 seven-minute presentation from one planet. And David, I definitely appreciate what you're going to show us, but also be conscious of our time for anything that we're on. Mr. Stockford, I'd like to do that. The powers that we create also has money to purchase a storage shed, and has a need for more storage for the three guys. So these folks, I'm not sure that she's like 100% But obviously, if they were also interested, I would love to buy a shed with them, possibly a larger shed than them. So the way this is done in the past is usually with principle, and they tell me, every money is used to sell on planet money, or they need to figure out both sides if you want, and they need to be part Stockford's board to decide where it goes. So maybe in each one, you can do it. I want the shed definitely by next fall. It's a good line. Thanks. But it's not as in our determination where on the market it's going to go, isn't that administration? Well, I asked Kerry, Karen, to come to the board because I was at the board in the discussion of space and facilities. So I did some research, so just for all of you, $1,000, 50% of that's paid for, but it's not a secret. Just to fill your eyes, you're with what the 21st century is. I just took the CCLC, my high-quality after school of summer learning programs since 1998. Poverty, opportunity gaps, and unmet academically-aggravity programs for this. For months, 21st-CLC programs support student learning and interest through diversity-engaging programming as they were only discussed with the space needs in Rochester. He reminded me that the school find an insurance page. And on that insurance page, one item is that the program will take place in a safe and accessible. And so that's the legal advance to the 21st State Director in the months. He said, a gem, if we were based in a gem, a gem alone would not fly. He and I agree with him, feel that a gem is not a safe space. The acoustics in the gem are, in itself, committing really space to have access to, but it can't be a primary space. So there's that piece. The other piece is easily accessible. Yes. Yes, it's working. Carrie McDonald's just in the middle of a presentation. Can you let what you talk and see across if you can hear her? The space, but it also means that our staff needs to be able to see in that space prior to beginning of the program days to offer the high-quality programming that 21st State expects. So that means that we need a classroom space in Rochester in order to operate our program. The other thing that's said, the other thing I want to share is 21st State has requirements for applicants applying for 21st State money. Next year, we're going to have to get caught. It says in that document, programs need to have full classrooms, gems, multi-purpose rooms, cafeteria, libraries, and access to technology and nature. Next year, we need to be able to show how we're meeting that requirement, both for Rochester and for Rochester. That's something that we remind for both. And the last piece is that for a licensed program. So in the licensing regular, it's required for space. You have to have 35 square feet of safe, usable space per child that's at the same time. So it would be a lot of field trips or whatever, 875 square feet, which, depending on the classroom size, I think for the most part, that means two classrooms. So we would need to be in two classrooms at 230, I would say, minimum 30 minutes prior to the beginning of the school. So those are the requirements. If it's space, and we're saying, we're going to use, in your talk, a store to supply to people. It can be a shared space. So it can be a space that's used during the school day. But in every single one of our at-space unused space, so that there's not kids in that space at 3 o'clock. So that means that a site coordinator can go in early and plan. Yeah, usually. It's a matter of saying, would Jim have to be clear where to stop the jam? Yes. What would you have to be saying? Two classrooms. The gym can be not be a primary space, unless that part. It has to be two classrooms. OK. So I'm going to go ahead and let's see if we can do the at-space requirement. So to meet the minimum, yes. We had a site this way to January, and we walked away from that site visit with a very big tab of that because of the Rochester space. There's been a lot of effort and money put into that space, which we're not going to be able to maintain next year at night. So we're not going to be in that part of the high school hall. But for a program that's worked really hard on improving that space, I think it's like you guys have worked really hard on this particular part of your school. And next year, someone coming in and saying, you don't get to do that anymore. It's the best space that any of our sites have. And it's something that we were applauded for. So I think that's a good point. Say that again. That's basically it. There's $32,000 every year for its master school program that's only for the summer. That means the school is going to provide all of this inside of things. You move on to the budget. Just being friendly, those of you don't know I'm Ethan Mullen from Rochester, and this is Amy Weld from Rochester, and Megan Payne from Rochester. Just so you know what you're looking at and talking to, there is obviously going to be a time constraint tonight when Jenny has to leave in a certain time, which will end the forum. And so the meeting has to end at that time. So just so you know, we have some new budget details that have come forward, just as we've got this budget now, so there's some serious concerns we have to talk about, including whether we possibly might move the date of the annual meeting because of what we're talking about. Just so you understand that. We will take a public comment. It's not in the link. But please introduce Jenny, because maybe something could be done about who she is. Oh, I'm sorry. Jenny, I'm sorry. I assume it's all you were. Forgive me. I just knew you didn't know who we were. So I took that first. Yeah, and as David's going through this presentation, we can keep any questions to a simple clarification. While we're not debating, or it's just to get a simple clarification, so that we can really go through the budget. And there will be a time that everybody will be able to speak public life after we go through the budget. I don't have any questions. Just a second. He's going to do you once the talk first, and then get into the meeting. Don't worry. I don't have a meeting. Excuse me today. I have two brothers. Yes. I'm David Larkham. I'm the business manager for the Supervisory Union and all the districts I've met are members of the Supervisory Union. So I have the pleasure of doing this in seven different places. And usually until midnight. So 9 o'clock sounds like an early 2 to