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Minister of Education Lisa Thompson: Ontario Supporting Students with Special Needs - Duration: 0:11.
[Minister Thompson] Families across Ontario will receive this as good news
I think they should have hope that their child with special needs will have the same opportunity to learn
in the classroom with their peers.
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Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 13 - Duration: 10:01.
For more infomation >> Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 13 - Duration: 10:01. -------------------------------------------
Minister of Education Lisa Thompson: Ontario Supporting Students with Special Needs - Duration: 0:14.
[Minister Thompson]: We're going to be moving forward with consultations that will allow us to hear from
education partners, advocacy groups and families that have found that in this province of Ontario
there's inconsistent policies from school board to school board.
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GBAPSD Board of Education Budget Hearing: October 29, 2018 - Duration: 1:01:33.
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ANNOUNCER: The views and opinions in this program are not
those of CESA 7 or Spectrum.
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BRENDA: All right, I would like to call the public hearing for
the 2018-'19 budget to order and at this point,
I think turn it over to Dr. Michelle Langenfeld for the
introductory remarks.
MICHELLE: I think this is, thank you, Brenda.
As we think about tonight, this is the last meeting we have
scheduled for the budget.
I know that John Kasha who will be presenting tonight,
but overall the mill rate is staying the same.
We had the first introduction where it was posted so that the
community could see it on October 12th and then on October
15th, we had John present it at our board meeting.
Then on October 17th, we had public participation and I know
John has had some reach out from folks and has been very
responsive to any questions that people might have had about
the budget.
So here we are tonight.
So, and I know he has some changes he just wanted to
just walk through, some new data came in and so
I'm going to turn it over to tonight.
JOHN: Thank you, and good evening.
I think the communication I've had with this board has been
probably greater than all of the time that I have had from
previous boards that I've worked with before.
Many of you asked questions to make sure you can get clarified
answers and if I needed to reach out to those individuals
responsible, I was able to do that and provide you with
feedback to questions that you had.
So this evening, the changes that you see behind,
behind you, is again typical for any budget year.
Many of the numbers that come out happened to fall on the
first night that we had our budget announcement
on October 15th.
So I knew at that particular point,
but all of the materials are due the week before,
so we want to make sure we provide you with the most
up-to-date information and all of the changes that are here,
were late in toward the end, you can see there is absolutely no
change in the final taxation or mill rate at 10.01.
So all of the changes from the general debt servicing,
community service, you see are listed for you towards the
middle of the page.
So again, it affects Fund ten and fund 30 which is our debt.
I did difference, I think every item.
If you want to see the expenditure changes,
the payment for state vouchers was not released until the 15th.
You can see the dollar figure there.
In order to accommodate that change,
because that's an unknown.
Again, make sure you understand, that the number or the cap was
lifted from 2% to 3% and the dollar amount was increased
as well.
So you see the final numbers or the details there.
And underneath it, as I mentioned,
at the 15th, and the 17th, changes would be made for the
following areas.
Noncapital equipment, which is updates to our classrooms,
including some textbook purchases for teaching
and learning.
Three additional staffing or nurses that were approved.
Then the change would occur in the refunding that we would do
in fund 30.
So if you're wondering why do we have an expense that's higher
in vouchers?
Why we couldn't have that same expense show on a change,
the change net in order for it to occur to be neutral,
requires us to look at fund 30 and refund a lower amount.
So instead, we are going to refund a slightly lower amount
and end up with a saving instead of 10 million to about $6
million based upon the estimates we've received from Baird.
So we had an original dollar amount that we looked to refund
and we'll talk more in the spring and you will see the
debt schedule.
I actually have it in estimates here.
That's why you see a switch with both Fund ten and fund 30.
So when it says refunding principle,
we originally were at 2.469, now we are at 1.900.
What it does to our tax rate, it doesn't change anything that was
posted as our notice in the paper,
that we discussed on the 15th and we also
discussed on the 17th.
Now the next attachment that you will see--and Lori if you
can post--is the final version of the budget book and what I
did for you was place in red, the changes that occurred in the
budget book from what you were given as a printed budget.
