you have to have a room for intervention but the law
095says you have to offer multiple interventions and exhaust all interventions before referring a kid to special ed. So we have intervention spaces. These are non-negotiables. We can't do interventions in the back of a classroom every time >> and call and say it's done with fidelity. >> Yeah. I think that we need to realize that some pe people are going to be throwing anything they can. It's just what they do. They don't. And we have to just deal with facts. Special, you know, they talk people brought up last year, well, what why don't we get rid of special ed kids? Oh, that will work. Good idea. Why didn't we think of that? I mean, I just think there are some people Becky, they're not going to believe whatever we say about the room size. They're going
096out, they're saying, "How many rooms? How many kids? Divide it up. We're good." >> Yeah. And so this also does give you um this the class size. Um so it shows you our third grade class has 22 students in it. Um there's one third grade teacher. Our fourth grade class has 18. Our sec we have two second grade classrooms. They both have 18 in them. Um our first graders our smallest classroom. They have 12 in them. Uh and then um kindergarten has 19 and fifth grade has 20. So the majority of our classrooms have between 18 and 22 students. The first grade is really an outlier. >> Yeah. >> But um we >> I think >> that was like last year we were at 24 students in kindergarten and it's like if we get one
097more at 25, we know we've cut a split so we kept them split. We had it in the budget to keep them a small group and we did. >> But that's something that we'd have to think about moving forward. I think what one of the things we have to focus on when we're going into the spring for the vote is to really get out people who might be the people who are believing some things that are in >> you hear it like senior citizens people don't norally come to the meetings because they're just hearing things and I think they think a lot of them the facts they're they're alternative facts that they're hearing are true and I think it's important to say no come let us educate you. So, I think we need to continue
098to reach out to people who might want to hear um the what's accurate. >> Yeah. >> It is. Yeah. It is really just first grade. That is >> Yeah. >> That is small. And I I think most of our class sizes are >> on par if not a little bigger than some of the other elementary schools. Yeah. >> I don't think that there's a lot of schools that have 22 kids in their classrooms >> in SA. Correct. I'm sure. >> And so really the class sizes over the last few years have grown. >> Yes. >> And I think that says something about what's happening in Kensington. I think there's a lot more younger families moving in. >> Um, two things have happened. We have also not continued to add teachers. So we could like we
099could split the class of 22 and have a class of 11 and a class of 11. >> And in some schools that is what they do because they have that teacher in the budget. So we haven't added any teachers in the budget for years. >> Yeah. And you you've been shuffling and >> we just kind of shuffle and some years teachers have 12 students in their class and some years teachers have 22. units. That's a big I will tell you the workload for a teacher is very different if you've got 12 students and 22, but that is just kind of the nature of this building. You know, >> these bubble classes come in and out and >> you teach what you have in front of you, but it's it's certainly not equitable. >> Yeah. Well,
100and another reminder of how important the pairs are. >> Yes. >> What are we calling them? >> Instructional aids. >> Instructional aid. >> Great. This is awesome. This was a really good idea. Thank you. >> Yeah, this is great. And I can add a column about what's required by >> So just your column's going to just say every like everything's required. Everything in there is required. But we Yeah. >> Yeah. >> We'll put the laws and we'll cite it. I I love that idea. >> I love Yeah. Because >> we're just doing what we have to do. >> Yeah. >> Right. >> Well, and we're doing what some people wanted us to do. They need to understand it's costing them more money. It's not saving them money. Right. >> Yeah. >> And I think that
101a lot of people who aren't necessarily educated about what how these laws are working think it's due to us and it's not due to us. We're just trying to deal with them. >> Right. >> And and I mean again just the selling part of it I mean is the reality for any anybody's household. Costs have gone up on everything. >> Yeah. Your gas has gone up, your oil's gone up, your food costs have gone up. And it's the same thing here. And we have to make that clear to people. It's a that sensibility that you know the school is no different than your household. >> Yeah. >> In that sense. >> Mhm. >> Well, all right, ladies. I'm going to go get ready for my um my workshop tomorrow. >> All right. >> Thank you.
102And um I I think you guys have done a great job. >> Yeah. More than we do. Okay. >> Thank you. >> Yeah. >> You make our job easier. >> Yeah. >> We're working on it. We're trying some more >> to figure out, but >> yeah. So, we'll we will I feel really comfortable what direction to go in when we bring you our draft budget in. Um, >> November.