the end. Having said that, let's go back right into it. So over the last 24 hours, there's been a lot of changes. There have probably been 20 to 25 questions from board members that I've addressed. And many of them have made two changes in what's presented here. The latest version of what's here was sent out by email about 5 o'clock this afternoon. So those of you who want to see it, we've got connections. And I would have to say, especially if you're profiting remotes, you would at least have that. But we didn't have it in his hands. We'd have it in remote areas. So what's here, it was sent out by 5 o'clock this afternoon to board members, to the principal. So thank you. So I will not, there's a lot of things that I could say, I'm aware of the time. I know that you have the most interest in asking your questions, getting your questions answered. So I want to do a very brief introduction to everything that's been sent to me in the last 24 hours. I just mentioned some highlights of the changes. The first thing that will be new to some of you from the last time you saw it is this worksheet, which is in the presentation. And we'll be in the handouts so people will have a chance to see it. It helps, it's an attempt to try and look at the consequences of the budget. How does the amount that we decide on for the budget impact our taxes? Some people like to look at the common level of appraisal of the CLA is saying it's increasing our taxes. And this simple model here is an attempt to show you that the CLA does not raise the amount of taxes, the dollars that you pay by one penny or decrease them by one penny. It simply equalizes between times. And I can go to whatever detail you want but I'll stop at this point for now. Here's a very simple example. Two properties in the same town. And the market rate there at $200,000. One is on the grand list and the other grand list and the other time at $240,000. And they will pay the same taxes. Their homestead tax rate will be different. But because their value on the grand list is higher or lower than the market, it equalizes it up. So you don't get a time saying we'll keep our grand list so we don't pay too many taxes. So that's what equalization means. It means that it doesn't matter what your grand list looks like, you'll pay the same amount of taxes because the state says that the CLA that come a little over 30 dollars a year, at 80% would be an example of the property. And this time the market value was $200,000 but on the grand list it was 160. So the CLA would be 0.80%. So you divide the equalized tax rate by less than one and you get a higher homestead tax rate. So it goes up from $1.47 to $1.83 for the homestead tax rate. But it's still produced for the same $2,942 inside town A and between town A and town B. So that's what equalization of tax rate means. And I'm gonna come back, you know what I mean. I will next go to, I'll just go very briefly to the tuition revenue. Since the last time I presented on this I have worked with people that registrized in our schools to identify specific students that are presently being tuition into our schools both into Rochester and into Stockbridge and to look at where they might be going to school next year. Some of the pre-K students are expected to graduate and move into kindergarten, but not all of them. So those that are expected to go in are showing up under the section here. So these were a couple of three pre-K students in Rochester who are now in next year looking at being kindergarten students. So we graduated in the class, we do all the grades, we move them out one way for the next year assuming everything passed. So that's what I've done. I've worked on the tuition revenue coming into, in this case, Rochester in front of down the page. It's kind of the same for Stockbridge. And I've also made a provision here because there was some of the communication from board members was that they would like to have the opportunity to be able to increase that revenue by making assumptions about being more students coming in. Because what this does, it only takes the existing students that doesn't anticipate an incoming class. So if the board wants to take another chance on that, make some knowledge, some insight, some understanding or want to take a chance, we can drop those numbers in the pool and just one run through the whole system. That's what I understood the board wanted. So that's the revenue from tuition. Students coming from other towns into Stockbridge is mainly from Pittsburgh. Students from Pittsburgh, we have a number of them this year. We're expecting them to be one first grade, well, one, two kindergarten, one first grade, two fifth grade and one sixth grade coming from Pittsburgh into Stockbridge next year, just as an example. They were in one grade less in the current year, so we're expecting that they will be in the next grade, the next year as the same school went through. And so as students who last year we wanted to write around $3,000 per student from the town of the setting of town, that's the situation, or in this case, Bethel. Next year we'll be getting $15,000, that's the announced tuition for kindergarten or the Stockbridge school, which is the same as the announced tuition for Rochester Street. The same, because it's the tuition rate is set by the district, not by the school. So the fact that the two schools in the same district means they have the same tuition rate. So that's the revenue from tuition and then the expense of tuition. So we send all our students in secondary students seventh grade through twelfth grade out to other districts to receive their instruction. And there was a change here where one more member felt that there was another student that hadn't been counted. So that student was put in. I wasn't gonna contest any four members of view on that. And so that number is in there. So there is a sixth student in Rochester that is in sixth grade this year that we're not paying for. But next year, when they were in seventh grade, we're expecting to pay for it, according to the law. So that's in there. Then I'm gonna go next to the tax rates. Gee, because this is very complex and it's the most complex of any of the districts that we have. Now let's explain some of the complexities. The simple process is you take the total expenditures which are the present time on a 4.38 million dollars. And this is the space in which we can take board input to say what changes we want to make for the budget. So we can take 100,000 or add 100,000 and this in the green cell there to the right. And this one here. And it will come into that cell and everything else will recalculate. So you'll see the impact on maybe any changes. Board wouldn't have an option for tonight. And it's here. Second thing I would say is that the simple formula