So we didn't print new documents.
What you see if you turn to first Fund ten revenue are the
changes reflected from what I just described to you.
And if you keep going a little further,
you'll see it.
Is this off of the jump drive or the website?
LORI: Off the jump drive.
JOHN: Okay, you can go off the Neptune, please.
Right.
That's the same one that you're looking at right now.
KATIE: What we have.
JOHN: Yeah.
MICHELLE: John, just to clarify, you know what we're getting
students back since the third Friday count,
we don't necessarily know if they have vouchers are not,
how will that change as those students will come back if they
were voucher students.
JOHN: The next count date that is significant for us is the
Friday in January.
So there will be a refreshed count and when we get that
count, that count is used for equalized aid.
So equalized aid, remember is the single largest distribution
of state aid from the state.
It's important that that second January count be accurate and it
will reflect numbers that potentially that we did not have
in the fall.
Of course, it could be the other way as well.
It could again be projected down,
but I certainly think enrollment trends are something that I have
a meeting scheduled tomorrow to make sure when we look at ESA
reporting and any type of reporting in the future,
that our enrollment accounts are accurate and that our costing
efforts reflects where we are spending money.
BRENDA: Andrew?
ANDREW: Is this along the lines of...
(no audio)
ANDREW: So I think I understand this correctly but just to make
sure, as far as the vouchers and the second round of counting,
if we have a student who started the area in a voucher school,
and has come back already, the voucher school keeps all of the
money then until that student would be reflected in our second
count in January and then we would get the money.
Would that be correct.
I mean, we are owed the money.
We would not get any money back, even if they were here from the
4th Monday in September until now;
is that correct?
JOHN: Let me, let me just state it a little differently for you.
ANDREW: Okay.
JOHN: For the third Friday count,
a voucher student, we actually levy for that student and that's
part of the 4.7 million.
ANDREW: Okay.
JOHN: So it's on top of what our regular levy is and we don't
receive any equalized aid for the student.
ANDREW: Right.
JOHN: In the September, third Friday count.
The second Friday is used and let's say for your example that
that student is back is used in calculating next year's
equalized aid.
ANDREW: I see.
JOHN: Okay?
ANDREW: Uh-huh.
MICHELLE: So they keep the money?
ANDREW: So they keep the money.
I mean, no money comes back to us if someone comes back one day
after the third Friday count.
JOHN: What I wanted to make sure you understood and I'll say it
this way.
We levy for it and we expense it.
So it's a wash on the expense and the revenue side.
ANDREW: Okay.
So the taxpayers are paying for it.
JOHN: For any of the voucher students.
ANDREW: And whether they stay for the year or not,
then they're essentially paying.
JOHN: We levy for it, and we expense it.
MICHELLE: Yes.
ANDREW: Okay.
BRENDA: And it's a hundred--it's a 100% for our students
that are in our district, we get two-thirds or 60% of that money
is state aid, and 30 or 40% is property tax, or less.
Or is the voucher student, you're saying we get no state
aid and so when we levy for that it's the hundred
percent of the cost.
JOHN: Correct.
KATIE: And they get to keep the money for's student they're no
longer providing services for?
JOHN: Yeah, what I'll do to verify,
because we levy for that student,
that we expense it completely out and I have never had a
situation where somebody has, frankly asked that question.
But since we levy for the full amount,
it's certainly an understanding we would expense it out,
because otherwise we would be levying for a student where we,
we may end up including them in a count and that's certainly is
not possible.
BRENDA: Rhonda?
RHONDA: So can you explain when students open enroll out of the
district and we retain some funding,
how that works with the levy.
JOHN: Sure, sure.
For open enrolled students in September,
they're included in our count.
So we can use those to multiply by our low revenue limit per
amount which is about what is $9,450 and for open enrolled
students this year, we'll end up paying for that student to
attend another school district, $7,379.
So you could argue that the difference between the two is
the dollar amount that school districts across the state
are provided.
Because when a student does leave,
it's not as though you can flat reduce your expenses by that
equal dollar amount yet at this point.
Maybe some day it will be higher or lower depending on who's in
the state legislature.
