 Seeing the quorum, let's call the meeting to order at 641. Are there any adjustments to the agenda? I would just like to talk about my meeting with Mary Ellen at the S.U. Okay. Okay, so that's two things. So it would be under discussion items. The first one's a discussion, I think they're both discussion items. Seven, three, and seven, four. There's one that says update on literacy work on 72. Is that all under Mary Ellen? Mary Ellen, okay. And so then five, seven, three would be a baby. Sure. Discuss the logistics of our school report. Okay. The logistics of it. What if it's on the 28th? Well, then I think the road needs to clarify our on meeting date. Yes, that's the Tuesday you talked about. All right, well, is that seven, seven, seven, five? So seven, five is the annual meeting? Seven, five, seven, five. No, seven, four. Seven, four is Black River. Seven, five. You're stuff about your meeting with Mary Ellen. We're at a piggyback on the 7.2, the literacy rate. Seven, three is Haiti. Seven, four is Black River. Seven, five is our annual meeting. Seven, six. What should I do at school report at that time? The logistics of that school report mailing. And then... I don't remember. I'll come to you. Let it go, they said. Yeah. I think it might fall under annual meeting date and school report. Okay. You can also throw it into the... All right. But if someone walks in, we can certainly hear their comments. Let's move to the consent agenda. Approve the minutes of February 5th, our regular meeting of February 5th. We held in Rochester. I've not done a special meeting. Okay. So let's table a motion to table 4.2, the special meeting minutes until our March meeting. April meeting. This is our March meeting. Yeah. Time march tomorrow. Is your pre-now? February. February meetings are here. Yeah, we have them. Special meeting, 2.13, special meeting minutes until the regular April. You're a second. Made a motion. Second. Jane. Jane, he's made a second. All those in favor, signify by saying aye. Aye. Okay. The 2.13 minutes are tabled until April. 2.5, regular minutes. Presenting signify by saying aye. Aye. Okay. Opposed? The minutes of February 5th are approved. Who has the reports to the board? Superintendents report? Couple of days. Last night we had three meetings. All the budgets passed. George, Chelsea, Sharon, and Royalton and Bethel all passed. Today, this morning, we had Stryford that passed. So four so far, which the literacy trainings at Lesley University. All the schools in the SU. A little concerned about so many being out that we need subs and they're not having subs. So I think we're covered right now but there certainly can't be any more. Renting three vans and staying down there for two days. There are a couple of teachers that are coming down. The morning of introduction to some of them, they're starting to arrive in the schools. They are awful out of materials. We also are talking today, me talk about some training. Presentations. The person that's presenting is Mrs. Funtas. If I do this, it's all grant money. Still please, we spent $200,000. Usually companies give something for that and if they're not willing to come here to our district, at least. I don't think it's not that they're not willing. We want to, now that the materials have arrived, we want to get on this and have people train so that they can reach out and do the training in classrooms now that a lot of the materials have arrived. Oh, I agree with you, but then shouldn't, that amount of money, shouldn't they be coming here and looking for the classrooms and helping? We ask them about that. I don't think they can provide that training until the summer or beyond and because they're, if Mary-Anne were here, she'd tell you all the reasons why we did it this way. I'm not able to provide all that, but I know that part of it is because of the presentation, it's going to be given by the authors and anything else like that is not going to happen. But I think that should be in addition to, not in place of, they should be, we spent a lot of money. And that's usually negotiated with that. What would you give us if we spent $200,000 when you give us this free, when you give us that? What are they giving us for that amount of money? If they're not coming to the schools and helping us do, this is a big implementation and they should be on site and that should have been part of the package. Well, part of what Mary-Anne did a lot of negotiating with him and I believe we got the materials a lot cheaper than this. But if you want to know, specifically, I can't, I can't frame that. If you don't know what professional development they are providing for free in this implementation. No, I don't. What's the additional cost of this trip? So this is over to be, over to above the $200,000? Well, we're going to be, we're going to be staying down there for two nights. And we're also going to rent the vans and probably eat food. So we budgeted for the, I know the vans are going to cost us a thousand bucks for the three days that we're going to be using them. We're going to pick them up Saturday and then then lunches. We will be provided breakfast and we'll have to probably do dinner on our own. Okay. So it's just transportation and lodging and what's the, so the transportation is a grand. The lodging is $150 for Boston rates. We're not going to stay at a real high end. As per person? Yeah. There will be people going up. This whole thing is somewhere in the neighborhood. In the neighborhood of six or eight, eight grand. No, it's two nights. That was the one one night. They're not charging us for the food to come. They're not, there's no charge for us. There's a charge for us. I don't know what the rate of the workshop is. There's going to be probably 200 people in the workshop. So we're paying to go providing other training. Yeah. They're providing other training besides this to us. We'll have, that'll have to be later on. This is the only thing we're doing with them right now. That's at least the place that, that founded all of this. So we're going to be going and listening to a person. Right. So do we know, we know what's the per person cost to attend the seminar? We do. I don't know. The professional development provided by them was not part of the package. It's a course. It's a course. But I mean, but it's not up front. No. No. The teachers all have professional development money and we also have grant money. So, it's not going to cost the districts extra money to do this. To decide what professional, what money they want to talk about. Right. So, probably three thousand bucks a year. So, our teachers are choosing to use their professional development stipend, not for UVM graduate course credits, but to do this. These are course credits. Right. They're a pleasant university. Right. But if I remember the contract correctly, any development we require the teachers to pay doesn't come out of their stipend. If we say you're going to get this and we're going to send you here and you get four credits if they choose to go for, if they, if they choose to go for whatever their own development is, we pay them a certain amount of money. What I'm trying to understand is this development fee, the seminar costs are the teachers that are going there choosing to do that. So, we don't have to pay additional money towards that. So, this is not going to be over and above the professional development money that's allocated in this budget. They all chose those 28 people chose to go to that stream. Okay. And we've been clear with them that this is their voluntary contribution that therefore they're not going to be able to this summer to surround them. I don't want, I want to be clear, I think some of this is coming out of the Medicaid funds that we have. So, it's not, it's not all those positions. Right. The way it was optioned I think is if you hadn't, if you had already used up all your money on who's going, whether it's their own personal development money or whether we're paying extra for it, the cost of the seminar, the cost of the rooms who's rooming, well, I mean, how many rooms hold on, I don't care who's rooming exactly with who. Well, I just want to know what the cost of this is. I mean, whether it's coming from a grant, I mean, it's grant eligible funds, we can spend them on other things. Right. I mean, it's a grant, we can't supplant you know, all the various Medicaid rules, but we're choosing to use SU grant money to do this. I'm curious, you know, how much money that is. Since we're going away in like a week, I kind of thought we'd have clearer numbers as to what that might be. You know, in terms of, I would think that someone in the business office knows we've booked X numbers of rooms at this much a night and that equals this. That, you know, it costs a thousand bucks and then there's whatever the gas might be and tolls and things and parking at the hotel because often Boston hotels cost, you know, charge parking, but it, you know, seeing that as a list as opposed to yeah, we're spending some money and we don't know what it is yet. There's two different sorts of things. I guess I don't understand why you're questioning why are you getting into teachers in the district? I don't recall you ever questioning any other workshops that they're going to, any of the questions that they're going to. Well, because it's, it's, it's sure, the, it's one thing when it's, you know, a couple thousand dollars cost. It's another thing when it's a $200,000 cost. I mean, the meeting in December where this was first introduced to us with the, the woman who's the, the, the principal was coming in to do the analysis. Amy's on. Right. So, so Amy was going to come in and, and, and do this kind of analysis for us. And then we very quickly went to, you know, spending $200,000, which, okay, I don't know anything about what this is. I'm not a professional educator. You are. That's what we hire you to do. But understanding, okay, so this money's coming and now we're spending in the neighborhood of at least 10 grand by the time it's all done. And so just understanding, you know, what that cost is and, and where it's coming from is, is, you know, kind of our, our job is to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, that teachers are getting. What I'm questioning is, we spent $200,000. And we're paying for the workshop and all of this. And they should be coming to us. And the fact that the professional development, which, from what Mary Ellen said to me, when I'm buying a program, we're buying a process. Now I'm saying, if this is a process, where are they in this process? We have to pay to go to Boston. I'm not saying that the professional development's good or bad. I'm just saying they should be coming to us. If you knew anything about Mary Ellen, you would know that she works people, vendors, that we buy from. And I believe she sucked everything she possibly could out of the funds. Professional development is the basis of this process, because you didn't buy a program. And why was a professional development part and parcel of it to begin with? I've never seen an implementation. We are using AB Talk to provide our professional development. We're developing a contract. We're developing a contract. But what is F&P giving us? We spent $200,000. We want this. We want to go to this. We want to learn this. That's fine. But what if he didn't want us? That has nothing to do with what we bought. I mean, those are the materials. No, it's not. Yes, it is. You don't know the details. You don't know the details. I have never seen an implementation of a new program where the company that got that amount of money didn't provide on-site professional development to go through that. And you can't even tell me what it is. Some of the slots were free, because we're sending people. We're sending so many people. Some of the slots are free. But as far as the detail about how much it's costing and all that, I wasn't prepared to show you that tonight, because I didn't think it would be questioned. You never questioned anything else. Because they shouldn't give us this. Because the magnitude of the cost. I mean, we're supposed to, at what dollar level are we supposed to get three bits? You know, I mean, we're certainly, this isn't a trivial amount of money. This is a decent amount of money that you can't. I mean, it's not even a question of we're saying we're for it or against it. You can't give us an accounting of what it is. There is one vendor who provides these materials, one. There aren't several people who do this. This is a company. This is Heinemann. That's what they do. We've gone through this, been working on this since the beginning of the fall, about what we wanted to buy and the materials we were gonna find. Okay, but I mean, I'll talk about that at another point about my meeting with Mary Ellen, but I have never, and I've been involved with a whole lot, I have never seen an implementation that the professional development is not part and parcel of that invitation. This may be the best professional development in the world. And I am, give the teachers more than $3,000 if we can, but what, I mean, I can't believe we spent $200,000. We may be getting materials, that always happens. What are their consultants doing? Who's coming during this process? Because it was emphasized to me, this is not a program, it's a process. Well, if it's a process, then where are these people within this process? Are we going to have on-site professional development training? We can't get that. We can't get. We can't get that. I don't know what Mary Ellen has arranged. I wasn't in on the meeting with that. I don't micromanage her. I allow her to work with the principals and the other people in the Literacy Committee to develop this. So, I mean, I'm, you know, that's what they're doing. And like I say, our teachers are excited about this. They really are, and... That has nothing to do with what I said. I'm glad they're excited. I'm glad everyone's going together. I think that's a wonderful way to form collaboration and everyone will be involved in it together and eating and all of that. I think that's great. And mixing with other people, I think that's even, and teachers, I think that's even better. Just think that they would need more than just a two-day seminar, though. Oh, do? They need on-site coaching. That's not the same we want to have. So, what wasn't that, one wasn't that in the process. So, it's coaching. You're going to met with Mary Ellen. And she hides it, I mean. So, my understanding is we have two teachers going, but they ask the question about, after the fact, is there going to be deemed as teacher leaders because they will have this additional training to on-site? And there was, while Mary Ellen is looking into the on-site training, and that's specific to that, which I don't know, but when this first came out as an opportunity, it was one of those people were excited, like you said, and that's great that people are excited. And then, the concept that they would be teacher leaders and help other teachers, in addition, with more training. Cause two days, you know. We're going to get a great introduction to it and get excited about it. So, only two of our teachers are going. Two of them. It's primary, primary grade. K3. K3. So, both our K1 teacher and our 234 teacher are going, as well as one of our interventionists. There's a shared person. And there's one person going from Rochester, our first grade teacher. Just one. Just one. Something that there were just other details that impacted the dates for them. I do know that on-site training is a discussion that's been had because a number of people want to get this additional training, but could not be available on these two grades to go. Yeah, because turn around the first year, they can't do that. Yeah, right. They're in there. I think the thing that's interesting about it is that it is, in Miriam's thinking, she's trying to build, my understanding is, she's trying to build this cohort of literacy leaders in each school, which would be a tremendous help for those schools. And I think this is just, I don't think I know, this is the first step in that process. Sure. I have a whole flood out. I just don't understand my FMV is not. And I just don't understand the process of just kind of vaguely saying that it's a, if it's a seminar for 30 people at $200, $250 ahead, that's $7,000 in seminar fees. Some of them may be comped. We're not sure. That's $4,000 in hotel rooms. Some people may be doubling up. We're not sure. There may be a dinner. We think people are on there. We don't know about that. There's $1,000 in fees. That's a $12,000 expense that I haven't seen blessed by the SU board. I haven't seen brought forward as a discussion. I mean, procedurally, that just seems wrong. This is not a small, let's send a couple people to a seminar or let's buy some additional materials. This is a fairly large expense that it seems like we can't even provide any detail as to what it is. Other than vaguely, we're sending some people to a seminar. They're gonna go to a hotel. They're gonna go and stay in a hotel. We're driving some vans. And one of the people that's named in the training is going to be there. And that's the advantage we want to take ourselves up. I really don't feel like this was brought, I mean, or handled appropriately in terms of board oversight, whether it's SU board or local board. And really it's, I think it's more of an SU question, but this doesn't seem like, it was taken through appropriate channels. And maybe it's because of the timing of it. I don't know, but it doesn't seem appropriate at all. It was absolutely taken through appropriate channels. Okay. Unfortunately, I've been talking about it for the last three executive board meetings and you haven't been in attendance. So, I'm sorry, but I'll look at the minutes. I've been talking about it. Sure. Is it? I did not see anything. I've been talking about it. Sure, I did not see anything that approved that level expense in the executive board minutes. Any of us, did you know about this professional? We're talking about the last year board. All the other years. Right. Amy gave a presentation to the SU board and we talked at that time about what we were going to be doing. And there was an action. I'm going to approve the money. I'd never saw no minutes for that. I have been talking about the money. And I didn't ask them to vote on it. Why not? It was a five figure expense. Well, they