without any changes to the expenditure of the revenues is you take the total expenditures, look at revenues which are offsetting those expenditures. And those can be tuition income, can be interest income. You might have a small amount of interest. Could be a rental income if we rent out the building to a young man's basketball league or whatever it is. Or it could be certain state grants such as the small schools grant or transportation aid with a variety of offsetting revenues. Once all those are counted and those are taken away from the total expenditures, what's left is the education spending amount. And that's the amount which drives the tax rate. So if we suddenly have a grant of $10 million from the Gates Foundation and we receive that as revenue and we spend it in the same year it would not affect our tax rate one bit because the tax rate is not dependent on our expenditures or on our revenues but the difference between them. So if we add $10 million or $10,000 or $10 to the expenditures and to the revenues, it doesn't impact the education spending, it doesn't impact the tax rate. So some people worry that if we have more revenue we're gonna, it's gonna change our tax rate. Not if we spend the spending. So that's the general thing which applies to all budgets and all districts. We then divide that number by the number of equalized pupils which is a way that the state counts students for the purposes of tax calculation only. So only time the equalized pupils are used. And some people who find this so strange say I've never seen an equalized pupil. I can see Paul and Mary and John but I can't get equalized pupil, what's that? It's a mathematical tool which the state uses to recognize that certain kinds of students cost more to educate. So if you had a secondary student they get waited more and so that the equalized pupil, if you lose a lot, if you lose a hundred secondary students your equalized pupil count goes down much faster than if you lose a hundred elementary students and that's the situation in the south, in the Rochester. So one of the things that we're gonna be looking at is the impact of that on the small schools grant. Small school grant has plummeted since the last time you looked at that. We'll get to that in a second time. But that's the equalized pupil. So many of the education spending for the equalized pupil. And this year, it's based on what's in the budget, it's $18,532, which is a high number. It's a very high number. And it compares unfavorably to the excess spending threshold. Excess spending threshold is a number that's a percentage of the average spending in the state which the state calculates and announces every year as it changes from year to year. It's the number of which once you spend more than that per equalized pupil, you pay double the taxes. You pay, you potentially pay double your, let me show you an example here. So our education spending for the equalized pupil is $716 above the excess spending threshold. So we add that $716, not only to get to the 18,532, which we calculated, but to another $716 on top of that. So that's where the double taxation comes. So that's the impact of the excess spending threshold. So we have to add $716, which is literally an apple to that one, to that one, so we get it twice a day. So our actual equalized residential, our actual spending per equalized pupil is $19,000 with that penalty included, which is very, very high. So we then have, so that's, that's our, so then we get that equal spending per equalized pupil, gives us an equalized residential tax rate, which is the beginning stage before the murder, then after the murder, we get 8 cents reduction because we merged. So that tax rate, the spending by the equalized pupils plus the penalty, we get equal equalized tax rate of $195, take 8 cents on that, so that's about 87. That's what we calculate, but we don't land there. We have to keep on working with them. Of course, there's another law which says that as a result of the merger and as a result of getting an 8 cent tax benefit from a verge 80. We cannot, by doing that, have a drop of more than 5% from the prior year's equalized tax rate or an increase of more than 5%. So that's what the next piece down here says. What is 5% of the prior year? It's 8 cents. And so add 8 cents to the prior year, which I'll just show you in a second, here's we've got enough space on the screen. So the equalized tax rate in fiscal year 18 for Rochester for current year was $1.62. We add 8 cents to that, it comes to $1.70. So in Rochester, the tax rate that our budget will generate must be between the maximum 4.5% more than last year's equalized tax rate, 4.5% lower, so in that range, it must be between $1.70 and $1.54. If we come up with a tax rate more than $1.70, it falls back to $1.70. That's the highest we can go. If our tax rate from the budget goes to the lower, $1.54, it can't go below it. It must be brought to $1.54. So it's in that range. We're forced to get in that range in order to get the 8 cent tax advantage and get the incentive for the merger. So where the budget is right now, and I'm sure that there's some things that are going to happen tonight, is that the tax rate is paked at the outer ranges of the two prior districts. I'll show you this so you can see more on my face. This is Rochester, over here at Stockbridge. Right in Rochester, the situation at the range has to be between $1.54 and $1.70. Over in Stockbridge, it's also $1.54. A little bit different, but not very much different, and $1.70, a little bit different, but not very much different. So basically, the lowest it can be is the lower of these two, which will be $1.54.52, and the highest it can be $1.70, $1.78, or $1.78, so it's counting high on this one. So with the unified districts, we have only one rate, so it has to be the requirements for both former districts. So what this means is that right now, the equalized tax rate is coming up to $1.70, which is $1.70 and $0.78 per 78 percentage points. The CLA in Rochester is 114 percent, so the homestead tax rate is $1.4948, which will be paid to the prior years. Homestead tax rate at the current one is 4.72 cents on the $100,000, I don't know, on $100, but I'm pretty bad. It's 4.77 cents, and that's what that is. Over here in Suckridge, it's 3.77 cents. So that's where things stand at the moment. And we'll then move into the revenue, which is another place where there's some significant surprises. Let me just resize it for the screen. Okay, now it's this kind of shape, on the screen up there, there's a different kind of shape, so I'm gonna keep reading the rest of the side of the table. What kinds of sources, local revenue sources? Tuition is the biggest piece. The K6 tuition in Rochester, and also it's the biggest piece in Suckridge. All the other things