But right now, in order to accommodate students coming and
going, you end up over levying for the amount that you lose on
an out.
Now the end, the reverse is true.
We're not levying for that student,
but we're receiving that 7379 from another school district.
So there is some what of a balance there.
It's not an equal amount that you levy for.
RHONDA: Thanks.
JOHN: Yeah.
Now, to be honest, there are only a few changes here from the
other day.
I hope for each of you, none of this is a surprise.
I certainly didn't want it to be a surprise and it wasn't.
I tried to touch on every single change two weeks ago on Monday
and Wednesday, and this is again typical of all school districts
that you have adjustments.
This is true for last year and for veteran members,
I am sure they are aware.
BRENDA: Any questions for John?
So you've covered all of the recommended changes?
JOHN: Uh-huh.
BRENDA: Okay, all right.
At this time would be a time for public comment.
I don't have anybody that's filled out a form to speak.
Is there anyone that would like to speak regarding the budget
this evening?
All right.
Seeing none.
I would entertain a motion of adjournment of a public hearing.
KATIE: So moved.
LAURA: Second.
BRENDA: All in favor?
ALL: Aye.
BRENDA: All opposed?
All right.
Then we'll begin our special board meeting and I would
entertain the first motion.
Does everybody have it?
KATIE: I move that the 2018-'19 Approved Budget,
as modified, be adopted.
BRENDA: Is there a second?
LAURA: Second.
BRENDA: Any questions or comments.
RHONDA: Just because I haven't been part of this.
So I have some questions in general,
asking for some specifics.
So at what point would I do that?
BRENDA: We're about to adopt a budget,
so, you probably should ask them now.
RHONDA: Okay and I'm not entire he sure who I need to ask the
questions to.
KATIE: Ask the questions and who ever has the answer.
RHONDA: Yeah.
Okay, thank you.
So my first question under Fund ten,
the general fund...
KATIE: You have a page number?
RHONDA: Page nine under truant officer salaries, it's...
KATIE: You have an item number?
RHONDA: It's 200124, I'm just wondering significant increase
from 2016.
I just want to know why and what are these people actually doing
and where are they at and why the increase?
VICKI: The Police Department didn't have anyone to fill that
position for about 2 or 3 years prior to us
filling it last January.
Their role, they don't want social workers doing home
visits alone.
So they contact the truancy officer if a student hasn't been
attending and he goes with them.
RHONDA: Is that one, is that one position?
VICKI: Correct.
He puts in typically about five hours a week.
RHONDA: How many?
VICKI: Five.
ANDREW: So they only accompany a social worker or would they --
VICKI: They might go with an administrator on occasion.
ANDREW: Okay, they wouldn't go solo?
VICKI: No, I wouldn't say that that would be out of line,
they could go solo.
Most often, though it would be to accompany.
ANDREW: Those are police officer on an extra assignment?
VICKI: Yes, yes.
ANDREW: Working for us during that time or we're paying the
Police Department?
WOMAN OFF CAMERA: Working for us.
VICKI: Thank you.
ANDREW: A side job working for the district.
Okay.
I guess, I guess, I guess a discussion about you know,
I think there might be a different message sending a
police officer alone versus two people going for safety with a
social worker, that's policy discussion and not a budget
issue, so, thank you.
KATIE: Get comfortable.
RHONDA: Not necessarily page ten,
so flip it over.
Item 200310 in Fund ten under expenditures,
the contracted services, you know went from 2016,
$4,541,996 to $7,866,052 a $3 million increase.
What falls in contracted services?
Because I would love to have actually seen that possibly in a
spelled out.
I have people asking me, I am not sure what that is.
I am wondering if you can talk about what that is.
JOHN: Sure.
I'll answer that.
RHONDA: Who those people are.
JOHN: Well, it is contracted services,
meaning that we are paying a vendor for service.
What I'd like you to do and I can provide a detail at any time
of all of our contracted services or any particular item.
But if you look at the 300s, and the 300s are the object we're
talking about, and on top of page 11,
you're looking at a total dollar amount of $48,375,110, right?