could have voted on it if they wanted to vote on it, but it's also not in the SU budget. We're in the various town budgets. So it's, I've been very deliberate about this is what we're going to do with this money. We're working on literacy. It's in the strategic plan. Sure. The strategic plan is now three years old. It's on the website for everybody to see. Yup. That is correct. And every board approved that strategic plan that had to do with what we were trying to do. So now for you to say that it's a surprise is it's not right. I don't think. Okay. You are certainly allowed to feel that way. I mean, my point is based on these are the, this level of expense is things that are approved at a board level. And while yes, you are correct. I have not been at the last couple of executive board meetings, neither have I seen in the minutes the fact that this money was allocated or spent for it. So that's where the problem is. But it wasn't like it was, if they had PD funds, which goes through myself and Bonnie, they apply for the PD funds, it's okay, but central office, they still have the money left. That's the process. So while yes, it's a grand expense all together, it's important to understand that it's a bunch of different entities going together. Sure. So like I approved my teachers to go, Bonnie approved her teachers to go. Sure. So like they had PD in my situation, mine had PD. So like. Sure. And I would feel a lot better if there was a spreadsheet that said we're spending this on this and this on this and that on this and it seemed more deliberate and not just kind of a conversational. I can't tell you how many hotel rooms I'm getting. I can't tell you what we're spending on fees. You're the group that's charged with financial oversight and we're not getting the appropriate information. I'm not saying we should hold this up or that we should try to impeach it. I'm just saying that I want it to be very clear that this is not the appropriate way for this level of funds to be expended. I think it may be, I would choose a different work rather than appropriate. I think there may be a lack of understanding on what the expectations are of the board when we take on these types of professional developments. I'll give you another example. Wendy and I are planning on taking teams from our schools to the best institute this summer. We're hoping to. That's going to be a fairly sizable expense for which people all have professional development money. It would have never entered my mind to bring you a detailed, this is how many people are going, this is who's staying, this is who's not staying. If that's the level of information that the board wants, I think, and I'm still relatively no, but if that's the level of information that the board wants, then we need to know that's what you expect so that we do bring it. And I know your question, Jenny, was a different question, Jenny. I know that. No, I know it's not related to your question. But I do think if that level of oversight is what you feel you want every time we support professional developments, then we just need to know that. I think the other thing, Wendy said that it's important. It is a big number problem. We're sending 25 or 30 people to Boston, but it is all separate entities. So from my end, it may be an $1,100 expense. From Wendy's end, it may be a $2,800 expense. If it's having an understanding, at least I'm feeling now that I need to have an understanding from the board of what are your expectations around these types of professional development activities because I would have never thought to bring that level of detail when I mentioned that we're going to best. That was not, my intent is only, why isn't F&B providing that? And I'm just trying to sort the two questions too. I think that we certainly trust you guys as the instructional leaders to decide what professional development our teachers need. And I don't think we should ever get down to the detail. And my guess is, if Mary Ellen Simmons were sitting here, she could answer every one of these questions. Sure, and she's not... Bruce has a different, he has a different vision from a different level up. And I can understand if the board wants this information that we should provide it. But I also think we have to be clear about if we want it at the board meeting when something's going to be discussed so we can be prepared. Sure, well, and I think that again, the issue that I'm not, I don't care whether you're staying at the quality in or the home wood suites, or you can show me that you've got the best deal you could get on the price line. What I hear and see is something that is not supported by any sort of documentation or any sort of backup. Had there been, for example, Alyssa said, and we're going away on these days, and here's the approximate cost of this, and here's where these things are coming from. But Paul, are you saying you want that every single time? I want that, I want that in terms of, in terms of five-figure projects, in terms of big expensive... Every time you take three or four teachers in there, that's not much professional development. Yeah, I understand, I understand, I understand that. I think that's micromanaging. I think they need to decide what professional development... Sure, and it's the question is that... I don't want to get down to questioning that. No, no, no, no, I'm not asking, I'm not asking for the information to question it, per se. What I'm asking for is the information so that, again, we can't, we've been told that some teachers are using their own professional development money to do this and some aren't. So there's going to potentially be budgetary exposure beyond what's already in our budget, right? No, no, no, no, no, no, no, no, no, no, no, no. That would be covering those... Right, but grant, I mean, grant money is still a revenue, it's still a revenue source. The grant money that we're ever using for this, we could be using for something else. I would be like an exposure, I guess. But, well, it's, again, it's money that we can't use for another place, is that... You're asking for them to, for the principals to give that amount of detail every single time, because that's what they're trying to do. No, I think when it's, in my opinion, when it's a large amount of money, a five-figure expense. So that's $10,000 a note? Yeah, I mean, we're spending... That could be three teachers taking a course, Carl. See, that's the fact. Sure, but I mean... No, not a chance. I think, again, I think the difference here is that a teacher that's taking a course that's covered by the money that we've already put into the budget because they're allowed to take X amount, you know, six graduate hours or whatever the contract currently covers, we've budgeted for that, that's fine. It's when there's something that's above and beyond, because a teacher doesn't have to spend their own money to participate in things that we mandate. Whether it's... Well, we would never do that. We would never go beyond what they have in professional development, unless we had grant funds that were coming from some other source that weren't impacting your budgets to use in spite of it. And that's what's happening here. I've never been asked to justify those kinds of things. And if that's what you want going forward, I'll be happy to do it. But this is a pure surprise to me that board members are getting involved in this. I think the other thing that's important to clarify is that, again, I'm going to say that if Mary Ellen Simmons were sitting here, I think every one of these questions would have been answered. Not your initial question, Jenny, of what? Yeah, Jamie. Why? Jenny, don't even do it. So it's going to back up on you. Thanks a little bit. I'm almost 70. It's starting to, I don't know what. Don't even say it. Don't even say it. Don't even say it. Don't even say it. I know I'm talking to me. I'm putting my earphones on my phone. You are screaming about 70% to you. I think Mary Ellen were sitting here. All of your questions would be answered fairly quickly. So I just want to make it clear that it's not that this is, and I didn't hear anybody say this, but I want to clarify this. This hasn't been done haphazardly. It's not something that no one can account for. It's just her responsibilities are curriculum, curriculum development, professional development, et cetera. I've never called and asked her a question about that aspect of this district that she can't answer or get back to me might be so little with an answer. I think Bruce does not have all that level of detail. Just like he doesn't, I don't have all the level of detail of the next unit that my PE teacher is getting ready to deliver. Oh, I bet you. I honestly probably don't. He could say. Fess up. I just think that there is a need on the board tonight. We did it for whatever particular reason to have a level of detail that to be frank, I'm only going to speak for me here. I wasn't anticipating you would ever ask me for it. And so that's just my two cents worth on why we can't answer the questions tonight. And again, I want to clarify. I was not asking the hotel, but I was the whole thing concerned. The dollar amount was me. I hear you. I think the only time that I would want that level of detail is if it was going to be above and beyond what we've already budgeted for. And then we would get it. And then so that we are aware of change. Yeah. I also think to be frank, we should, none of us, Lindy, Bruce, I, none of us should be spending a lot of money without having as part of the discussion. Oh, by the way, this is what we're doing. We're taking a team here. That should be in our monthly reports so that it isn't a complete surprise when you hear we spent $6,000 to go to the best institute because the board needs to have a sense of what are we doing in those areas, right? No, anything else? All right. Want to try again? Probably not. Come on. Um, no, just that I've been trying to get your audits out of our auditor. And I had a conversation with him last Friday and the Friday before that, we were told that they would be coming with this. I know you've been- You've been tried every week. Multiple times. You've been on the phone with them and it's just, it was a hard audit. I don't think it necessarily reflects on yours, but the totality of them, there were 16 audits that had to take place. So it's the district-wide who's not providing audits. As you are. As you are. Your audit, I say your audit, I mean the big your audit. So everybody's in the city. The only one I have is Hancock's, actually. So- That's probably pretty, isn't it? That was probably not an easy one to do. But you asked if they didn't have a budget on stake. Well, we have the figures. They didn't have an audit. They didn't have the audit. They didn't have the audit. But we had the figures of where we stood last year. They may, Marilyn helped me with this. It might change a little bit, but not- Yeah, it's so- It's because of the audit. Yeah. I mean, the audit should have been here by now. No, Bruce was on the phone because I was in the room with you. We called them at least once a week, sometimes twice a week, and each time the auditor would promise that we'd have them by the end of the week, and each time they did not materialize except for Granville and Hancock. That was a pretty simple one. So in order to do the audit, the information comes from the central office. So we have a fairly good idea where we're at, but until you get the final audit so that you can really make the journal of adjustments that you need to match the audit, you can't really give the definitive actuals that we ended up with. All right. All the other towns, certainly, we knew what the budget was for this current year, and we developed a budget for next year, but we couldn't give them definitively those, here's exactly how much you spent on that project. Now, is the choice of who used for auditors a SU board choice or is that a local board choice? I believe it was a, yeah, they have to be handled at the SU, so was an executive board choice. Was an executive board decision not to happen? We got a lot of the, these guys, the previous owner that we had, these, the people that we had did the Windsor Northwest side, and we had Aguilano who did the Orange Windsor side. Aguilano decided they were getting out of the business, and so these guys picked up both sides, and they're from Maine, and we've had a good, you know, good run with them. It's not, it's just been problematic, and it's just, I'm sure that the level of the amount of these has been, you know, the amount that they've had to audit has been difficult for them. Yeah, they're all in a transition. So, you know, like I said, there were 16 of them. That's pretty, the old ones, plus the new merger, you know, things, so it's just. I could also tell you that many districts were left in a bind because David Aguilano decided not to do, you know, there's probably at least 20 districts throughout the state that he did. So when you went out to bed, you didn't have anyone responding. There's very few individuals that do government audits to the magnitude of school districts anyway. And then, because there were so many that had opened up, it was very difficult to find auditors to even bid things. There's only a handful, literally a handful, auditors throughout the state that will do these type of audits. So it's a job market, right? It is a job market, yes. Yeah. I don't know. I don't know. I don't know. I didn't get an auditor, so. I don't know. I don't know. It really is. It really needs to go into business together. You tell me. Okay. I'm good. It's girl's job, I know. Principles report. Well, the principles are here to report that there are a couple of slackers. There is no principles for it. We apologize for that. We've been wrapped up in doing budgets and took a few days off last week. And to be frank, I told Lindy I would do the principles report and it completely slipped my mind. So you have no principles report. A couple of things going on. Kids returned today. We did a makeup day today to make up for one of the snow days. They were excited to be back. Things went really well the first day back. Parents were glad to have them back. All right. Yeah. That's that. That's not too hard. That's not too hard. We had to have a regroup in sixth grade. That's in 20th grade. Yeah, that's pretty early in the day. Tomorrow night, there, yes, tomorrow night there's going to be sort of an open house here for sixth graders for school choice. A number of the middle schools from the surrounding areas are going to be here talking about their programs and give parents a chance to come and visit different schools to see where they might lead in terms of choice for their youngsters for seventh and eighth grade. Do we know if Littleberry ever responded to that? So, Littleberry did respond. They did something different last year where they set up individual tours and shadow days and they felt like that was more successful because of the number of kids that ended up going there. So, they were not going to come. So, basically. So, the others are coming? Yeah. Yeah. And then Thursday is our last Winter Wellness Day for this year. And so, enjoy their last day of skiing and snowboarding, et cetera. And then February, both groups got together for, I love to read months after Winter Wellness, Amy Brown read her book that she authored to the younger to the primary grades and then in the other grades, Sandy Lincoln from Sandy's book came, gave every kid a $5 gift certificate. Oh, nice. How does he tell us so? And she read part of Hatchet, right? Right, Hatchet. Part of Hatchet and talked about adventure and then each building kind of had it. A wide variety of guest readers come in and interact with each other. And we had two local authors who came and read their book about Muslim old blueberry health and were planning. And we'd like to invite the board to join us. We're planning to do a field trip for both of our campuses to Muslim old and take a big picnic lunch. So we'll spend the day up there, have a picnic. And the authors have offered to go along with us and actually take us through the treasure hunt. Well, you can. As soon as we set our date. I want to go. I want to go. Field trip and come. But they were so high to go. Oh boy. They were very excited to accompany us and set up a little scavenger hunt up there that was just on the sides of the book. Oh, yes. Yeah. They talked about how they authored a book. Yeah, they did a really nice job talking about how you want the book, how books illustrated. How it got started. How it got started. Yeah, it was really great. So it was a tremendous success. I think there was enough, I think there were enough planned events and then enough downtime events where classroom teachers and youngsters could just come up with their own ideas about how they wanted to celebrate. I love to read them. So, and then it ended with a culminating ceremony in the, in the, in the auditorium over at the high school at Rochester. And we gave out reading certificates and kids acknowledged the numbers of minutes that they've read. We went to go see goats at the farm. And had a cookout over the fire. And it was a good idea to be outside the Friday before the vacation. And where did you do that? At the farm. We're back out in Joe. We invited a doctor. And I just had a bunch of baby goats. So. Oh, I thought that was the goats for a hit. The goats for a hit. My daughter was like, I hold this one. Yeah. I'm like, I have four goats today. So that was kind of our celebration in our fifth and sixth grade group. Had a goal of 10,000 minutes. And that was actually them trying to, for the whole month. And they think they kind of made it, but they're not sure. Because there's some holes. But it didn't treat them enough to do it for another month to see if they can get 15,000 minutes. And this is which one? That's fifth and sixth grade. Okay. And then, nothing, Jack Henry. Nothing. Jack Henry was not schooled today. Oh, I know. Not today I. So, so that's why. There were some absences. He, not very nice, but. Now, as I love to read, like does the PTO involved in that? Is that they? They do. They provide a lot of support for them. Okay, great. They provide donuts and cider the last day, and PTO for their involved. And books and bagels. And books and bagels. I know about you guys, but I have a goal. Yeah, it was really great. Jody's on the hip of the