besides the generous tax support grant. So from the revenue sheet, over here, this is the amount of K6 tuition, and this is the amount of pre-paid tuition for Rochester at the Suckridge respectively. So these are not numbers that are sucked out of care, they're represented by actual bodies of students that have been coming and are expected to come next year to our schools. Normal amount of interest, small amount of grant income. Be ready for grant money is somebody that we earn by investing in technology. So it will change from year to year, but basically if you invest in internet access or network capabilities or something like that, you get a very high percentage, as much as 80% or more comes back. So if you're spending $1,000, you might pay $800 back. It's a very effective program. I'm very expecting to get a total of $3,000 in the district next year. Coming up down, there's the federal grants, the Title I school-wide program grant, we're expecting $73,000 between the two schools next year. This is money that the federal government has contributed, we don't know what it's gonna do for next year, the numbers aren't out yet. We may get them in May, we may not get them in May, but we hope to get them in by the end of June because we typically spend money on the programs during the summer, and so we don't have the money from the federal government to support our sub-activities, or anything to do with the sport here. So that's one source which is our programs. A lot of us have to do in Washington, New States, is impacting those kind of monies. There are two numbers here, which I might double these two together, equal the education spending grant. The bottom of the two numbers is the amount of our money that we have earned. That gets sent by the state to the tech centers throughout the state, typically where our students go, but it could be anywhere, to give them some kind of cash flow in the summer until they send out their tuition rolls so they can get a revenue in. But it's our money, it's not an additional grant, it's part of our education spending grant. And the balance of our education spending grant, which is a larger portion so you can see it's 2.3 million, it's going to be 36,000, that 2.3 million would be, whatever we say we want to have, they will give it to us. They will charge us a tax rate to get it, but we could have $10 million in there and they would give us $10 million. They might have a few emails coming back and forth, do you really mean $10 million or do you mean 1 million? So they will query it, it's unusual. But the law says that whatever the voters decide, the education spending money will be, that's what the grant is, that the state is on the hook for. And so they then established the tax rate to make sure that the education fund of the state has enough money to pay out all the education grants, spending grants money across all the districts in the state. There's a small schools grant, which for Stockbridge is not that different from the prior year, it's very similar, because circumstances haven't changed a lot. Not a lot, the change, but not a lot, in Stockbridge, but in Rochester, by getting rid of the high schools, that brings the size of the small schools grant dramatically, because the small schools grant is made up of three things. Now we'll come back to you and see what you can see here. This is where the formula shows up for the small schools grants in Stockbridge. So what it says is that there are 49 students who are part of this program, and there's a factor which is related to the average size, class size. So if you have a smaller or a larger class size, that factor will vary. So if we were to go to the cell right next to it, which is the right side, you can see that the little factor is not .19, but more like .1. So that means that the class size is considered more unfavorable in Stockbridge, so there's a high larger grant support to help to bring the size of classes to a process similarity across the districts and across the state. And then the last piece, the 8567, is 87% of the basic education amount to the number the state creates. So when Stockbridge has very similar number of students to what it had last year, and the similar number of grades that it's offering, so the class size is about the same, it means the small schools grant is going to be about the same. But for Rochester, where they no longer have the high school students, we see that their number of students brings a much smaller amount of small schools grant. I just wanted to explain that. The state is committed to giving schools in the first year of 19, and we know how much it's going to be. The state looks at what we reported we spent in the first year of 17, that's two years before, and if we spent $100,000 on training students from home to school and back home, not for field trips, not for athletic trips, not for any other kind of trips for those school to work kind of trips, none of those kind of just home to school and back. There's a formula which is applied to that cost. So if we spend $100,000 in fiscal 17, we multiply it by about 40% of that, and we get that money back in fiscal 19. So two years later, we get about 40% of what we spent two years earlier. That's one of the grants that we get. That's across the state. We don't have many districts that get federal grants directly anymore. Most of them are through the supervised union, the sub-ranked, that's why the title one, even though the source is federal, it comes through supervised union, sub-ranked. And we have all the sub-ranking responsibilities that the state has in getting to the supervised union. So one way is that our revenues come up, by surprise, the same as our expenditures, because we have to have the revenues and expenditures the same kind of balanced budget. So that's what you see here, is by just being presented today. And the way in which it's balanced out is the general state support grant. So whatever our total expenditures are, we take off offsetting revenues, and that is that domain, the remaining amount is what the state will get us. So that's how this works. Down at the bottom of this, you can see that there's various calculations which show down to this, so that's the excess spending thresholds by spending per pupil is above that, we pay double, as below that we just pay whatever the spending per pupil as people is, when it comes to tax rates. And over here, if there was an interest in seeing what the impact was on each of the former separate districts when we get to the former districts, and so these were the education spending amounts, they're in for it, and italics, in the case that they were kind of an artificial number that doesn't really mean very much, but people want to see what they look like here, so that's why they're here. So that's the