RHONDA: Uh-huh.
JOHN: And then I want you to look at 400s right
underneath it.
At 111.
Okay.
Between the three and the fours, there are a lot of object and
accounting changes that DPI institutes from year to year.
There is fluctuation between someone purchasing something and
someone buying a capital or noncapital--excuse me a
noncapital item in the 400s.
There is an interplay between the two because of how we
account for things.
But we can specifically of course,
break down any list.
Now, if you go down or turn the page 12,
and look at the top line, for an 800.
Here is a group where this year we're at 33 million and the
previous year we are at 41.
Where that occurred, if you go back to page 11,
and I am not trying to move you around,
but I want to show you, that the question has been asked about an
$11.4 million referendum debt fund.
This year, we're at 0.
That is part of our energy exemption note that we had debt
payments and we prepaid some debt so we could maneuver funds
in other areas to address needs and therefore didn't have that.
So between the threes, the fours,
and the eights, they're certainly looking at it
wholistically, what isn't an increase,
but of course, any break down for any of these numbers could
be provided at any time.
So I want context, and I want all board members to have an
understanding of what is at play there.
Because purchase services in the 300s.
Any addictions and subtractions, depending on the budget that you
are talking about, will have an influence on potential fours,
and there is a lot less fives, because capital thresholds are
so much higher now, so you don't see as much expenditures there,
but you do draw from what you see here at $11 million.
I mean, that is a substantial amount of money to where you can
redeploy those in ones and twos.
Because if you look at our over all revenue.
Our over all revenue out of $274.7 million only went
up $700,000.
There is what I tried to talk about in January of last year.
Our expenditures and revenues and tracking that is very
important for board members to see that with inflation
projected now, right now if I projected inflation,
and I mentioned it to a board member already.
That we're around 2.5%, so simply from an expenditure
standpoint, if revenues continue to track at the current pace,
and CPI is above two, and let's say it is as high as 2.75,
that anything that we can do to help offset expenses in order to
fund the programming that the board wants,
is what we need to identify, too.
Because expenditures went up only 1.6 percent total.
Total.
So revenues .7 over 274, and so it is a very small increase.
A very small increase on the other side.
So I veered off subject, but again,
I want to make sure I can explain,
in where you are given the answers you need and at the same
time in the full context of how these are put together.
RHONDA: Okay, thank you.
But can you give me a example what a contracted services are?
JOHN: Sure.
A roof repair.
RHONDA: Okay.
JOHN: A contracted service is the air contract
from Washington.
That's a 310.
Anything that a company comes in and provides a service for us,
is a 310 object.
RHONDA: Is there any, is there any possible way that there is a
list that, that you can provide to me right now?
Do you have that somewhere?
JOHN: I am not exactly sure...
RHONDA: There's a number so there
must be something that adds up to that number.
So I imagine there to be a group of contracted services?
JOHN: Well, of course there is.
But it's generated through our financial software and produced
into a report.
I can provide the financial software and go through all of
the 310 objects, in that software.
I don't have a report this second with it.
But certainly, of course, that's how it's generated.
RHONDA: So aside from the roof repair and air contract,
by memory can you just name a few other contracted services,
maybe not necessarily their amount but maybe their
actual name.
KRISTINA: Can I ask a follow-up to that?
RHONDA: Sure.
KRISTINA: I think for me, too, because there is multiple line
items where contracted services comes up,
so it would be interesting to know.
Not necessarily to get into the weeds.
JOHN: Sure.
KRISTINA: But yeah, I think with this one,
because the number is so big.
ANDREW: There must be a couple of new big tickets in there if
we are going up by 2.7 million.
JOHN: Well again...
MICHELLE: I think Mike Stangle might be able to address
some of those as well.
In terms of the projects that are underway.
JOHN: Technology.
You name service and the whole thing.
VICKI: Some of our students for either disciplinary reasons
or safety reasons, we contract with outside resources to
provide their educational service.
That is a substantial amount.
MAN 1: Another substantial amount is when we
hire contractors for construction.
Like, for instance, over at Baird,
we hired several contractors like work men.