hair. Boy, she is so funny. Oh my goodness, she is so funny. She left her vacation a couple of days early and stood in the doorway and didn't want to leave because she was going to miss the last two days of stuff. Your mom's like that. She's the one that has the things that you said to someone. Oh, gosh, you, oh, gosh. I smile. Oh, they're pals. They find each other. Oh, whatever they get together. Put all of her tonight. They've been around a lot. So, anyway, verbal principles. There we go. Oh, good. For a group that doesn't have them. Yeah, for a group that doesn't have them. Report. That was a darn good report. So, now you have to follow that. Yeah, now I have to follow this up. Okay, so tonight, we have for you a draft of the budget. We also have a revenue report and tax rate calculation. Great. This is really the budget report that we named first draft. Because even though you've seen one before, that one was not ours. Yeah, so it really was. Go ahead. Actually, not being consistency, so we're going to ask you just to toss this first one you got. You really can't make comparisons to it in many places. You're the one from last night. Right. And just consider the one that Marilyn's handing out tonight, draft born. And you'll see at the top, she put draft born and she dated it at the bottom. So we're sure we're all going to be able to see. No, it's just different than what you mean. Email? Yes. This is a new draft. Not terribly significantly, but slightly. The big benefit to this one, the very first one you ever saw was one that developed without really having the chance to sit down with the principals to really figure out what's going on. We did it remotely, essentially. So that's one of the big reasons why it wasn't as complete as this one. Yes. The other thing we'd like you to think about is that we will answer a number of your questions tonight. As a first draft, this is not a final budget. There will be other questions that will surface that we may or may not be able to answer tonight, but we will certainly get information back to you. A first draft really is just that. It's a starting point for a discussion about where do we want to head with these numbers. One of the challenges that I really want to sort of step out of this report and just how much Wendy and I appreciate having access to Maryland when Bruce found her and he found a gem to bring into our district. One of the things that has taken us extra time, and we all agree it's the right way to spend time, is we are untangling a number of numbers that we are trying to make some sense of as a baseline. So it has taken a bit longer than perhaps any of us thought it would to really establish this first problem, this FY19, as accurately as we could. There's still some questions in that column that we will continue to work on over the next few days. But by far and large, we are moving toward a budget in which we have confidence in understanding of the numbers. So with that, and I think one good example that even as you look in the very first batch of function code 1100 regular ed instruction, you look down to object code 211HRA in FY19, there's nothing budgeted there. You know that there are HRAs that it's a health reimbursement account was negotiated and is in the FY19 budget, but not delineated under the correct function codes and object codes. So we found a number of those things that we have, and she said you have done take on this, because a lot of things were grouped together. So not so much that they were necessarily missing from the budget, but they're not going to be in the correct categories and spots that they are moving them to. And the state really demands that they be in the correct spot. They have changed coding throughout the years, and they won't change them again as they try any federal handbook standards that Vermont didn't always have the consistency in. But we really needed to make it right and show it in the categories that we're supposed to be showing. So just to make it one point, and then I won't do this throughout the budget, but just as a reminder, if you look at the draft that we were first given, that we asked you not to look at, not to ignore. So of course, with some more, back to you. I can't hear you. You can throw it away. In FY19, it shows zero as Marilyn said. In FY20, it shows 35, 605. If you didn't understand what we're saying, you would say, why that huge increase? It's gone from nothing to $35,605, when the reality is that is not what's happening. Right. So that's the caution. Was to start right there with the health insurance. Do our teachers have an option between health insurance and an HR A account? It's a combination. So the way it's to go is they have a health insurance and they have an HR A account. Now, when you say there was no numbers for last year, I'm assuming that that HR A account was bundled in with the regular health insurance? It was, in some cases, it was bundled in in the regular health insurance. In another case, there was a line of $14,000 that was defined as HRA administration. Well, the administration of the HR A did not cost $14,000. Per user, it's like maybe $3 to $5 per user. You don't have that many users in your districts to make it equal $14,000. So they did a combination of things. And that's why it's very difficult for us to go through. We'll be able to have explanations. So when a certain taxpayers say this went from nothing to here, we can say this was in because I understand we don't want to put it into here since it wasn't there. But we need to be able to tie that to something and say, if you look at these lines, you can see this $14,000 decrease from FY19 where it was an administration line. And we can tie that together. And that is going to be one of the challenges of explaining this year's budget. We will have to get through some of those. Right. So we'll need to have. Right. We'll need to have a written narrative. A written narrative that we can produce it as naturally as we can be in the book. But it has to be able to, yes. Just like here, let's go. I think it might be wise. I would say right now, if she's available, I think it would be wise to invite Meryl into that annual meeting. She may be very important. And by that time, we also have a business hamper journey. I was going to say, Meryl will be brand new and maybe it's both of you, but yeah. What day of the week is that? Fourth Tuesday in May. OK, it's a Tuesday. Which we're going to talk about. We're going to discuss that later on. Well, so not so fast. Not so fast. I will only say that I'm actually tired. And they're familiar with that. And on Tuesday nights, I go to Connecticut to work with my brand new brand. Oh, my gosh. Yeah, you're familiar with that. And we're not related. OK. All right. OK, so what will be beneficial, though, is as the board looks at things, because we do want the written backup on key areas that you know that your constituents are going to ask about, it's very helpful for you to jot that down, email it to one of your principals, and don't forward it to me or something to say, hey, make sure that we know how much is expended in health care and HRRAs this year, and what's the increase next year? We know that the premium went up to 11.8%. The overall difference in the budget between those two items is closer to a 20% increase. Well, why is that? Well, it's because, you know, so you see things like that. It's great that you identify it, because you know someone in the audience is going to be identifying that, too. Well, are we going to just kind of, I mean, that's what I would suggest. I have to go through, and then the principals can also, you know, they know this also. Okay, so we'll just start right with the 1100 and just try to go right down, so rather than jump around. Health insurance is just simply a teacher's choice. At this point, the contract calls for 80-20 on all of the plans, with the exception of a single person this year. It's 89-21, so the board pays 89 and 19, I mean. And it's just a different split for the single person. 89-19. No, it's not. It's 81-19. It'd be 81-19. Yeah. 81-19. I know which one. 81-19. And the policies really did go up 10% some percent. 11.8%. 11.8%. 11.8%. They went off. They went off. The policies went off. And then that's just strictly a calculation. We went through a staff member by staff member or employee by employee to make sure that we had everybody on the spreadsheet that was eligible for insurance. That was one of the mistakes in the first draft. Not everyone who was eligible for insurance was showing up in the numbers. They were getting insured, but they weren't showing up in the numbers. HRA, we just talked about. FICA is just the standard. 234 Vermont, the retirement of E-MERS. That's the Vermont Municipal Employees Retirement System. So those would be the year support staff, the three carers that are involved in preschool and say, Vermont Municipal Employees Retirement Employees. And that is four. I'm sorry, go ahead and finish. Parish. Parish. Parish. An employment where it was kind of goes pretty straight forward. Dental insurance, again, is just usage. The contract provides through Delta Dental, a single employee benefit, life insurance. That's another example where it was lumped together somewhere else. Life insurance was, why it was $39 was one spot when in fact, you know, the life insurance is per FTE of teacher is closer to $90. So I don't know why, that was just such a fractional there, but we divided those out throughout the budget too. Long-term disability, and that's also divided throughout the budget. So in this case, that's where it was lumped under a lot of hundred, and now we sorted it out into the various functions that those teachers actually existed. Okay, yeah. Okay, contracted instructional services, there's a pretty significant leap there. Part of that is new monies in the line item and part of that is some of those monies had been budgeted elsewhere in a previous year. So it is a fairly significant increase, but not to that extent. What is in that 1120 is funds for one planet. Rochester has $8,500 in there for one planet. Stockbridge has $7,800. There is also a 0.5 ELL and interventionist position in there. There is $3,000 in there for artists and residents. And then there's $10,000 in there for the math consulting work that the board spoke about at the last meeting. So that's a... That's 320 you're talking about? Yes, 1,100, 320. Now, I know the artist and residents has brought up last week because that ever been in the budget before, that they're aware of. Someone told me three or four years ago, Rochester had done artists and residents. I don't know about Stockbridge and I keep... Sometimes it's been in the budget sometimes. PTOs. So this year we put some funding in there for it. The initial explanation had some funky notes about one planet. Is there any other one planet money elsewhere in the budget? There is. Okay. Because right now your school-wide program supports part of that. So it's showing not only in the fund one planet, but also in the title fund portion of your budget. So it's partially supported by grants. Part? Okay. And I think for the afterschool for the homework help. Right. Okay. Does that answer that? Yes, sure. Any other questions on that one? Okay, 340, 11 out of 340, that's another significant increase. Primarily what's in here are all the special field trips that the schools have become very used in support of youngsters going on. So there's the winter wellness scheme, the cost for Rochester next year, the estimated cost is 85.50 and the cost for Stockbridge is 43.45. There's a new program we've added in here that we hope to make happen next year and that is a program that drownproofs our kiddos. So it's a swimming program for K through three youngsters. Oh, that's great. Yeah. Where was that at BTC? Actually, Janie, this is very helpful, I think to a lot of schools to providing these programs. There is a group that contact schools, finds out what your desires are, what your numbers of kids are, et cetera. Then they locate pools that support that. So I can't say it'll definitely be BTC next year, but I'm guessing that's where they'll head for our kiddos. But they actually do the legwork of finding the pool and staffing that will certify Red Cross lifeguards and instructors. Yeah, that's awesome. So the goal is by the end of third grade, we're not looking to do Olympic swimmers, but we are looking, if our youngsters fall out of a boat or fall off a dock, slip into a stream, they have the skills to get themselves back safe away. So we're hopeful. And you should walk, do you know what's the name? I actually have it, but I don't have it on the tip of my tongue. I think they also educate about shallow water blackout. Yes, they do. So you do not have a prolonged breath with it, do you want to? That's really great. Number of deaths that are actually caused by that. That's a really switch in thinking for kids. They think if they hold their breath in the water, they're going to be fine. And that's one of the things that they're doing a lot of education with. It's not like swim lessons, it's like actual survival skills. Yeah, that's awesome. The other thing we have in the air is we have Kuwaitin. That's a week long experience for our older kids. We have Holbert in there. That's a one day trip for our fourth graders. And then we have- Is that a new thing? What is that one? That's, it's the Holbert Environmental Center, which is like an outdoor classroom. Exactly. How are we going? I want to go. Is this on Lake Fair? Keek is on Lake Fairly. Holbert is down on, I'm sorry, Kuwaitin's down on Bombazine. Holbert's up towards Fiertel, Kuwaitin was on. Kuwaitin's on the Horn of Bombazine. Look at that one. So that is really what amounts to the addition of the air. A little bit I will say about that. In both schools I think for a period of time, some of these programs have been paid for by parents with scholarships available. It's becoming increasingly difficult. There's more youngsters that need scholarships. It's becoming increasingly difficult to find scholarships. There's at least a kiddo or two whose parents won't let them accept scholarships if I can't pay for it, my children don't go. Really if it's a part of our curriculum, which most of these are, or programs that we value, then we shouldn't be asking parents to pay. It should be part of our expenditure rate. Which is why in this first draft we put them in here and then we'll see where this goes, but that's where that piece is. Let's see. Tuition to Vermont LEAs, that's for our choice kiddos. We have verified every single child that shows up in that number in what school they attend. Awesome. The only place we've had to make guesses for sixth graders moving on to seventh because they haven't made their choices yet. But what we've done is taken the profile of Stockbridge and put most of those kids in at the Woodstock tuition because that's where both Stockbridge historically have gone. And then we did Middlebury for Rochester and then we put in a couple of other schools just so we get the best balance we can get. And tuition to private sources, that's where the private school the kids choose to go to pop in. And that's an actual number of kids. I think we threw one in there for a sixth grader. Did we throw one sixth grader in there or not? I don't remember. So what we've done is we went through Lindy and I and we took the list of both that we've been billed for. So the tuition reimbursements invoices that we've received. We confirmed every youngster in every address and we're confident that those numbers reflect to the best that we can anticipate the sixth graders an accurate number for tuition. So it shouldn't be off by a whole lot. But that is another example of what you saw. Everything was budgeted in one quantity. It needs to be divided into whether it's a public or an LEA or a private. And you can see where it shows no expense and then it shows an expense of 294,000. Now in the past, and I don't see why we wouldn't do it again, we've given a breakout of which schools, not by name, but we've said that we've broken that out and said five kids are going to Woodstock, two kids go to Rallet 11, kids go to Sharon Academy. What they have to know is it's 22 and they'll bury one meal or they'll have that. Right, right, we've just, just in the, at least in the reports of previous. And you've got to be able to do this. There's always been a grid. Right, so we can do one of those for the end. Annual meeting night crop to show that if you want. All right. Is that a grid that you actually published in your annual report meeting? Yeah. So we have to remember. That was published in our report? Yeah. So we'll use it. We'll make one for the annual report and then we'll use it at the annual meeting. Does anyone go to the Sharon Academy? Yeah. Yeah, that would be under the project. That would be the project. That's the project. Yeah. Actually this year, I'll just give you an example. So from Rochester this year, we have one, two, three, four, five kiddos going to Sharon Academy and for Stockbridge, there's one, I know there's two. Well there's more, remember this is the projection for next year. Right. But there's three between nine and 12. Three, four. Four, not including the current 12 years. Oh yeah, right. Four. Four from Stockbridge, yeah. Not including the current 12 years, yeah. Now this is an interesting one, I'll say it in kind words and then I'll let Marilyn describe it the way she wants. But 568, Votek tuition on behalf, the state of Vermont likes to tell us that they're contributing to reducing the cost of the Votek tuition to our technical centers and where they get the funding source to do that is in line 568. They ask the local districts to raise that money and then they turn around and give it back to you. Yeah. Yeah, so it is. It's only a six semester rolling average, right? Yeah. That's exactly what it is. So it's in here, but it's also on the revenues that way. It is, it'll show up as a revenue. But it's your revenue, you're paying yourself. Yeah, it's a fund. Yeah. Tuition to other voc, that's pretty surprise. Yeah, so there's a local portion to the Votek who starts that on behalf of me. You know, you put it in your end fund and you have to show it two different ways. Right, we're raising both of those. Um, general supplies will not, part of that is going to be because of equipment. It has to be above a certain level. And if it's