revenue side, the expenditure side, there are various changes that are being introduced in here. One of the changes that was introduced early on is in the period between the last meeting and this meeting was at the request of the board to provide some money into school programming. So now that we have the opportunity for the music group here and the music group there to get together and perform a big chorus or whatever it is, get some money in there, so some money is in there for that, and then there's another type that was added just today which is for special programs. So the question was asked by a board member, can we have something in there so there's some place for them? I'm sure the board will discuss whether they want to have the same, less, or whatever. So there's two kinds of things in here, one was an original amount of our paid school programming which was based on part of the number from about, number 3,000 came about, thinking about $300 for an event. We get somebody to come in and spend the morning with the kids as an artist in the residence or something like that. Or if we wanted the kids together to do something, that was a number that is an original number for many kinds of programming, not everything, about anything, so it was a working number. And in this one there's something like that, there's maybe like 20 events for each district, each school throughout the year, so that would be like two a month, something like that. So that's provided, the board wants to keep it in, again it doesn't really change any other number. So those are two things that have changed which is the last time we saw it. More work has been done on making sure that we have all the employees in here, currently here, have not been brought into the budget, so one of the board members noticed that, and I just put it in here. There were, we was checking out, I'll give you five more minutes, five more minutes. Okay, I'll give you three. So if I stop right through that, there was a mention in passing that there was a request to look at what are the savings and utilities in Rochester for not having a high school there. Some research was done on the bills for this year, an injection was done for this year, for the rest of the year, and then that was extrapolated into next year, so those numbers are also in here, and they can be further expanded as you wish. Down to the part of the budget, the expenditure side of the budget, you can see that the last year, the expenditure part was $4.6 million, the two districts when they were this year, meeting this year, we'll talk about it next year, we're there already, but we're not there yet. We talked about last year, it was meeting this week, this is the current year, budgets, our total expenditures were $4.6 million, with the budget that we have here, it is $313,000 less than the combined budget last year. So a lot of the tax credit was way up there, spending is way down there, even with all these things that are added in, and if you want to look over here and you see, because a lot of the expenses changed, but our number of students have changed, so by losing the high school students in Rochester, we have lost the best of our lives for a very few years. What comes out here now is that the change in spending equalized people is in 20% range. So even though we are spending less, we have fewer equalized pupils. And so the spread of equalized people is very, very high at 17, or at 17%, 17.5% for four percent, so down to that. Yes, please. How much in Rochester did these small school students drop? So what it is now? Small school students were around $81,000. Was it $123,000 or something? $150,000. Almost a half. And it's coming right on. Coming to the end of this little shatter. So we have quite a few questions that you can ask about this budget. I think the biggest- Is that where we should proceed now in terms of us talking today? We've got about 50 minutes left. I do think that Carl brings up the question about whether we can do this, whether we can warn this. And I don't think we're ready at all at all. I have one question for you, for any questions. I just wanted to be able to explain this, why the total revenue, so the total, say, 4.3 million. So for those, for those to come up, I guess we can hand this out together. To be able to explain this, but why is that different from the 4.338 million? And what is the average that we get? Look over shoulders and the next time we go up. So you're on the revenue page? Yes. Because the cost for people is going to go up. You agree? We only get one gallery, the budget. We didn't know how many people would be here. If you change that, the cost for people to be here. So I say the right number is 4.338. So what that means is that there's more, they support it here than needs to be here. So that's where the difference is. How do we get that here? It's right over here. Do you see where we're going? No. Are you changing the standard? Yes. Is it a half? Are you sure it's revenue? Just a half. I'll get you to move 5.7.1. What's the next thing you get to do about your budget? We know I get 5.6. Yes. Has that budget both been worth 30 days in head time? I haven't seen anything anywhere in town. That was correct. We were hoping tonight to do that. So then you have 30 days from tonight and tomorrow. Tonight and tomorrow. So then you have to vote in May on the budget. That is what our original plan is, yes. This is what we're saying. I hope we both get next week on the 24th. So we had already changed that. Oh, OK. So I saw that the time has already been changed. But you see any boardings in the way of the panel? We have the kids hasn't been formed yet. OK. We're really going to get a look over the wording of the money to get it out and open down with these changes for much more. Is around here somewhere that is just my office? I think it's on the front door. Yeah. So let's go and go through the tax basis. What's the one thing that you would want to do? What's the one thing that you would want to do? The one thing that is here is the same as the part of the line of the budget for 432,674, what's the 432,886,673? This is all around the issue in there for a second. Yes. As we look at this budget, we obviously need to reduce and buy a lot of 100,000, 30,000, 100,000, 30,000, $38,000 together for people standing back to a digestible number. $38,000. $38,000. And does that bring us back to where we were at the last budget? I believe it was $4,200, $100,000 that would be out of the country. It doesn't look like it's out of the country. It doesn't look like it's out of the country. It's kind of just false on the regular side. How much do you say you want to reduce the expenses? $38,000, $38,000, $373,000. Looking above, we would need to reduce by to get to a proper number under the standing cap. Correct. Correct. So we are a lot of people. I've been there. Yeah. I mean, it's not a big deal. No, it's fine. It's not a big deal. Well, we can't. OK, so I'm sorry. Is that the number that we get from the spending cap? Just barely, or? Just barely. So what that would do is it would give us $17,079, $17,816, $17.50. And where does that put our 10% of the tax rate on the tax rate? That's your say. It's on the tax rate. You want 31% of it. That would be an increase from this big right here. OK. I don't know about the stock rate. 3.7 seconds. 