So when we contract that we list 310 as contracted services.
KATIE: So these are for referendum?
So some are for referendum projects?
JOHN: Not in Fund ten.
KATIE: Not in Fund ten, okay.
MAN: But we have 3.5 million that we do on an annual basis
and a lot of that goes into the 310.
KATIE: Okay.
ANDREW: Yes, we got that last year, too.
So that part doesn't explain the difference here.
The amount we spent for capital improvements which we spent
three and half million a year, that would be a wash.
So there's still something else, there is still some other things
that are causing us to go off up to 2.7.
I'm not, I'm not saying it is not valid or something,
I'm just wondering if there is highlights on what is so big
ticket here.
JOHN: Well, again, I don't have, I don't have enough details in
front of me right now to tell you.
But at the same time I want you to look at the rest of the
three's and the rest of the four's to look at balance.
Because if I look at 4, 436 as an example.
You are at 4.2 million and now you are down to 6,000 there is a
interplay in both objects that balance themselves and it
depends on the services that people want.
So when people or departments submit budgets,
the cap is important but the sum can come from either object.
So again on page 11, if you look at 436,
that's just one example.
I can certainly provide a break down of every single object for
the budget itself and again, the spreadsheet on the 15th with the
60 lines of code that provide each individual budget which
would be happy to walk through with you.
RHONDA: So it was something that was brought to my attention from
the public because it was such a significant increase,
and so I think you know, that would be nice if the public
could access that as well.
JOHN: Sure.
RHONDA: I get what you're saying about balancing it,
but to me personally, I am speaking for myself.
It's important not just that it is balanced,
but how it is spent as well.
That matters to me a lot.
JOHN: Okay.
RHONDA: Thank you.
JOHN: You're welcome.
BRENDA: So the best way to get itemized list is to set up time
to meet with you to go through it on line.
JOHN: Absolutely.
Whatever's easiest.
BRENDA: So if anybody at what ever point you can.
JOHN: I want to show you our financial system, too.
I think it will help any board member at and time that you're
comfortable understanding what you're looking at.
But again, in the bigger picture, too.
And I am doing my best to try to provide that for you.
ANDREW: There must be, there must be something that would
just stand out immediately in contracted services,
or is this 2.7 million just coming in small pieces.
I mean, is there a new million dollar contract or a million and
half dollar contract.
If the answer is that 27, $60,000 contracts,
I'm not asking for a break down on that.
But there must be a couple of big tickets in there.
RHONDA: It is actually 3 million more.
MICHELLE: John, wouldn't anything over a certain amount
be approved by the board for a contract?
JOHN: Absolutely, and I will attempt to look through some
of my notes...
MICHELLE: Diane knows...
JOHN: People ask me about it.
MICHELLE: Yeah, I'm looking at it,
because, John, it was something I asked you about and I can see
in my notes that it's circled and question marked as well.
I know I've talked to you about it and I am trying to find my
notes to see what I had written down.
Because you talked to me about it after I circled it as well.
JOHN: Go ahead, Diane.
DIANE: Technology, life facilities was mentioned being a
department who uses a lot of contracted services.
For this upcoming year, it is our wide area network that
we're building.
Because we do receive e-rate back on it at 80%,
but we are completing our wide area network.
We are connecting all of our schools with fiber and so we no
longer have to lease that from a company.
So I do believe that that may be a large part of it,
John regarding to contracted services.
ANDREW: That might be over a million?
DIANE: Oh, yeah.
RHONDA: Is there any way we can, we don't really know, right?
I mean, we are just kind of guessing,
is there any way we could.
DIANE: We're not guessing.
RHONDA: I mean, if we're not guessing,
we would have it in front of us, right?
I mean, is there any way we could find out what that is.
BRENDA: The easiest thing is to go to his office and have him
show us a list.
RHONDA: I agree with that, but I like to do my board business in
public so I'm just wondering if there is any.
ANDREW: Any rough idea it is well over a million or possibly
even over two?
DIANE: Yes.
ANDREW: Okay, so and that was 0 last year because this is the
year we do it?
DIANE: Correct.