not, then it's got to be tough to supply. Right. And I actually tried over a vacation to calculate that out to see how much of an increase that actually is. It looks to be a fairly small increase. And most of that money is in other, It's in equipment, right? It's in equipment line items throughout the budget. Pre-K's in here too. Pre-K's in here too. Yep, this is, I'm sorry, I should have said that. Yeah, there will not be grant funded next year, so it has to be funded. Okay, so this general includes our pre-K. This is a pre-K six. Pre-K six. So, right, with both the supplies in the books and periodicals, they both have increases. There's nothing major in there. It is just calling it a German class. Yeah, part of the books and periodicals, part of that increase is probably more of a legitimate increase. One of the things we're working at is classroom libraries are an integral part of reading instruction. And though both schools, I think, maintain good school libraries, our classroom libraries in many classrooms were severely outdated. They had books that weren't appealing to kids, that had torn covers, kind of books that were yellowing a little bit. Some pages might be missing. And not a lot of variety. You couldn't go in and find some rich poetry and rich non-fiction. So part of what we're doing here is budgeting to upgrade classroom libraries so that teachers will have the ability, the opportunity to buy more books. And we're watching pretty carefully. Well, not really. We have to watch teachers are on board with us. They're gonna be watching very carefully about the types of books they select for their classroom libraries. I was just, it was actually one question that I was probably not quite sure. Because I was looking it up last night to be sure, because it's a question I have for Mary Ellen, because the classroom libraries are essential if they're used appropriately. They can also not be used appropriately, but if they are used effectively. But it's said that by first grade, 40% of the books should be non-fiction. Yeah. By sixth grade, they should be 70% non-fiction. So are the teachers aware that they should? They're doing an audit of their, so that's when they have a- And there's a great list out there of the 250 best non-fiction books. Exactly. And the other thing, Janie, that we're being very careful of is, one of the other criteria is that you need to look as a teacher at the various reading levels in your classroom. Your classroom library should have at least at a minimum 20 titles for every reading level. So in other words, if I'm a reader and I'm reading at M, there needs to be at least 20 really good rich books in my classroom library at Level M. And these should all be different than library books? Different than library books. There's not even some of the library books come into the classroom for a while. You can do that, but- When you're doing a specialized unit, think of it as like a B-treat, like you have an independent reading time and you want a kid to be able to go over- And they pick something off. Actually read, not a book that's like, way above their grade level and they're looking at the pictures. They need to have access to terms of the truth that relates to your content. It's a learning class time that they go over and they have a free read kind of thing and they're not pulling their library book out of their cubby or whatever. Now there's a place for that kind of reading. There's a place for pulling your library book out of your cubby, just cuddling up in the corner and enjoying it, but it's not part of your reading structure. And in 730 you'll see the converse. You'll see where there was equipment last year and now it looks like we're not buying any equipment. That equipment is moved up into the supply line. Yeah. It's in fees, one of Maryland's favorites, 232. I think it's a question you asked me. I had a question, what is it? Is this cotton beavers or now it's been changed? You had it over here as beavers. It's everything. Beavers is separate than vistas. This is right. It was coded as beavers. Okay, but it is vistas. But it's really vistas. And I was asking, I'm not wondering they were a little confused. Vermont State Teacher's Retirement System. This ranks right up there with the Botech payback here. At some point Vermont realized that for too many years they'd been underfunding the Teacher's Retirement System so they had to create a new revenue stream. This is that revenue stream. So for every new teacher that you hire for the first five years they're employed, does the Treasurer's Office, they set that right? The Treasurer's Office sets that right. Gives us a factor. And this year I think it's 1275 or 1279. So we have to pay 1275 for every teacher who we have employed between one and five years. Maybe do that for, so on. There's 60 or you stop paying for them. So every new teacher we hire for five years we have to pay an amount. We get a different amount every year. This year it's 1275. How much does OPB mean? Does that have a certain meaning? I want a dinner because I need one. I have to take her. So we had a bet. Who could find it first? She found it first. So it's other post-employee benefits. Could take you the time to look that up. And I passed quite a few nice looking places on the way. Oh, you could have seen if you're going to get paid off. She answered another really hard question. So I told her I had to throw in an adult beverage. State grant, retirement, let me just say what that is. So this actually is your people that are coded to the schoolwide program. Another state treasurer fund thing was because they underfunded retirement for so many years they discovered that, hey, it's legal for us to take a percentage of the grant to put back into the teacher's retirement. So what it's up to now is 19.25% of a teacher's salary. And it's only the teachers, not any support staff that would fund teachers in the U.S. I think they have to take that high percentage from their salary and give it back to the state treasurer so they can help fund the whole that they created for teachers in retirement. Is that top of their salary? This is what the portion of their salary that we send to the state of Vermont. So they get their whole salary. They get their whole salary. And we send 19.25% of that to the state of Vermont. And that's from all teachers. You know, for any teacher, anybody is paid by a grant. Oh, in a federal grant. I shouldn't even say a federal grant. It's federal grant, all right. Which schoolwide is, it's our title fund. So that's what that is. Why it's showing up in my pivot table at the bottom of that list? You still trying to figure out. Both of them are there. Yeah, I just can't figure out why can't I make it go up with the other twos? But I'm making it go away. I actually wanted to do that we're double. So you made it go away. Yeah. That's true. But it still shows up at the bottom. I can't figure out how to make it. I'm not hung up. Okay, under art. You're gonna see a similar thing in supplies. Some of the salaries went down this year. Well, in this particular position, the position was reduced. It's a 0.6 position now. And it was this year's 0.6. Last year it was, it's gonna stay 0.6 at this point. So it was budgeted incorrectly. Yeah, it was budgeted at a higher percentage than it actually was. In Rochester, yours is saying, okay, so. 0.22. So though the intention was a 0.6, the calculation was incorrect on that. And then everything else down the line is pretty. So do we know why it was budgeted at 0.7 or 0.8? When we went through that, we did identify it, but I just can't remember. Right now it's 0.8. Was it 0.8? The salary that they picked up was 0.8. Maintenance went up a little bit or quite a bit at well. Not a lot of dollars, but. And that's because the kiln is gonna need repairs in Rochester, and you guys will help be there. Sockbridge is gonna be serviced. I'm letting the boiler run fire. Right, and Rochester's gonna be repaired. Okay. PE, that's gone down significantly because that is a shared employee. We purchased that service through the supervisory unit. We did that in order to offer a full-time position to a PE teacher. So they weren't part-time at Rochester, not in Sockbridge. And then they were in Stratford. So that's where you're going to see an abject code 320. That's increased, but the salary decreased. Right. Going to that increase on 320. Is that number all-inclusive? That's, it goes in there, a health insurance. Yeah, payroll taxes. Yes. Okay, and so explain to me how it is set up. We have two separate PE teachers. The teachers, Sockbridge. Okay. The PE teacher at Rochester. Okay, different people. Two different people. One of them also works with another Stratford school. They are an employee in the SGO. And it's done through the SGO rather than institution. The only way we could do that. So one of the line items is essentially the Rochester and the other item is the Rochester. It pretty much works out that way, yep. But also, right, when what I had asked, though, is the teacher's salary, what else do you need to add? Taxes and unemployment and stuff. I only, like, our person here is not eligible for benefits or anything. Well, the, oh, and you, you're right, yours is the salary. Right, mine is the salary. Yours is the salary. Okay, and then they're not worth, they're at point two. So they're not eligible for benefits. And that's why it's not more. That's right. Gotta get it open. Okay. The 18498 would still have, yeah, they're not eligible for benefits, but they're paying, they're faking it and whatever. Right, the teacher that you're purchasing from the SU, that's, he's got benefits and everything in there. Right. But it's a contract to purchase service for a year. Right. Yeah, right, that 18 includes all that. Is that good? That is good for that one. Same question for supply since we moved, you know, things that used to be equipment. Right. And so that, I'm sorry, you got the, again, that Vermont State Teachers Retirement, other post employee benefits. Right? Yeah. There's a link on it. We'll reappear in all, in different departments. For example, if you look at music right top of the next page, it's a new teacher we just hired. And so you will find it. You'll see it there. Okay. Because of the new teacher. And you'll see it there should that teacher remain with us for the next four years. And then, I don't know what you would see. We see it there twice, because there's two teachers. Yep, and it is not reduced by FTV. Isn't that nice? You know, so it's not for regular. So if you're half time, you pay the same amount if you're full time, you pay the same amount. Which is really, It's really different. Why do you need to see it twice? Well, the line, the 232 line under the music section is 2550, not 1275. Oh, oh, I see. So it's, it's because there's two people. And it's not related to FTE, it's just because there's two people. No. Pay all that. No, don't go. There should be two people. There should not be two music people. One person. Oh, it is the same person? Yes. Oh, so that's a mistake. Okay, that's good, that's good. We just cut the budget. We just cut the budget. That's good. Yeah. So it could only be a 1275. And her salary went down again as well? Different person. We had a different music teacher last year and they were at a higher placement on the salary. Change of staff. Right. But it is also true that on the VISTAs, even if you're part-time, a 0.5 FTE if you're new, it's still called self-employment. Oh, that's, yeah. Right, but it's not so, but the good thing is, is that it's per person. So it's not the fact that we took a person and they're 0.6 and one and 0.4 at the other. We have to pay the two that we doubled it for them. We only pay for them once. And the other thing is, when we're able to do that, you get a higher quality pool, typically applying for a full-time position and for a 0.2 or a 0.6. Correct. Equipment, same situation with equipment. We moved it up under supplies, some of it. That's pretty much great for music, especially with assessment. That's an assessment from the SU. You went down a little bit, your portion of the assessments for the SU. Well, that's always based on Debbie Matthews' best guess, anyways, I think that's that number. I'm around special... Yeah, section 1200, special ed. Right, and I did notice a note of, included that that is the preschool or special education that's in there to the program. Yeah, that would be our special ed. Okay. Okay, athletics and co-curricular, it's primarily just co-curricular. We've added some monies in there for a couple of stipends for people who might be interested in doing a drama club or a student council or a Lego club or something like that. Robotics, that's all. Robotics, something like that, yeah. There is no Vemers in there because it's not typically a certified employee. Yeah, it's just a stipend. That's pretty straightforward. There's not a whole lot in there. SAP counselors and all that. Yes, me? That's what SAMHSA is, maybe I should call it. Student assistance, yeah. Neither school has opted to a budget funds for that position or those positions. Right, and that is generally taken over by the guidance. Right, by the guidance. And then we go to guidance. You'll see it's pretty straightforward right down the line. And then we have the Vistras. Vistras, because again, it's a new employee. There's that 1275 that's coming up. To help services. You'll see that's another one of those HRA issues where nothing was budgeted last year because it was bundled in one line item. Okay. And Maryland's broken it out appropriately. So the HRA was an option or has been there. It's not a new contract or the new contract that's been there. I don't know when you instituted it, but it's in the contract. This year they are eligible for it. They are also finished here. I think to break your stride, one of the things I think we've got to mention under 1,100 function codes. You don't have to flip back, but I just wanted to mention that there's, we've also included three horizontal movements. Oh, what is horizontal mean? That's right. It's a power switching column. Right. They've got a match that's three or they've got another. Oh. Okay. Also in there, we have two retirees. One retiree benefit at Stockbridge. One at Rochester. One of those persons has A while ago, like that early. Yeah, they took like a four-year plan, I think. One of those is done this year. One of those has one more year on their payment. So that would be good for your own but I don't know. Sorry, it's just gone down. So you said that this now includes pre-k. Did I hear that? So what was paid for by this date before and now we're paying more for pre-k? There was a state pre-k grant that paid like 60, 60 or 65, 70% of all the costs of the... Of your kids. Of your kids who are... Right. And it approximates 60, 65, 70% of all the costs. The grant is gone. We have to pay fully for it. I don't know if it's state or federal to be honest. Right. But yeah, we now have to, we have to pay all that. All right. So we were doing guidance. We were doing health. You'll see under health... I had a question. Under 320. This is going to be a... We're going to confirm this tomorrow but we're 99% sure that the 8750 can come out of there. We think it is a duplication. Oh yeah, that was... That was one of my questions there. Do you understand his mom? 1100-340. I actually believe that it is... What? I think that it... Is... Let's see. 2213, 320. The 2213 is... I believe that that's where it belongs. The 2213 is staffed 320. Right, exactly. Because there is two staffed trainings. One was for 9750 and the other one was for 8750. And I don't see trainings for what? Oh, we're in trouble. We didn't give you any details and that's almost $10,000. Sorry, we're already... Okay, so let's head to the seal today. Was it program? It's first draft. You can spell it out by second. Is it a program? No. Project. What's the big number that I get? It's touchscreen. What is it that you're wanting for? It's program. What are you trying to find? I'm trying to find... Oh, just do 320? That would be the way out. Because then you have a lot next to each other. I think those... That 2213, 320 though we identified exactly what that's being spent for. I think for us, I can see where you think that's where the duplicate is. I think for us, because the nurse oversees that don't you're wellness? She put it in a budget. We put it in our budget. Okay. I see there wasn't a doubt though. Okay, so here is what I was wondering. It's these. We've got in staff training this is in your spreadsheet under... 10 days at 175. Is that what that is? It is 10 days at 175. $7,000 workshop for $975 and then the other one is $8,000 workshop training, summer, 10 days. Right, so that's not this. Okay. We have those funds in staff training. 2213, 320. 