3.7. 3.3. 3.3. Almost 4.6. Almost 5.6. OK. So it's good. So it's still going to increase. Congratulations on our last bet. Yeah. Yes. And then 4.7. And now it's just starting to increase. So we're in a totally different place. No, I don't know what we can push it to the top. And what are some things we need to have a vote by? Well, there's a couple things to answer then. What's going to be different next week? Well, the idea of continuing to work this budget, awarding a number, you can always change from the 4. You can go in and say the number is different and we'd like you to vote on this new number on the 4. The problem is, people are going to panic when they see some of these numbers in the meantime. Yeah, that's not happening. And so we can push the data a little farther and work some more, not much farther, but because we need the 30 days and we want to be able to make sure that if you have a problem, you can come back for a second vote. So we could actually award the 3.3. 3.2 million that is under the threshold, even though that's not what is presented to us in front of us here now. We could award that. You could award that and you could come and then you could work for the next month until it's time to vote to get to where that is. Whatever you're comfortable with. And if we... Yeah. I mean... I think you're going to get that. We're going to have a lot of questions from the floor and a lot of bickering. Thank you. Well, we've got to figure this out tonight. This is a very little time and this is something that really has to take into consideration. Well, it's not right that last week we had a budget that was $300,000 less because it's Frenchy air. I mean, that's not fair to anybody. It's not fair to the board. It's not fair to the community. So we have half an hour. What are we going to do? Are we going to go ahead with this state? Right? Fifty? Is that... Fifteen. Fifteen. So we have two people, which we may have to do one. Which we have to do one night tomorrow. I thought it was something with that term in our previous one. Yeah. I guess you're right. Right. By Sunday. We have to do one by Sunday. Or are we going to push it out one more week to May 22nd? I mean, what do we think we can get accomplished in a week and do we want to take on Carl's work? Excuse me. Excuse me. I think it has to be going 30 days from next 30 weeks. It has to be in the newspaper. I believe. Newspaper warning is only five days. Oh, is it? Yes. Oh, okay. The actual posting post office year has to be 30 days. Oh, my question more is when do we have to have this budget passed by? What is our deadline for getting it? June 3rd. June 3rd. That's not a question. What's that deadline? It's like that. What's the legal volume of it? Because of the budget. There's this many holes in it. Messing around the additional week doesn't make any sense. We need a budget that's right. Well, I don't think that's it. There is this, you think there is a strategy to do it, which is that we'll get an extra month when we can work from there. But, so. But why not? It's Tuesday the 22nd of May. Tuesday the 22nd of May. So that would give us in the Sunday. Are we going to be able to work in this next week to bring the storm and cut? Well, we've got it. We've got it. By pushing it one week, is that going to give us enough? Are we able to? Well, I think we've got to go week by week. I mean, we've got to see what we can get. I think we've got to see how far we can get in a week. And then we, good. So if we've made a decision, then we can take half an hour. We can start to do the work. Yeah, which I think really, it's nice to just to start to get our hands there and you go. Yeah, so that's. So do we need to make a motion to change the agenda? I think so. I'll change the date. Well, change the date. Change the date. Change the date. And you can come up with some changes when you're able to work on this thing. Yeah. Right. We just did. I thought we came from there in 20 seconds. That's for the thing. He's talking about working days as well. Meetings as well. Okay. Monday. Monday. Now, then on the 16th. Okay. Wednesday the 18th. May 18th. No, we're talking about April. When we can meet to go to work on this budget. I wonder. Both on the change, big change first. Yes. Sure. Okay. So the motion is on the floor to move our meeting to the 22nd of May. All second. All second by Amy. All in favor. Signify by saying aye. Aye. Aye. The ayes have it. May 22nd. To be more on what are later than April 27th. So. So. Yes. Excuse me. Yeah. Okay. So now we can get our working time next week. It's great. I don't think it's going to be awesome. Awesome. Let's go. It's Tuesday. Dead? No. Wednesday? I mean. Tuesday. Yeah. Wednesday. No. Thursday. Yeah. I'm not. See you. So what about. Why don't you think I'm trying to do what you think needs to happen. You have some comfortable space. Whatever legal. Dead end. This is. Figure out what it is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This is. This one with what we're dealing with, I don't think so, Tonya. So I was going to have you discuss the budgets. Oh, Tonya. Well, then you needed to highlight. So we'll be discussing it because... Yeah, yeah, I have no idea. Because we got that right, but we included. Yep, no, that's a very good point. That's a question. Basically, you need to have a motion on the floor and second it before you can discuss about it. Oh. Well, but that's between being the school board and being the religious community. Right. Well, I mean, I'm not recognized from the floor and I made motions from the floor. I'm sorry, I can't hear you when you speak at the same time. This is a real meeting and there aren't any motions. And is that what you wrote? Yes. The public can't. No, not on the school board. That's what I believe. Yeah. I'm saying that it's between an annual meeting. The annual meeting, that's where from the floor you can make motions and amendments. But at that school, you're pretty stupid. We need to take the last half an hour and instead of discussing with ourselves, we need to take some questions from the floor. I know we need a date for when we're going to actually be back. Here's a suggestion that may help. What's that? This is an intense situation. You guys are getting numbers