ANDREW: And it's all a contracted service.
DIANE: That's all under contract.
Yes.
ANDREW: Even though some of it might be physical,
buying physical things?
Is that in the contracted services?
DIANE: Yes, our payments are classified as
contracted services.
ANDREW: Even for our goods, routers and switches,
and things.
DIANE: Yes, uh-huh.
ANDREW: Okay.
DIANE: Hopefully that helps.
JOHN: Thank you.
BRENDA: Any other questions?
Go ahead, Kristina.
KRISTINA: Maybe this is for Jean.
I am looking at the teacher overloads on page nine which is
the 200 series, 157.
I know when I spoke to John earlier and Jean,
I was told that this is most likely high school teachers who
are taking on an extra class.
I'm just wondering Jean, this is a big jump from 2016.
If you foresee this being kind of a trend with teachers needing
to pick up extra loads and work and how you see this sort of
playing out in the long-term with teacher turn over,
stress, burn out and so forth.
JEAN: Well, I think we could see it as a trend because of the
shortage of teachers and yeah, we try to be reasonable about
the overloads.
Some teachers are open to taking an overload.
But we follow the state process reviews when we
had a teacher contracted.
See the compensation that we provide the teachers was
negotiated years ago and contracted and we work with the
principals and executive directors and determine some
overload and who got to do it.
It is mostly based on their availability as well as
their qualifications.
But I do see this continuing.
I don't think it will necessarily go down.
KRISTINA: Do you see there being a model where perhaps we might
be able to hire people on both time where they would split time
between schools.
I mean, it just seems like a very inefficient,
I mean if people to want teach more to make extra money it is
great to give them that option, but...
JEAN: It depends on where we are with our trend,
usually we don't, the first idea is not to give an overload,
it's to hire somebody.
But if you have a class different places,
you can't--we do travel teachers but that's not
efficient and teachers prefer not to be in traveling
assignments for the most part.
So with the number of schools that we have,
having overloads, while it seems like a lot,
is sometimes the way to handle if you have
a class here and there.
If you have special requirements.
That's a overload and something where you might not even be able
to find a part-time teacher.
Part-time teachers is always something we look for, too.
But if you have a speciality area like a part-time family
with consumer science, you may not find that
type of individual.
KRISTINA: That's helpful, thank you.
BRENDA: Andrew?
ANDREW: How often roughly speaking are most overloads able
to be through a volunteer process?
50-50?
Or most not desired.
JEAN: Yes, we don't force an overload.
If a person says I absolutely can't do it we will look for
anything else.
ANDREW: Okay, so, a forced overload would be
extraordinarily rare or are you saying 0?
JEAN: it depends what you mean by forced.
If somebody says I absolutely can't take this overload,
we wouldn't force that.
You know, it's not like mandatory overtime or anything
like that.
Because the thing is, there's no point of forcing somebody to do
something they are not absolutely not able to do,
because they wouldn't be successful in that.
I guess I would have to cheek with the executive directors to
see what happens in the school, because typically it is the
principals and their executive directors that
look at the overloads.
We know what they are and we put them in the system
to compensate them.
ANDREW: If it is mostly, if it can almost all of it
accommodated through volunteers.
JOHN: It all can, there are no forced overloads.
I mean, somebody might be and asked with great enthusiasm,
Jean, could you do this?
I would really appreciate it.
It would really help us.
But there is no forcing of overload.
It has to be something that somebody agrees to.
Occasionally they also come up if there is a fluctuation in the
course enrollment or things of that nature where we want to
reduce the class size, for instance,
and we need to open another section for balance.
ANDREW: The teacher could very well prefer two sections of 17
and being paid more than just trying to cram in and
that accommodates.
JOHN: And of course, I agree we want to keep things balanced
because we don't want people overworking.
Teaching can already be challenging enough so that we
don't want people to feel that they have to take the overloads.
Sometimes as well, teachers feel for their particular subject
area, higher levels that they have a subject area specificity
as far as their knowledge and instruction and they want to
make sure just for the sake of purity that that class is taught
by them, because they have particular expertise.