2213, 320. You only have the $975 though you don't have to $875. We have $500. I think that's I think she's right. You get a medal. Do I get dinner too? Yes you do but you have to earn the adult beverage. You have to come up with another question. Alright. Isn't that bizarre though because in the backup it does show it under 2213 but it's picking it up under 2130. So that line should really be 2213 and 320 should be 1850. That's what you're saying. Yeah, it should be at 2213. Good job. It shouldn't be in health. Definitely should not be in health. Right, but that's not the it is no longer and it's not a savings. It's not a savings anymore. Thank you. Good job. Yeah. You would be a great auditor. Okay, I don't see anything else down through there. Yeah. Alright. So 2190 Contracted Instructional Services What is that? Come on, I'm just going to find that one. What is that? Those are 504 services. We have one Yorkshire who has some consultative services on their 504 plan. And that's what that is. No transportation curriculum instruction that's an assessment from the SU. Yep. Here looks at our overall assessment was 11.9 or 11.4. Okay, we'll find out what that is. So it's not 9530, it's actually going to be 11 something. No, it's a percent. The 11 was a percentage of something. That's the right number. Right. So staff training tuition benefit that's per contract. Yeah, we never budget the full amount typically people don't always use the full amount, so we make a best guess based on a little bit of history. Right. We've got a little bit of travel in there. We have contracted instructional services. That should be the 18.5. Yes, that should be the 18.5. The salary goes down, insurance goes up. The position went down cost of the insurance goes up. I'm not sure the 28.97 is accurate. That was one of those, Carl, because my belief is the plan has stayed the same and that's just more than 11 percent. Well, but notice the HRA is $420. And there was nothing. And there was nothing. Right. Are you one of these? I am. I have a degenerative. I'm not going to do that. Please. I have a degenerative disc, so it didn't matter what type of chair I was sitting in. At some point I have to stand or kneel. I'm Catholic, so kneel. There you go. That's what we get along so well. Oh, another slimy bottom. No! Just a little too much information. All right, I'm just going to stop now. I'm not answering any more questions. People have questions you'll have to ask me. This is pretty straightforward with just some changes year to year. For the library. For the library. And the academic assessment, the $6,000, that's $3,600. That is $3,600. What's the cost? Is that really the cost of the program? We have a better number now. We have a better number now. Mary Ellen negotiated a deal for the entire school district, so we got a much better deal. So it is literally each seat basically in front of us. Exactly. Three times a year. Okay, now we're into board event. The 310, the 2310, 310, that's for the administration of the HRA service. That's where the money is found for that. As Mary Ellen said, it's not an expensive program to the minister. So those are not the actual benefits themselves, but just the oversight of the program. Printing, writing, brawl. Yeah, that insurance that went down, that's the same insurance. That's your Arizona mission, general availability type insurance. The one that had significantly higher than it actually cost you. So this is what it cost you plus 5%. So that's really the only big change. So your board treasure, you don't pay anything to your board treasure. Is that something that added in on the somebody says we couldn't find any backup for that. I mean then there's nothing out. Because it was determined when we first merged as part of that January meeting where we had to go through and set various stipend, I think it was just laid out there as the treasure was taken in the past. They have not. That's why I just wanted to verify. Well I thought that that clerical salary, because that's for the clerk, right? You're also the treasurer perhaps? It's in there as well. Okay that's fine. But I can't give you the amounts. I have to look up. That came from an actual, you know as I looked into the system as the actual so that amount I think is okay. I just was questioning whether or not you also had a separate treasure, but it doesn't sound like you did. We have a separate treasurer but I believe that both of that money is in the clerical line. Do we know what we paid? That's what I said I don't know. I don't believe we did. We were going to pay Joanne and then she didn't want to do the job and then Kathy stepped in and just kind of did it for a year. That is something that your annual meeting they actually made a vote on. Okay here's a stipend for that. We can always change this at that time. But remember to put that on the warning for your annual meeting if you want to take action. It has to be a separate item. And we might be able to look back on the minutes then to what it stated about the treasure draw. I know last year I couldn't find it. I did look at that and I was surprised that. I thought that was because it was pretty large. Our audit goes away and it's baked into the fiscal services 2510, 593 that's correct. Legal we just level funded. That's okay. 23 2593 that's just an assessment from the supervisory union. That breaks out the different the different things that used to be the business office was rolled into that same line. Now they're under fiscal services. Now they're under fiscal services. Okay. Principal's office pretty straight forward to principals between the half clerical people health insurance just based on what people take. There's that HRA again. There was nothing budgeted. You see beamers popping up again tuition benefit. Staff people have access for a contract to funds for workshops and conferences. Lindy and I have access to funds for workshops and conferences. Worker's comp nothing down through here. The contract is the 320. Yeah. The ones I still have to look up in I have a question right here. I don't have an answer for that. That's one of the questions that I have. Last year there was some discussion about the FTEs of the admin at Rochester versus Stockbridge. I was wondering if there's any efficiencies that can be made with the two schools working together. Because one there was a question last year. Being another question. Right. How can we work efficiencies throughout the budget to meet the goal of what we're trying to do here? I think what slowed us up a little bit this year was the change of administrative assistant here. We didn't see it coming. We didn't have any ability to plan for it. We didn't see it at all. Some it was a great move. Some of the changeovers Yeah. It was a great move. I think it would be impossible to do it. We really looked at this closely Jenny. What I can say at Rochester is that both of them pretty much are right out straight for the time they're there. It's just the difference between 50 kids and 90 kids and 50 parents. Another question came up last year. It's a very legitimate question. The little bit of a complexity not tremendous, but just a little bit is that the part-time administrative or clerical position at Rochester now is just assumed the duties of crossing guard because we lost the crossing guard there on the ground in 1100 and we couldn't find anybody and she stepped forward and said that she would do it in the beginning and the end of her day. So kind of melds that in a little bit. It helped us fill that position. Let me say that. I think at one point you said that the students using the crossing guard are moving on next year. Do we have a crossing guard in here? We have a crossing guard in here. The question would be how many youngsters do we have and does the board want to continue in efforts to youngsters, three youngsters, but for right now it is budgeted in here. It's under safety. We'll get to that shortly here. They're kids that are walking home. Right on that brow of the hill. That's where they have to cross. That's where the sidewalk ends on one side and moves over to the other. So the person is pulling down two salaries. They're pulling down the entry for the safety officer as well as... Exactly. So it's not... No, it's not that it saved any money. It's that she was willing to take the position. Which is a hard position to staff because it's 20 minutes in the morning, and we paid for two 20-minute slots. So it would be nice if... Well, I'm sorry about going forward to what our need is for sure. Right. It is nice that we're able to get somebody who's in our building already to go up there. And I can't just say to it, elementary schools of this size, they're really jackable treats to that. I think people would be astonished to know what they do. See the... And the thing about... The thing that's going to be, you know... I don't say hard conversation, but it will be a conversation that the board will need to have is that the safety position is like $3,000 or $4,000. And you stop and think, okay, even if there's only one child crossing, is it worth one child getting in a dilemma for $3,000 or $4,000? So that's sort of something that we have to keep in mind. Technology support. Again, that's pretty straightforward. That's one of the places supplies for technology, 650. That's where we're putting our new Chromebooks that we're buying. Again, that has to go under a supply equipment. How often do we need to buy new Chromebooks? Well, if I believe what people tell me is accurate, we have a bottom in several years, so I don't have an answer to that. I'm not too guessing. It's been three to five years. We recycle in our place. Two through four classroom has the older computers, so as we put newer Chromebooks in the five-sixth room, then we'll put those. I think there's 15 new ones coming to Stockbridge, I think, and 20 coming to Rochester. And then we'll be, this building will be good for the morning. It'll be up to date. Our other plan there is to actually our goal there, too, is actually to get on a cycle so that we're doing a plan five years every year we're buying it. As far as the computers go, I assume that probably a lot of the stuff that was in the high school and that it's older technology now anyway. And the other thing to be frank that happened with the machines in the high school is that they weren't they weren't treated as well as they could over should have with kids taking them back and forth and in and out. We found that there were a number that keypads didn't work and I think some of them were old. Keypads didn't work, certain keys didn't work, screens were cracked. We salvaged the ones that we could. So I understand that normally supplies are going up because purges under a certain level are kind of supplies. Correct. But so in other cases we've seen equipment go down and supplies go up. Here supplies went up $17,000 in equipment actually went up just a couple hundred dollars. But our software went down. What's the rule of $5,000? Meaning under $5,000? So I think they've made extra effort to make sure that they coded them the way it's supposed to be because I'm moving through that quite a bit. So what are the over $5,000 purges that are in the equipment line? I think those are. I do think we put the Chromebooks on there. So then what are the $17,000 in the supplies line? So by supply line you mean which? The 650 went from $72,000 to $67,000 and in other situations the equipment line has gone down. The 730 line goes down and the supply line goes up. In this situation the supply line more than tripled. I think we're recalling our conversation with Mark. I think it's based on some expenditures and things that haven't been replaced in a while like full headphones adds up and just gives you a buffer. What were the other things? Speakers for classrooms I'm not saying that that's what it totals. We don't have it broken down with a projected like those were some things. The argument of saying that equipment goes down and supplies go up because the pulsing rules have changed. It doesn't hold here. So having some sort of back up to explain it. The comment is where those Chromebooks are. Crawl under 650, like Amy's question, I still have question marks here so I need to break that 24 out. Great. Thank you. You may see a different number in the future. My question along with that is how were we able to decrease the software to $4,000? Some of the software the people are using is now free. I think that 17 might have been slightly inflated. I think some of it was at the middle and high school. Though I couldn't determine that for certain. I think it's a number they picked up from the middle and high school. I'm not sure what it is, but I don't think it's all. I don't think that $17,000 is all elementary. The number budgeted right now for smart licenses for smart boards, on-tables that were on-tables, malware, on-table. That was an admin software. That's a number we'll check out tomorrow. Thank you. There's the physical services that's the business office. So that's short-term debt. So I'm going to take out the tech's anticipation note. People understand what that is in anticipation of taxes. The $5,000 looks like just a placeholder. Do we have any actuals we can base that on? I don't have any. We can look at the system and find out if we can. I could actually look at the last tech's anticipation note to see what the church shows. It would be better if we do a rolling three-year average. Now, am I right in understanding that that gets paid back as soon as taxes are collected? We don't want that to hang around all year and then pay it off, do we? Correct. I mean, I think we might have we, I can recall in the past is getting paid off like a month late because of cash flow issues. But it got paid off. But it gets, yeah, no way. If it did, I'd be grumbling. There you go. Well, back in the days when you were making 14% of your money and you were playing the arbitrage, you didn't pay it off really. Now they're not making that. You pay it off really. Okay, SU assessment, 2580. I'm sorry, I know I'm taking a time here. 2580, 593, that's our portion of the tech director in his... Oh, we had lots of questions about this. 2580? Yes. What are we getting for that when we already have a line item for technology? Because again, if we're paying 11 some percent... I will look into that for you. That was a figure that Martin gave us. I should have explored that for you. Right, but we have... But we're paying them in 2490. We're paying for people in 2490. We're paying for two full days at both buildings for $25,000. Right. So that's the technician. That's the technician. That's the guy coming into our place. If this is just Mark... 2580. We're paying 11,000 for it. Mark's making 175 grand. And he's not. Right, so that 94 is something else where it's wrong. Okay, well no matter what it is, what does Mark do for us that we're hiring to do technology for us? He brings a deeper level of understanding of your system compared to the techs. He supervises those guys. He supervises those guys, and he also does an awful lot of the... He solves the problem with it. Since they can get our Wi-Fi he spent two days in a row. He was able to travel remotely and sometimes he'll be here for... He was here one of the times. He was in Rochester. I mean, $19,000 is 11% of $175. That I will look into. We'll figure that out. But in terms of service we get a decent amount of service out of that position. He comes to us when there are crises that the techs can't solve. Techs solve everything from I can't hook my computer up to my computer to... But the techs are working for him. Right. He's got a system in place that they follow. Can we get those? Yes. I think this number here was $2580 $593 is... That's Mark. I have $12,000 there on your tabs. It's $12,563. And then $2590 Oh, I'm sorry. You go to this what is it? RSUD all type NA the second sheet, third sheet of the Excel spreadsheet and then you go to $2580 and $2590 There's also another... There's $2590 It's not all in the budget anyway. As the two of them together it comes up to that $19,044 Right. What's $2590? $2590 $2590 $2590 is there isn't a $2590 There is no $2580 There is in your spreadsheet so we will fix that number. So those are the numbers combined it looks like tech admin and grant admin It looks roughly That will... Right. If you add those two together you get that $19,044 Right. So you have what's on your... $2590 is supposed to be a $2580 $2580 $2590 Well you have a grant administrator written on that one. Yeah. That's the... Those are old descriptions. That comment came from the system and so what I had to do like if you look at your tabs the pivot table is actually looking at this column and not this column because this column comes from the system like this was very inconsistent so you know when you fill the pivot table then it would have been twice as long because of so many inconsistent lines so that's why I had to add that but it should be $2580 But at the time we're questioning if it's if he should be that high anyway So once we get the two or potentially two people I know the total assessment is correct it's just a matter of should some of it be technology versus other things but I do know the total assessment is correct by the percentage so we will get the number $19,044 broken out Okay. So if part of that is supposed to be something else then it should be rolled properly you know make sure then that $2320 where it's the executive administration as the assessment goes because of the grant because if that's just Bruce then we're paying Bruce like close to $400,000 because I don't think it's happening either so it's not for me Well it's not just the sale it's you know everything All right operation to building there's going to be several numbers here that are going to change in the next draft our maintenance our supervisor has been out on leave haven't been able to confirm some of these numbers with her but I know there are a number of numbers that will be coming out for example 420 cleaning services I have no idea what that is I have no idea she's never seen it I've never seen it it was in the previous year's budget and we have to figure that out yeah so I was afraid to take it out because I was right until we figure it out we'll figure it out in the next draft we are having a bit of a dilemma I'm going to say this in snow and waste removal particularly waste removal there is no competition the price is something like $300 or $400 or a dumpster to be dumped to be switched out and we need to try and figure out how to provide this service I'm not sure I'm not sure but I will find that out anyways that we're hoping to renegotiate it's out of the town it's out of the town I don't know I'm not sure who uses it or who it is under fuel oil that figure I believe is highly inflated to date we've used about $25,000 $28,000 which is great cold winter the total operation of building I think if this goes to the public 14% increase some of these Jenny we're going to bring down without question I will say we have to grapple with repairs and maintenance the high school has not done well this winter we're having major issues with roof we're having major issues with pipes freezing and leaking hasn't done well so topic for another night but we do have to filter that into this building and operations here so basically the salaries are pretty accurate should we be going up $11,000 or $9,000 salaries gone from $93,000 to $66,000 yeah but the salary $105,000 and $108,000 that's $96,000 it's $105,000 and change the $3,000 the $3,000 that's a piece that I want to talk with I'm not sure the $3,000 is accurate general salary yeah that doesn't make sense do you have something to do with the summer summer helps it includes the summer there was $3,000 put in for summer when you add $105,000 and $108,000 it was $96,000 last year and it's like $105,000 this year I'm not sure where that $9,000 or $10,000 came from right and as I said this is the section I have to go over carefully with our maintenance person because I