thrown at you and we're going to ask questions that you guys aren't prepared for getting. But time is of the essence. That's obvious to everybody. But maybe it's in everyone's messages that there's a different meeting where it's just public comment, public question. And you guys don't have to get stuff thrown at you, blindsided. You guys can get your ducks in a row and just have a public open house tonight, whatever you want to call it. That one location where even if there's just two or three of you, it's not informal. It's just, okay, now's our chance to ask questions. And you guys have had time to sit down and grill the Brisbane's manager, grill the SU, and get all your ducks in a row and not have a show. Because otherwise we feel so bad. Because you guys have got to be, I mean, you're red in the face. Absolutely. You know, it's frustrating. You can't sit down. You can't sit down with me. And you're asking if you're getting blind questions thrown at you and you're getting blind questions. It's not fair on any side. So thank you. I appreciate that. I would suggest that that's not an appropriate problem. That that being, if we get to the point where we feel we can more meeting and then the week, well, yeah, because then we can make changes, as you said, Charles, before the action and the meeting. So that the informational question and meeting could be after we have more. Yes. Absolutely. That feels like a good time to do it. Yeah. Because we want more. More. All of you want more. Yeah. If we're stuck, stuck, that needs to be more. We have to do more than did the idea that we're going to take a look. It's like, actually, it's like, we're going to start a new schedule and then task it to meet a lot of these days and that's the stock exchange schedule and we have to buy a new term to the stock exchange. There are different dates and side-hack levels. Including the last process. So if you're not reporting a distributed, you can all have to take a look at what table meeting tries to process to make the meeting important there. There's there, you know, you meet them through the morning. It's a complete list of things they can charge. You know, 20 years of men and you build something big, you know, where do you say the money on that line is basic? Thank you for your... I don't know if anyone touched on it. Yeah, I think you just touched on it. So... So we would take the suggestion in mind that for this next week we're already crammed. I'm trying to clarify this next week and we don't even have time tonight to send proper instructions for what we want. Yep. So that means that our next meeting is going to be that, right? Our next meeting is going to be truly looking at this budget as we... and figuring out what we want them to instruct, which sounds like another week before we actually get the budget that then we can go over. Right. I think we can ask them, for example, to give some land that only involves eating one of the three zones for ice cream, and what they expect those to be. To give us a plan... Do you... Carl, just a quick point about that that was put around Stockwood's teachers and that they actually would, rather than having a separate structure, would rather have sound panels in this multi-purpose room that they could hold around. Is that... Is that... Yeah. So it's a similar expense. Who knows if it's... We've gotten some... Yeah. We just got sent to us. It'd be a similar expense to the property and the animal bond payment. Yeah. Because I understood it, because I would call it... You can't see the time. No. He loves it. He loves it. It's the same thing. $150,000 expense that he funded out is going to have a payment that's probably equal to the cost of the exclusive app. Certainly, not really knowing what the use is again. To address the idea that our partners are acceptable to the Rochester and our partners is the spine and stockage that we need to be... Needs to be being either figure out a way to explain that to our taxpayers so they buy it or figure out a way to make it so we either pair it when it's our dedicated space to those towns that we use to get dedicated space because that's what we're having in the meeting which is fine with me. Money should be my second pair. But we need a recommendation from them that says, first of all, here's a budget that comes in and we ask that they say, first of all, it's because I think that it's a reasonable move to try to say that we're going to take that as the 5% you know, tax shift to get us out of the threshold that we need to have a budget that is... We call the tax administration needs to take the time to actually have the need to make us something else helpful so that which is we talked about, you know, a modular budget. We talked about a course. I don't... I don't want... My colleague said last week I don't think we're going to know that until this next week which was when the guy from Ploof was going to go through the building and give her more detail of the county. Right, right. This morning, number two. Yeah. Which one's for today? Harris. Can't feel anything. Harris, your shoulders are one flexor. Zero weight and since the article's been purchased. So this is your instruction? It's nothing to worry about. It's nothing big to feel about. I'm just going to walk you through. I just want to come in and be with the central office on Monday and just myself to sit down with them and be with the pack boys and some students who make time to just come and work with them and just do that. But, you know, I think that... Yeah. You know, the leaders are my nice people. Okay. Right. Let's move on. Let's move on. I'm sorry. I'm sorry. Second grade in Stockbridge 456 in Rochester. No way. I am saying this. I was a parent who had a child in Stockbridge and I was a child in Rochester. It's equitable. It would be equitable as far as facilities. You would say all of that might be right there. It's not, though. No. I have to get into it. This isn't the night. This isn't the night. I'm just making it. No, no, no. I hear you. We were promised that that scenario would not happen. We're not having to talk about this. We're not having to talk about this. No, no, no. Please. I think right now I really think we can even take some suggestions tonight. We're just not in a place to deal with that. We don't understand this document well enough. I don't feel like I understand this document well enough to talk intelligently about that and to make these kind of trolls. And I think it's been very clear that that's the thing, that we're not at a, you know, the use of this document. I think it's been very clear that that's the thing, that we're not at a, you know, you do this, we do this kind of thing. I know these are big questions. I also think we've got to get our hands around the pearls. Absolutely right. We