They wouldn't want it taught dummied down by someone with
less credentials to do so.
So that's sometimes why people take an over load.
Again, as Jean said, we do seek to reduce that as of
as possible.
But nationwide, there are huge increases in the number of or in
the number of unfilled positions throughout districts and in
substitute teaching and subsequently in clerical staff.
GENE: And that was something that was reiterated.
I meet regularly from HR directors from the region who
are in school districts.
We talked about the staffing shortage,
that they are all feeling.
It is the topic of conversation.
You know, we talked about ways you deal with it.
One of them said overloads.
We could hire a part-time teacher to teach this and so we
split the work up among others and while we'll try to maintain
as little overloads as possible.
I don't think I could honestly say that they will go away.
I think we have to realize this am not be business as usual as
we face a greater teacher shortage and there are just
fewer people going into education and we have almost
full employment right now.
BRENDA: The overload was 0 in 2016,
is that an accounting change that we stuck overloads in?
JOHN: My guess would be yes.
Because I've never been in a system that hasn't
had overloads.
Again, sometimes we are in tighter spots because of the
demand and credentials that people have.
But it's certainly something that we've worked dilliently to
try to avoid as well.
Some of the work done through thriving work force and
partnership GPA and adult student centers work
with Carnegie.
MICHELLE: There are a couple of lines in there that talk about
additional teacher time that's shifted from previous budgets,
because John and I had the same conversation and I said how can
that be?
Because it didn't make sense.
Because we've always had overloads and I found a couple
of different line items that had additional teacher time in
different parts and so you could see there was something there
last year but it just isn't in the same line.
And I think that's the caution with this budget you know,
I comb through it a lot.
John and I have had a lot of the conversations.
Because there are things that get shifted and some of the
things get coded totally different and there's big,
big shifts in certain items, and if you don't know,
I went over if HR and sat in there one night and said,
okay, tell me what happened here.
So I mean, I think that's the piece and the best way to make
sure you ask those questions so that you can
get the detail behind.
The book is about, what did you say 33,000.
JOHN: 60,000.
MICHELLE: 60,000 line items and so it isn't always clear.
But it's all there.
KRISTINA: This is not a budget question.
But just one other quick piece.
When people are being asked to take on another class,
to do more teaching, I'm assuming then that we are
reducing other potential responsibilities or shifting
other things off their plate to alleviate some of the potential
burn out.
JEAN: They work with the principals on some of
the assignments.
The time might be shifted to a different time so an overload
may be one semester and not the other semester.
So the principal shifts to some other duty.
KRISTINA: Thank you.
JOHN: Thank you.
BRENDA: Rhonda?
RHONDA: The community school fund.
BRENDA: What number, Rhonda are you?
RHONDA: Well, it's...
KRISTINA: Three?
MICHELLE: Go fund.
RHONDA: I don't actually see the words,
so I'm just wondering about that?
JOHN: On Fund 80?
RHONDA: Right.
BRENDA: Now you're asking specifically about the
community schools...
RHONDA: Right.
BRENDA: And you're thinking that there should be money...
RHONDA: I'm just wondering in Fund 80 how it is
inside of that.
JOHN: Sure, sure.
A very similar question to another one earlier about
community schools and the community fund.
So for Fund 80 we propose to tax for community service.
DPI establishes what the criteria is on what you can tax
for and expense in community service.
Community service occurs before school or after school with
individuals who could be in our schools but are also
in the community.
So we cannot tax for a community school during
regular school hours.
Those are located in Fund ten.
So there is a portion that is also located in Fund 80.
Kim Shaddock runs that program and there has been an increased
certainly effort in that regard in the expenditures that
you see for that.
If it occurs after 3 p.m.
and involves the community, we're allowed to tax for it and
place it in that fund.
The purchase service that you see there is really our
SRO officers.
Now those qualify according to DPI standards,
in addition to what we do with community services.
So it's kind of a mishmash of things in community service,
but it's not necessarily community schools.
Because you have to fit certain criteria that I tried to
describe briefly.
The rest of them, if we're talking about the services that
we're providing to our students during the course of the day
fall under Fund ten in that particular location.