can't answer some of your questions here I will be able to at the next meeting but I can't right now okay the repairs and maintenance is that a placeholder or are those things like the roof that was actually her estimate what we are hoping to get our hands on Jenny I was going to say Jenny yes I was that's all right Christy is an essential office called Lindy and I Bonnie and Clyde yeah you really don't look like a Clyde she's like Clyde that and I was like I really don't care Clyde yeah what I need to get my hands on is what we've spent year to date on maintenance and Marilyn was going to help me get in the system figure that out and then I'll be able to make a better projection on some of these as you had noted that there were some bleachers were the possible destruction in that item fixing tie on the multipurpose room this was some kind of start to discuss further the bleacher piece was to take out a section of the bleachers in the high school because they don't pass muster anymore and the point is we don't have to take them out we just have to keep them walked against the wall so they can't be pulled up we can take them out at another point in time but the estimate for that was like $11,000 to take out the bleachers just to take them out just to take them out bleachers is a racket another business to go into buildings and grounds you will see some changes in those figures in draft while you're doing that 610 supplies goes up are you standing in buildings and grounds equipment stays flat so we're not you know the idea that our equipment versus decreases our supplies doesn't seem to be borne out here so there's some understanding between 730 and 610 they actually asked for a specific piece yeah it was a small long tractor but I think she's really thinking back this might be one place Carl towards legitimate that's fine I just you know understanding what backs up that number is the confidence 490 water treatment is this for testing stock bridge water month because you have to do it monthly and then and sending it down to N9 and that has always been there just was buried someplace else or something I think it was always there as a thousand dollars this is more accurate number based on what we could pay 2634 31 is another number that I want our custodian to clarify for me so that's subject to change then we get into the transportation piece and I thought we had a flat contract why is there transportation going up it's you have a contract it's an escalating contract every year okay it's around 3% okay field trips we knocked that down a little bit we felt that we can do what we want to do jointly across schools etc for a little bit less than we had actually budgeted last year food service is a big it's a big good challenge for us we are trying to figure out how that 15,000 does not seem to be a reasonable number we know how we got that number because it's a three year average but instead of you pointed out it looks like it's a three year average after the subsidy and not prior to so we have to look at the audit and see what we have to end up with the food service for the last three years so that number would probably go up it does my father was a beer distributor so there you go and then maybe somebody in the board can help us with this we weren't able to get into the system yet or actually it was in a book that the new business manager had but that's right what would be the projects that we're still paying principal on is it that was what I was going to ask in general that's been you know previous years at least on the stock bridge budget that's been the well it's when you run a deficit you can automatically take a deficit and spread it out over three years so you think this is related to a deficit not a project not a bond to debt I don't know if there's I don't think we had a deficit in the last couple years that's typically where it's been there but stock bridge doesn't have a bond is that the Rochester bond I thought the Rochester bond was paid off no there's I don't know the answer yet but I what do we have a bond for in Rochester though what have we built recently they're done recently sources I'm not sure that I thought that got taken care of but there was a deceptic problem two years ago we didn't take a bond we didn't take a bond in a number of years that's the only costly because basically the way it's coded redemption on principle would tell us that it was some sort of bond that we took out to do a project let's figure that out we will look at what I thought we had we will figure that out we're paying down the principle and we're also still paying interest on it did you say that Stockbridge might have something but Rochester no I'm saying how old it goes possibly I don't know they were pulling up plans from 2008 that's the most out-of-date part of the building right here so is it the southern end of the building I don't know okay so here's 40 50 65 so you have a you have two you have a $40,000 principle and then a then a $25,000 so there's your 65 what was it on it doesn't say what it's on one was taken out in 2002 and one in 2012 that's probably what it is 2012 though would not be the addition computers 2002 you bonded something for 20 years once a 20 year, once a 10 year bond for 20 years well you can go up to 30 they're both with bond banks thank you you can actually get your schedules from the bond bank so I just pulled one 2002 is the $40,000 2012 is the $25,000 for the budget we're going to share some avenue now so we we pass around give us some direction at least they're fun balances so this is a fun balance that bill the auditor set me for Rochester the FY18 fund balance was $235,396 for Stackbridge it was $18,004 and notice that you committed $181,639 to fund this current year 2019 so at the end of FY18 which they audited they're not taking into account in the two numbers that equal over $1,000 the reduction of the $181,000 so I did that so I said take those two fund balances minus FY19 that is committed of the $181,000 total of $238,761 that would be used to offset the budget so now until I see the actual audit I have an email problem but I want to really see the audit is is really from Senate Kingdom? Yes so you can be an auditor so what kind of percentage does that lower if they were to apply this to percentage does it lower we're above the cap you're above the cap even with it let's just go through the whole revenue so on interest $500 interest of money in the bank tuition that amount for tuition for this current year's budget is higher than what we could come up with for next year so we feel pretty good about what we're projecting for that tuition number the pre-K tuition I've only got three I have no idea on pre-K obviously they budgeted for maybe five for this current year now I only chose three so do we know how many we have I think we kind of looked at talking about in anticipation of next year no I just want to know what we currently I think we do know what we currently have and it might have been three that three number okay that's fine e-rate, this is the number I got from Mark this year we were going to receive $3,000 because of some work that you have done throughout the year but he said next year it's only going to be 80% of your internet charges so he told me what that was so it's 80% of those charges at $1632 rentals I don't have backup for that and then you've always had $2,000 rentals and the same with miscellaneous is just a little donation just eyes at home it's going to be some sale so it's going to be some sale so that's a chair's wedding so note that your local source revenues is down by 16% then kind of skip over at spending and tech tuition on behalf rate at this point because those numbers are kind of back into after you take off all the other local revenues and the other grants so you've got the 860 related transportation normally what you do there is you take whatever was reported in the STAT report from two years prior which in FY20's case would be FY18 so whatever the STAT report expenditure is and then you multiply it by it was supposed to be 50% state aid it never got to 50% so it usually hovers around 42% to 46% I can tell you that I have to submit a corrected STAT report because right now that revenue is based on what I know you expended in 27th function, 27th and 11th year to and from school transportation because that's the only one you get from the University now but when I look at the STAT report it doesn't show that number so I have to adjust that into the state so that they'll give you that revenue it's kind of hard to explain but they know the STAT doesn't tell us what it is we essentially base it we tell us to go look under STAT report and multiply it by 1% we want to multiply it, it could be 50% and last year you're saying that 48,000 is an incorrect number no that 48, you know I mean the when I look at FY 18 statistical report that the expenditure of $174,000 wherever it was that doesn't show up in the FY 18 report so I have to now submit an amended one to make sure that you guys get a transportation grant so that number may change right I guess that was the reason why there's that much of a difference quite a difference and I have to believe that I mean you definitely spent I'd have to look back at the FY 17 STAT report to see where they got that number there small school grant you could keep that same amount each year because of the merger and then the last piece to take a look at is that school-wide you're 83,411 I've verified that with Jane who does the grant management fiscal side in the central office and that is what we receive now and one of the parameters that we used was okay we're going to budget federal funding even for the future years because there's no reason to believe that it's going to go down at this point so that number will equal the amount in your expenditure budget that you know there's 83,411 expenditures going to that grant and that's the revenue to that grant then when you subtract out all those things and you take into consideration the under half amount that I have to adjust out you get an end spending amount that essentially equals the two for three the calculations and maybe this is so I'm comparing FY19 to FY20 when I looked in your book on the revenue page which was page 8 it's supposed to be 425 494 if you add all these segments together it equals more than that so I was a little worried um but that's one of the reasons why you didn't get a revenue sheet when I set out the expenditures because I couldn't tie into what I was getting from the state so it did verify and this is your three year comparative sheet that is the official one from the state it did verify that at least it was reported correctly so was it published correctly last year in the revenue side um it was it was ultimately reported correctly so tax rate for this current year is correct et cetera et cetera so when you go through the calculations of things it's basically for FY20 I'm going to take your total expenditures at 4464493 I'm going to subtract out the local revenues that is everything but the end spending tax tuition on behalf and then I'm going to take that amount divided by your equalized pupils so you take the end spending with the on behalf of 3378 313 divided by your equalized pupils went down from 184.19 to 179.93 that's it so then you get a tax rate prior to CLA of 1.7979 I subtracted out the 6 cents where is that here prior to CLA so prior to CLA it would be 1.7379 then you got to shift over to the columns to the right so you can see what columns applied CLA would be on that in both your cases the CLA went up by about 10% increasing CLA has the effect of lowering the tax rate so on this particular budget after CLA you'll notice that tax rate goes down for Rochester down by 3 cents for Stockbridge down by almost 7 cents the difficulty right yes the difficulty here is there's $400 per pupil over the excess spending so they're charging you double for that tax amount that usually doesn't play well it will not it will absolutely not so 73 grand so $72,100 need to come out of that budget $72,100 so those rates take into account that penalty or they don't it takes into account the penalty you notice that the homestead rate prior to CLA yes because of the CLA so what they see on their tax bill will be down but you know that it's kind of surprising to have a swing of the CLA that much so that doesn't happen well we're to remember there's not a lot of sales in the area to base things on and if just a couple are selling above market it shows it up I mean you have very healthy CLAs we do both of us and this includes the fact that we're paying for pre-pay now when we weren't last year that's increased not saying that it's going to be okay but one of the reasons why now I have in other times that I've just to be clear though last year we budgeted for all the pre-pay we just budgeted in its own section and then we had revenue to offset it's not like we didn't it's still in the budget but we also revenue lined that for going through that calculation that we just did I've done that in previous years but I have the yield in there yes it's the 10 the yield is 1066 so yes I actually did use that in my calculation so we can't just see it okay so to get to that would be we divide the cost per pupil we divide the 10675 we divide by 10666 I guess I jumped over that stuff but that is correct okay and isn't the yield at the 1077 what's the yield again it's the 10666 right over there it's what the state says it should cost you to educate a person I didn't know what the amount was I think it's actually the amount the state says you raised by a dollar that's like a business um now that's subject to change they could at the end of the legislative session we don't really know where this lands until right right so that yield changes but I think you definitely possibly changes you know you need 72 1 you want to go to 73 make sure you're believing me I mean but we'll do it and going down the tax rate on the tax bill is okay um how do you get that calculation from this so um the just so I know that as we are looking for like to reduce how does that change the tax rate as we reduce the budget okay so when you get the tax rate we're divided by the 10666 you're going to come up with that 1.7979 yeah and then it's after that then you subtract your success right okay so then you come up with a 1.7379 yeah yeah yeah okay so it's always um it's it's your appropriate spending divided by the 10666 it's that great then we divided by the CLA correct gives me the test so that's the number that needs so your per pupil expense if you reduce that you'll reduce the tax rate okay um do we what's our current tax it's it's different for both of you I mean your current homestead one is 1.6076 1.606 that's after the 8 cents this is right here there's this Rochester's this is Dr. Richardson for FY19 so for FY19 that's what I would see on my tax bill what you would see on your tax bill for Rochester would be that 1.6076 just coincidentally your CLA was 100% so if they didn't change you know so it becomes what the homestead is prior to CLA because it's right on 100% and then Stockbridge was CLA was only 90% so once I take the 1.6076 divided by 90% then I get the 1.7862 so Stockbridge is going to have a different rate on the tax rate because of their CLA but you both have the same pre-CLA rate and now because you merged there's usually a target aspect to it but you ran James's and you hit the target for this current year so once you hit the target you don't have that target anymore it's just whatever the calculation is so one of the things that I just want to mention just advocating for our kiddos Jenny brought up one of the reasons for the increase is that now we are fully paying for pre-CLA so we might consider seeing how much Wendy and I could get out of this budget without necessarily saying okay we have to give up the entire swim program we have to do this we have to do that and at least consider trying to offset some of this 72 with the fund balance because we are basically paying for an entire well not paying for about 60% of a brand new program well in this calculation I've included all the eligible fund balance to offset oh so you've already spent the fund balance I've already spent the fund balance it's completely spent down but the difference in the pre-K 3,000 to 2,000 to 3,000 so it's a significant drop in that's that's almost it's not quite that's almost the whole amount that's 60,000 and the increase is almost 2,300 the 4,251 to 4,464 is about 2,300 so that's about isn't importing them just that 73 numbers later on we're at a balance right and I'm saying maybe add a little bit to that so that we don't get drilled later how much that would be right well I think that again you know for the purposes of the thought exercise knowing what has to be coming back and saying you need to come back and show us what a budget that gets us out of the penalty would look like and then we say well gosh we don't want lay off a vowel we don't want to cut the food program we don't want to do whatever it is but understanding you know where that would be I think I mean we've got a lot of we identified a number of slots around both building and around the duplicative technology assessments that understanding where all that all that is I think that's actually the way to go Carl you'll never hear Lindy and I say you can't cut a budget you can always cut a budget it's just what are we willing to accept so when I'm guessing I mean but what I'm guessing we would do is come up with some options and say if we did this then it takes this out if we did that then it takes that amount but again I think the first place to look at is to clarify some of the numbers because we've said well maybe that $9,000 adds into this other place maybe we've got some of Mark's money twice but maybe we've got some money in buildings I think the wild card is going to make this task significantly bigger is what we ultimately end up deciding we need to put in there for food something because it's very low right now if that has to go to something like $70,000 then we're talking about getting $130,000 on this budget and that's it what do you pay for what's the price per mail it's $2.85 so it's $9.00 is there any trust for me please add in sorry I found they met with Bill we just have to put in a specific request but they have $9,000 for us to add into the revenue oh hot dogs I wonder did we ever get the