have to, we have to sell it. And I, but we, but it's, it's done just one thing. You know, it's not just one thing. It's a whole process that has to go through so we all have to understand and get behind. So this is why I think we have to be very careful of this because I think when we do throw something out, it's good an idea as it feels. It's, you know, it's gasoline on the file. I'm not trying to throw that out. No, no, no. And I know you're not. I know you're not. But do you understand you feel the effect of, I think we've seen that at the meetings. That we have to be very careful that we work, you know, that we find a way that we work together as a community first as a board to understand this so that then we can bring it to you all as a community so that we're not picking one side and another side of work. And then, you know, we have disagreements and we understand a lot of these things but it really has to be a process that we go through first before we can intelligently talk about it in any sense. Even you are absolutely correct. We've been listening to us. We're all like we put forth something to adapt to people for them to criticize and comment on it. Yeah. But I can say let's show you that process right, please. Our job in some ways, our job as a person is to is to bring you something that we are behind and that then then you can talk to us about it. Right. Well, put it put it in the mail and send it to us. Absolutely. Anybody's welcome to do that. It's a big motivation that somebody who's involved in studying a committee member on the this murder was put together in six weeks. Yeah. Previous murder took 12 months. There's all kind of wreckage here because it was so fast. We have one plumber's opinion one plumber's opinion on that school because that's not an engineer in a survey. We don't know what the real needs are. We don't know what the real understanding of this now and that and all that and so fast and to try to jam all this stuff together right now is a huge mistake. My back often you know your suggestions really good suggestions we've got ourselves in both down states a lot of thinking a lot of all this is being done just like that that's giving irresponsible damage and I don't know what you do about it but I'm just watching the crazies that six weeks just sort of my crazy like it's normal this isn't normal so in lay of what Rob is unless in lay of what to go for one vote. We do have time to study and get some more information and go for one vote. You wouldn't be able to do it so that we could make the June 30 deadline, but we wouldn't have a chance to. We wouldn't have a chance to go back if it gets voted. Do you have to ask or what happened? There is a lot that's been happening and it's only because we put deadlines that things started moving. We put deadlines on a budget that we needed and it got bailed to us, you know, that day. I know it's just, I don't know if by opening it up to more time, I'm really going to be able to be focused and have to get the support that we need to get this done in a timely fashion. Oh, we can do that later. That's not the flyer days. Well, I thought about it myself tonight. We've been under the impression that we can add stuff, then we need to change into a style. Turn in the battle shape. Oh, we've got, we can add a bunch of programming and stuff. Unfortunately, there's kind of money you're talking about. And we did put some extra people in parts of people and maybe we have to reconsider parts of people. I'm huge on the inner school program and special programs and the field trips. But I mean, that's quite a big bundle there. That's $36,000 right there just for inner school programming. The bottom line is to just get these two schools running next year, you know, two schools as one. I know it's, well, it's what we're talking about. I didn't want to say something else. I don't know how many years ago it was, but maybe you guys remember, maybe you remember that. Remember when we did both our two budget stockings till August? Because we voted three times that we were in two budgets. So we do have time. We don't have the rushes to do. We can take that time so that it's not much for both counts. We don't have the rushes. But we did one year before the nine-months, August 12th was the day we voted on this. We finally passed the third time. So my question to think about is her statement is that what exactly does happen is if it were to fail, do you have a certain? Do you have a certain? Yes. 8 percent. 8 percent of last year's money. 87 percent. 87 percent. 87 percent of last year's money, what? Can it be borrowers? Can it be borrowers? Can it be borrowers? I don't want it. Onto a lot of good artists. Yes. And that's what we're having. That's what we do. That's what we're trying to follow. It's like that. And then anything we figure out after that point would be to then pay back that loan and go forward. Okay. I just didn't understand that. That sounds so wrong. It's so wrong. It's so wrong. It's so wrong. It's so wrong. It's so wrong. It's so wrong. So finding new districts makes possible greater efficiency in operations over time. So we have to give it time. We have to give ourselves the time to do this. It's the number right to first year and in the next year, in year one, we'll be working very hard as a board to find more efficiencies where we can increase programming and make our schools more desirable for our tuition towns, for our own kids, but it's going to take time. And I just think we need to remind ourselves of working together. And I just really appreciate you guys all being here today. So we know what the consequences are of pushing it out and it's been done before. So we've got to work that out for us. I suggest a great personal sacrifice. We do it Tuesday night. And that gives you Monday, Carl, as you say, to go to the office and hash things through. And I think that we have that meeting in Rochester. The Rochester School Board is meeting at 5.30 that night. So. 6.30. 6.30. 6.30. I think 6.30 is the latest. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 5.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 6.30. 7.30. 8.30. 9.30. 7.30. 10.30. 11.30. 11.30. 11.30. 10.30. YES. 11.30. YES. 10.30. 21.30okai. Good afternoon everybody. Hello everyone. I'm here. Hello everybody outsidevl. to attend those meetings and just be quiet and listen. I know that you guys have to do all the talking at certain special meetings, and I know some of them have to be closed doors or whatever. But if there are people that hear that you would be interested in board assistance, would you be interested in that? Well, the meetings are all public. No, I'm not. Wait, we'd love to help out. Thank you all for being here. Thank you for being here. It's positive. Thank you. Thank you. Thank you.