clarification that we could do that legally and not that was always the big question was someone following up with Dino or whoever to confirm that on the Stockbridge side while we're one budget we still get billed separately so it's very easy to identify that that money is going to pay for the Stockbridge right and I get that I get that it's just making sure that we have the everything he had done on his end said that I can't speak to the other trust but that was what he came to the table with so that's a specific trust for the school right there's an education fund there's several other specifics so then there's also the in Rochester we have the trustees of public funds and they often when approached have have given monies towards educational things that is not specifically school trust or school that is the trustees of public funds I think your trustees of public funds at one point funded part of the principle to make them full time but that was different than right well they have right the trustees of public funds have specific funds that were given to the Stockbridge schools and they administrate they were taking Stockbridge school money and giving it to you the trustees of public funds in Rochester have donated in the past to the school just from general funds they administer school specific funds I'm very unclear of the understanding of this and I've tried to round my head around it because there is a number of funds that Rochester has as well right and so is this money from the trustees of public funds part of these other funds that they are administering some of the funds have specifics that they go for scholarships well that's different so would it be something like if you went to them and said we're requesting $8,500 for swimming right is it that kind of request we would make or we're a Stockbridge we just have to submit a letter and it needs to be seen on the revenue side I already put it in perfect right we only got to get to 64 we've also been able to because there's also funds the Stockbridge trustees of public funds administer welfare funds for the benefit of the poor and we've been able to tap that for helping kids ski or buying winter clothes winter clothes for kids so that's a separate thing and they have set up a different their research has shown them that they wanted to go through a request like the family that misses all funding for this lunch by like $5 and it's hard to pay that lunch bill but this is the hot we can send that lunch bill to the town clerk's office that ok it's the way that they have talked about as a when there's been different administrators it's been different we've gotten in the past part of the reason we got $9,000 from the school fund was that it used to be we get $9,000 from the school fund and $1,000 from the poor fund and we were supposed to give them a list of where the poor fund I hate that the principal is walking around and I'm like don't say that I will send you a bill and you guys to reimburse for the child's lunch or if you didn't have the right winner it was the WITCOM trust or the poor or the indigent of stopping so they split it into two things one to help the school so the children who can't take lunch can't pay the instrument rental fee from Ellis Music can't pay a field trip fee exactly we just send the bill ok yeah we used to be able to get $1,000 worth of revenue and we had to write a letter that said this money was used for just generalize the narrative no names, no initiatives so is the board's direction I just want to be queer so I need to know what headed the board's direction that you'd like us at the starting point at least to get $73,000 out of this budget provide options for how to do that knowing that it could be more when we grapple with this food subsidy thing or it could be and understanding that the $9,000 revenue is added in there because it's really $60,000 $63,000 what if we keep it this way because the taxes go down right well we can't I think the important thing is that in the past the taxes go down well you said we can we'll see the options from Bonnie we might say hey we don't want to cut any of this then we try to put that budget out and we see if they vote it out it's painful it is other than the food so we don't know yet I'm guessing some of these reductions won't hurt a whole lot because some of them are just numbers we have to clarify and as far as looking on the trustees public funds I don't see these funds as a revenue in our budget anywhere like we have the fund for excellence I don't see that I don't see the Mrs. K fund what it must be is that when that line item is of the trustees of public funds they are taking money which is appropriate from whatever grant to get to us they didn't give us any last year last year we weren't sure about the legality we need to get the budget done we already pushed the meeting back and all that we should make a request you know a nice sure if you know the stock exchange trustees of public funds are ponying up 9 grand with the Rochester ones want to pony up 9 grand or do we want to make it a per kid amount well just historically we have 2015 or 65,000 2016 or 75,000 a lot of money that they gave us well I thought I was doing well that's not like there's our 73 a lot of money right food service right so I don't know what's entailed with approaching them sometimes they've just come to our meeting and been like alright we'll give you we're going to give you like a point that it seems like those are point of contact Barb to her well Barb and Mar Mike Mike Harvey and Ann Pierce get reelected but one of the issues I'm not mistaken is I didn't do so well with the stock market this time around that has a big that's okay well reaching out to Barb and getting an idea of what that would be if they've got any plans for that I mean actually your town does it's business next Tuesday the town already did it last night so with the trustees and public funds had to budget that already in their next year budget I don't know yes well I have a town report the new one so they did their allocations for the money you say but if I'm not mistaken I don't think it's so well they didn't do so well this time around right but you think regardless if it's funds for the school you know well the compatriot fund isn't that really directed toward the school I mean I have some here that are they are school funds that are separate town funds so the question is it is town meeting then it's town funds was what was discussed but this is school funds so is it too late the experience of the possibilities where it says this is what they've done in the past this is what I needed to do this was their meeting date and it just needed to show up on the revenue so I read the budget they have four meetings a year something like that I hate to leave but excuse myself thank you so much I have a two hour drive through oh my god alright well so we know where we stand where we're clear on the where we stand what we're expecting from you guys for the next round of the budget let's quickly since we're what's the municipal sidewalk request it's not me I can tell you right now there's no one okay thank you nice meeting you all okay update on literacy work more policy should I go I feel so badly go ahead can you tell us the Haiti thing we can have that discussion we'll wait for the principals to regroup from Rochester she's here goes on all these different missions he's been to Vietnam to bring some dental medical health this is the most incredible I mean he said it's beyond description what's going on his truck as you can see he will ship it to Haiti Rochester and Stockbridge kids could come up and painting it with the art teacher and show some pictures of what he did trying to get a little diversity into the school and this I think it would be a really nice art project et cetera so I told him I would bring it up I think it's a nice idea not just because it's an art thing and we give the kids together but I think at this time it's a really nice thing to reach out to others and show kindness and especially to immigrants maybe talk about this and give us a recommendation at our next meeting how you might make that fit and what we could do and if we have to put any money or anything at it I know our is working with older kids on you know so that's a whole unit to that they're just thinking seeing the lead time we have it would be a wonderful thing we don't necessarily need a recommendation back but no I'm just going to tell them that you guys are brought to the principals and they go forward as they see that I do and I will send that to you you send it to both of them well I don't know come on Jadiel, Joey might have you know I'm just going to call you Mitch just pick a name out and call you Mitch okay great so let's go back to municipal request okay we had in Rochester we had a request from the town an inquiry actually the contractor who would plow the sidewalks could no longer do it and wanted to know if the school would be interested in using their tractor their personnel would plow the sidewalks up to the town green I said I would bring it to the board but I could not recommend it because we simply don't have the personnel hours to supply us no the person who is doing it for the town now could not continue doing it this was about three or four weeks ago it's done doing it but it's willing to lend his equipment or the town has equipment they wanted to know if we wanted to use our equipment our own equipment that's what kept me confused and the reality for us is if you can sort of envision the outside of Rochester when you get six or eight inches of snow there's a lot of shoveling and vowing to do just to get the school over so I'm not trying to be uncooperative they don't see where we have the personnel or actually the right size and type of equipment to do that job the town's going to pay us to lend those sidewalks right they were just inquiring they were wondering if we could see our way clear and I was clear and said that I would have difficulty recommending that to the board to put out fall tow I don't think you now does the town plow our they do it and that with the equipment with no cost though yep basically I think it was an inquiry they were just trying to find a solution right there was no sense that if you know that we won't there wasn't that kind of conversation at the time I agree with you that we just don't have the personnel to do that if it is going to warrant more conversations because there is you know feelings or something update on literacy work update on literacy work oh boy let's not do that again well I think I'd like to hear the conversation because I wasn't a part of that no okay so first let me say that I have no doubt no doubt whatsoever that Mary Allen and Bruce and so I'm sure the rest of the district from the top down it's so important that they're totally committed to improving the literacy of this district I mean totally committed to that and so and I also think because of the purchase of of the rest of the materials and the fact that everyone's going for a consistent common training and kids will be reading out loud et cetera that just the fidelity to a program you're always going to see scores just go up so I mean if we didn't see it I would be surprised no matter what you lose fidelity to something is going to make it go up and you say coaches and accountability and enthusiasm so I don't doubt that we should see some raising of the achievement and I will be looking carefully I have further questions I have a lot of doubts Allen explained that this was a process not a program I have a problem with that I think that I mean there's she said it was 15 percent kids of Rochester she couldn't give 15 percent of Rochester kids are proficiency that's an inner city score I mean that's bad that's not just a little that's bad 15 percent and I think which is probably about the same and not lower roughly so I mean that's really so just making improvement I'm not sure that I see a process doing that and I'm especially concerned about truth because it's a process that means professional development and if that wasn't negotiating initially that frightens me that really bothers me and what is the coaching going on in the classrooms and how is FMP going to provide that for us because they should be doing that $200,000 is a lot of money there and I've never seen they always give free materials that's nothing for them but they provide professional development for that and that should be there I'm also very concerned because there is such a large percentage in tier 2 and tier 3 and tier 2 more of course tier 3 especially but I need an instructional tool to teach those kids professional development is just not a process that underlies something because from what I see and again the commitment to professional development which has I think it's amazing these teachers don't always know how to teach reading and they don't know how to teach it to kids who are really really really struggling and I think this is going on for a year I'm testing two adults tomorrow guys who went through these schools who read at a first grade level and part of the solution is parents reading to the kids 20 minutes a day that can't were they part of the process were parents on the committee were you know I don't know who was on the committee I couldn't see a rubric I asked for a rubric by that I mean what you guys came up with for the letter certain characteristics and did it mean who did it not mean the one that I most familiar with as far as State University there was she couldn't give me a rubric she gave me the four goals and all of the materials that are being ordered but couldn't find a rubric nor the materials that were out of ours I wanted to know how he was choosing these ones and I will say that I investigated over the week because I wanted to make sure that I was on some strong footing most of the in fact all of the districts I contacted nine districts in Arkansas and Georgia that were similar in size and economic make up to stop in in Rochester this was a years process I went into it in months they did it in years and they had parents on it and they had school board and they had they just could roll it out for me this was the group of people on the committee etc if we're asking parents to be part of the solution we should be part of the process and I'm not sure that that has been they haven't been included in that so I have in the article I sent out I saw it in none of the materials but I will ask Mary Ellen Moore and I didn't ask about professional development I will admit because I just assumed that it was in the package but I'm curious about and I couldn't find it the oral language base for the pre-K and the K what is the structure instructional tools in that because that's the basis for comprehension if they don't have the oral language for comprehension and decoding is nothing so I have I have concerns again I trust that this voice will go up because it gets building materials and the passion that these people have and the excitement it teaches is it going to go up as much as it could I don't think so I don't think so nor not the coaching etc but I'm not sure so I have other questions Mary Ellen was most gracious and she's working on professional development now but she knows I have more questions and I will certainly delve further into it now that the materials and the school tools that I like to see them this is a big outlet for us and again we really need to make some accelerated growth so that's where I am I'm not in any way finish delving in to what is happening but those are my questions and I will certainly keep that I think given Bonnie's comments earlier about having Mary Ellen here she could have answered some of those questions earlier your concerns I think it would be important Bruce can we have Mary Ellen be at our next meeting please and have a presentation and a whole process and idea of where we are so we can all have an understanding of what's going on and we can feel more comfortable about where we're going because 15% of our kids are reading is kind of a debate and then going forward what are we going to use to evaluate this it's working, it's not working I think well I don't know that there is a rulebook and that was in terms of the materials but if you're going to use the star 360 yeah we are we also have a data warehouse oh that was a really big point that Mary Ellen brought out and now every kid will be I can't forget that every kid will be data based and will be starting from a database and so this will be re-evaluated in a year or two years every three months every three months will be evaluated and you're not going to wait for three months for tier two or tier three no no no so these are all the things that we'll have explained to us at the next meeting I'm just going to add one thing I don't want to negate any of the questions that were raised because I think they're all important to get answered one of the things we sort of have to really work together on I think at least my sense is we have to shift our paradigm about what it takes for a child to be a successful reader because we have two schools with several children in them whose parents will never read to them for 20 minutes at night, never so we have to figure out ways we believe that's an important component of reading success which I happen to agree with we have to figure out ways to go into our buildings where people who are already working in our buildings to read 20 minutes a day with certain kiddos we simply can't have academic success be based on something that a child can't control I think we also should have workshops for parents on how to read to your children I agree let's see if we can get a grant to get books and read to the kids and show the parents how to do it and at the same time we have to come up with alternatives for free jobs man I don't get home until 9 o'clock I'm not reading to my kid even if I can that's right so I think we have to come up with the same way that we're now paying for the trips for everybody because we don't want to we have to somehow come up with alternatives for those parents who are not going to be able to write to them they've seen volunteers in the school I would love to read I would love to shift our paradigm and see if we can get that tomorrow at 8 o'clock at 8 o'clock I mean it has to yeah but we have to come out to the rest and that also has to be in addition to not in place and for us to really be successful with those scores we may have to think way beyond the materials and the professional development because I can still say at Rochester some of the youngsters that are going to struggle in school we are not getting into our preschools for a myriad of reasons and that goes back to those 3 million words before they ever hit school we've got to figure out ways to transport kids to and from preschool I know it's done in Stockbridge we haven't figured out yet I shouldn't say that at this point it has not been a priority to do that and we need to think about that because I know there's at least 3 3 and 4 year olds that we would have wished we could have gone into the preschool and you know I guess this is kind of a little bit of a naysayer but I'm anticipating those youngsters will have some significant challenges when they eventually come to kindergarten I think you're absolutely right I have a question where do parents in this community go for pediatricians do they get hurt because what if we start to contract to pediatricians for a birthing thing at Gifford and to start the pediatricians when they meet with the parents with those toddlers and with those infants start to talk about preschool why don't we meet with those people who see those parents those pediatricians whoever and get it from them to the parents again this is a conversation for another time I know it's late but I think we have to approach reading success with a sense of how many times do we hear it over and over and over again the opioid crisis that Vermont's going through that's impacting a lot of our youngsters and we know we're getting kids at our door preschool that are 2 and 3 years behind before they ever pull this makeup work to try to get them into words and that kind of thing is if you look at the Kennewick what they did in Washington state we don't have to reinvent the wheel it's all right out there it's a cookbook for how to try to get your kids to get to grade level and beyond early ages and I have at our point that shows what they did and it's multi layer it's parents involvement it's all kinds of different things it's all kinds of things so it's there the problem about now versus a couple of years ago is we were so tied up in these mergers that I wasn't my first priority then because we were still trying to come together and I think one of the things we have to do and this amazes me both in my role here as you know I'm the chair of the Outer Valley Unified Union School Board over the other side now it always strikes me how seldom we talk about student achievement it surprises me how seldom we talk about implementing reading programs implementing math programs trying to get a pair of volunteers to support our youngest readers oral language and our preschools maybe what the board would consider is making a commitment to have at least one item that is related to student achievement or instruction or academic success and I know we get taken up with the business things that have to happen we have to have a bunch and we have to but I think we miss the boat if we don't make room on that agenda every single meeting it has to some sort of because otherwise we lose all focus otherwise that's like the principal who goes out of the buses and down with the pharmacist doesn't know the teacher's name so so I don't know I've spent a lot of time with vertices and roofs more than I ever wanted to I agree yeah I was hearing about this trying to educate the parents to read to their kids but you still have those people in 11th and 12th grade don't let them out unless they're educated on how to read to their kids because this is where the connection point is missed what's going on that people are getting out there having families that can't even read to their kids Deb Matthew will tell you will tell you that many of the special ed families she's working with now she worked with the parents and the grandparents in the beginning of her career there are certainly some generational issues that need to be addressed and there's a couple of just major tenets that we should get up every day and think about and Bruce is great with research I'm sure Jenny is there's other pieces that are like Janie I'm doing this I'm doing this I'm doing this I'm just going to call her Mitch the thing that we can substantiate with very very little question is that kids who are in trouble by the end of grade 3 remain in trouble the rest of their academic career what takes an half an hour to remediate a kindergarten takes 3 hours if it can be remediated by the end of grade it can so we need to front load our pre KK1 and 2 programs and we need to be tenacious about kids not weaving those grades without reading and I think that's why I want I think our teachers need the skills to be able to to identify and definitely some need for some tier 1 instruction right, when you have we only have 30% of our kids at standard something is majorly wrong with tier 1 instruction that's a given that's why we need to so yeah let's definitely hear about this next month I just want to go through what we're doing is putting kids in tier 2 move up to tier 1 how many kids in tier 3 move up to tier 2 because that's what should be happening so are we going to hear about how this program is going on at our meetings every month well it's not just this program I'm just suggesting it not be just this no no I agree that on our agenda I agree with what you're saying we've got to our our reading program and the evaluation I am assuming that if we're evaluating in every six weeks it'll be reported back to the board for a while how we're doing on that higher functioning boards okay it's run in particular all right so a Black River meeting went really well we agreed that an end date would be May 1 there's still a little bit of flexibility but they really wanted that deadline to keep them on track I was surprised you said that as many I guess engineers and architects are like that it went really well we met for about an hour and a half so we definitely look forward to they'll be talking with Bonnie and Lindy getting access to the building and I'm pretty happy we'll have some doing yeah well we'll definitely have a lot of conversations once we get that study back it's going to not be just a one night we'll just flip through it we're going to have to be on our agenda for a number of May 1 is the deadline to present out to the group that had met and then on our May 7 regular schedule board meeting they planned to present to the whole board excellent they were really good they seemed like they were interested in the dynamics between their level of effort was really what they weren't trying to sell us on every little detail they were a little effort and since in line with what we were wanting they're going to be putting together a contract to send to us seemed like they were okay so we're not using that contract that we had developed we'll see what they say it should be contract yeah I think it's contract which company was this was it the one with the pretty thing no that wasn't the folder yeah not the 7 attachment be careful now be careful how you talk okay so the annual report we had asked a question about our bulk mailing because we a bulk mailing permit and I don't know if we need to come up with a number of reports that we're going to send out ahead of time so then we can get a check cut from the SU to be able to fund so I guess the questions are for Stockbridge how many do you usually send out and last time well I don't know last time this is how Rochester has done it the past two years and I would like us to for the Rochester residents do that again it is not labeled with specific addresses it is said to the resident or current occupant and so it just gets put in everybody's mailbox I think it is how it got done last year for Stockbridge too I don't know about that I know that your town report got labeled and sent to everybody now I thought we had done it in two different ways so I just wanted to we have some time but I want to bring that up so we can figure out the information that we need Frank was the person that I remember sitting with him at Rochester sorting bulletins in some particular way and I don't remember what that was were there was address stickers for Stockbridge or whatever it must have been because I think that was why Rochester eliminated that was because just sitting there putting all the like thousand stickers on so I guess to be good to know the number one do you want to send to addresses or do you just want to send to current residents it seems easier just to send people out of that yeah I mean I don't know why we think about it and try to think of maybe why it was done back you're asking how many were sent out last year and how many school reports were sent out then we need to know these numbers one for how many were going to order for how many how much money can you get that number from whoever made them just call up and ask how many they made we could definitely get a number of how many were made last year and I might be able to find how many were made for each town we do want to have some at the meeting Alice Kathy too Alice Kathy Brown the town clerk if she has anything because I don't remember did we put a sticker over where it said delivered to the resident like I said I did something with Frank they were able to make two different backs for us because at that time because of post I was just going to say I believe we had two different postal both postal things so they were able to put two different backs one with stock bridges because we weren't officially permit together yet so they had to do the permit now what they said is basically that Rochester still has the same old permit that we used to have it hasn't changed to a new district it's good through May it's all getting paid by our district now anyway so we can still use the number I mean it doesn't I didn't get an email from Wendy's going to get a funny look at her face when this question comes from me but has there been any conversation about no people requesting to have it via email and not have a hard coffee central that's becoming more of a question in districts about it cuts down on a whole lot of cost and yeah so I'm just going to say as a household two different names we get everything because in Brandon they do it by name so we have four of this like we get way too many I'm like oh you just cost yourself yeah and I know that in the past I've seen and Frank was doing this people that he knew lived together or had different names he would peel them off from the different parts and stick it like only Frank is so much for our house time and I'm sure there was some money saved right um but that is a great idea I think we should look into that especially if we're sending the report to um uh spaulding electronically anyway the post me and a Pittsburgh gave the board the best insight he said you don't know the number of people that take it out of their mailbox and toss it in the recycling bin I don't even look at it right there's a lot and I remember there was stacks at our post office we have to look at the quality because everyone has a computer I think you have but I think it has to be a boat I think you have to because no I don't think we could just eliminate it no I think we can offer it I have seen it come to a summary fire and if you want like details I think we're not in like it's like that's an interesting idea it says go to this website and you can look at it all or you can there's like the highlights and um that'll be something to think about I mean it's kind of a passive way of just allowing people to I mean it's probably a bit late to do it for this year but it certainly should be a conversation I think well see what that postcard looks like because if we legally could send it in time I think it has to be done by a boat though Carl I think you have to change your position I know that like to change the meeting off the fourth Tuesday of May requires a special meeting we can't just decide for but I don't know I don't know about dissemination of materials alright so those you had a question about the meeting on the 28th I was in Amy and I talked problem what's problematic about that day is it's the first day of the real day I did say Labor Day I was like I was really wrong and that could be problematic I don't know there's one registered resident who has comments from and it's bad timing and there's going to be a lot of people who have to be around maybe that's good timing right well the big thing is is that to change it we have to that has to be worn to the towns or to the district you can't just do that is it worth doing that we got to have a special meeting we're the questioner we don't want people coming back alright so we'll have a pre-meeting on the Monday we don't want to go on you suggested the 22nd right the 22nd yes there's a Wednesday the 22nd and that is the date that we had it last year was May 22nd it's just weird because May starts on the Monday right it's a lot and it has pushed it a week ahead to edge with it and when we the minutes reflect that we we changed the meeting from the April meeting because we didn't have a budget together until May 22nd right so you're saying the 22nd started on the 28th we did just as a point though right I think we had a special meeting we had people vote I thought no it was not it was on the floor at the meeting the time it was that it was it was changed it was done to be changed because we didn't have a budget and it hadn't been warned yet and we needed the timing to get the warning out at the right time and it was then changed to May 22nd so right which happened to be the 4th Tuesday Wednesday is actually the 22nd no that is the 3rd Wednesday correct the 4th Wednesday yeah the 4th Wednesday yeah the 22nd is the 4th Wednesday but you're thinking which is not which is the 4th right I think the simplest thing is I think we talked about wanting to maybe move the date closer so that we have issues with the budget we don't have problems so my opinion would be just leave it at the 28th for this time around and warn that we're going to push the meeting forward you know at the 28th meeting we're going to reschedule it I agree I think we should put I think we should consider putting on the warning that we bring it earlier just because it is the latest one it is nice to be late enough to get all of the actual tuition costs right and also that only puts us late to have a week to do anything to fix the budget if it goes down to be able to re-warn it to be able to vote on what I want because it's pretty tight it would be nice to back it up go back to where we wanted to have it be like the 4th or the 3rd or the 4th Tuesday in April so we need to put that on the warning then you got a note on that who wants it you just don't want to back up too far because then you'll miss those health premium plans and that's a big chunk of your budget that's come out but it usually comes out like a day before we back up I'm just saying don't go too far back in April I would say the end of that 4th Tuesday in April or the beginning of the 4th Tuesday in May I don't want to get too far back I'd love to have the ability to take a couple swings out I think if you go back to the 1st Tuesday in May or the 4th in April you get that alright so what are we just looking at something are we changing anything that we are going to add to the 20 look for this year it's going to stay the 28 is that at 7 yep 7 it's in Stockbridge so we will we'll be at the here we always have it here childcare provided how is that worth what how is childcare provided older students my kids have done it other kids have done look we round a few up still having our high school attached right and then we'll need to determine an informational meeting date oh we have that policy about well so where and when was this passed out that we're going to follow on it now this was sent to you it's already a policy it's just making an amendment to it making an amendment that's not what it says that's not what it says you already passed this policy this is a slight wording change that the committee came up with that is really the way we had it in there before it was reflective of the we all do one side fit all in other words but seeing as how these this SU covers three different counties and each one of them have their own little protocol changes we change the the darker language to reflect that whatever county you're in is that's the protocol you use so because orange county has a certain little thing that they've requested that we do with the attendance policy Windsor county has one and I'm sure has and has one as well but they cover eight country so this just allows it to be generic for all of you and using the protocol for attendance in the county where the school is may has its own transparency we were using the Windsor county protocol for everyone but the orange county uh said no no no we'll do our own little thing they want it and that's that forth by county it's the assistant district attorney in each of the in each of the counties for middle and high school students it would be wherever they go to school yeah it would be wherever they go to school school is located right and that superintendent would be the one that would have to to require that I also would tell you that we have 21 new policies coming probably next month for you and they have to be considered for 10 out there to the public for 10 days so we hope you'll be able to look them over in the next meeting and then maybe adopt them 36 policies I'm going to say that we need to amend the policy there's a typo there should be a period if you're putting semi-colons after the clauses A through H there needs to be a period at the end of making up work clause I our attorney has looked over alright so uh any discussion no hearing none all those in favor of adopting the amended policy C7 student attendance signified by saying I opposed alright the policy has been modified yes we can I know but we were 5 30 this morning so like she needs to go and speak alright I was just saying dad's not good again you want to give them back to me or you want to keep them you know no I don't care alright I'll take it alright as previously noted our next meeting will be April 2nd in Rochester rather the Rochester campus at 6 30 p.m any other business hearing none I entertain a motion to adjourn make a motion okay second all those in favor signify by starting your car