Because all of our locations are designated with a number just as
Fund 80, but Fund 80 is taxed at a different rate and expense.
Yes.
KRISTINA: So what you are saying with the community schools is
that for that model like they are pulling funding from the
general fund and from some of the other pieces that tap into
the before and after, those additional pieces would come
from the Fund 80?
JOHN: That's correct.
KRISTINA: One other additional follow-up question for you for
the contracted services.
I know that that includes the 11 SROs,
is that the total for the SROs or are there other
contracted services?
You know off the top of your head.
JOHN: There are.
KRISTINA: Okay, and one other question.
With the community schools model being being an amendment
that we have shared and been pretty clear about with our
community, do we anticipate that this fund,
maybe this is more of a projection,
John, but do you anticipate seeing this fund needing to grow
as we expand that model and we really think about the services
and the wrap around services that our kids and families need
after school?
JOHN: If you turn the page, I think I'll answer it that way.
On the back side is our levy comparison and I want you to
focus in on Fund 80 for a moment.
This is a fund that there is a lot of eyes on it because
typically where 3 and 4 years old up to 12th grade,
and we, the Board of Education, levies in Fund ten to educate
our students.
Fund 80 extends that to the community a little further.
So there's tight restrictions on what we can and cannot expense
out of here and the levy that you see here,
so again it began in 2007 has been fairly consistent because
the programming has been consistent.
But certainly the board has the opportunity to look at this as a
potential levy source for expenses if the board decides as
a whole that it fits the needs of the direction that you would
want to head.
So it is it a very different mechanism that the state
legislature has allowed boards to utilize and something to
consider in the future.
As I mentioned to a board member already.
SROs are a discussion that some people have and those clearly
can be coded here as well.
I also stated that our fund balance is about 1.4 million,
I've actually proposed a budget this year that slightly
overspends which is something I would not be recommend nothing
the general fund.
That is a bond rating issue that we would have.
But in Fund 80, I think we have the opportunity to bring that
fund balance down with some expenditures that as long as
they could qualify we could actually over spend and not have
to levy for any further amount.
It's not sustainable for the indefinite future,
but shorter term, I think it is a strategy you might want
to consider.
KRISTINA: I had also mentioned to John earlier and I also want
to point this out, that a lot of urban school districts are also
using this type, this funding structure to pay for the whole
child model.
So thinking about, you know, the whole school,
whole community child model, and that has been
a best practice for a lot.
So I think there's a lot of opportunity here to really grow
and really make some deeper connections that we can't pool
in from other funding sources.
I just think that it's exciting.
BRENDA: We dropped it.
We had a lot of conversations with people from the taxpayers
alliance because they are very uncomfortable with Fund 80.
It's sort of carte blanc, because it is not revenue
limited and so we've been, we, we, have tried to be
extremely responsible with how we spend out of Fund 80
because in recognition of the taxpayers.
So anyway, I mean, it is certainly something that we can
look at, but it is not something that I think would be,
you know, personally I don't see us just you know,
adding other 3 or 4 million.
KRISTINA: You can do both.
Yeah, yeah.
BRENDA: So it's just something to keep in mind as we move
forward and we've taken quite a few things out of there.
And shifted it back in to our Fund ten because of the concern
from taxpayers.
Then also, I don't know how many years ago,
DPI actually was requested by the legislature to define more
clearly what is allowable in Fund 80 and what's not.
So that was part of a couple of things we took out but then we
took a few more things out of that on our own.
So that's kind of the history of where we've been with Fund 80.
KRISTINA: Thank you.
BRENDA: Michelle?
MICHELLE: Just as a follow-up, though,
I think it has been an ongoing conversation with my colleagues
around addressing the years, recognizing that we see children
14 to 15% or less than during in the school day.
So some in Fund 80 and in our current budget really reflects
is our after school programming and in partnership for our
community partners.
But I know that even in conversations with our
community, there's been some discussion that people aren't
even aware that this exists as a possibility for community
schools programming.
You know, right now in our community schools programming,
we don't have any large investments because we are
following the Howell school.
But even as we move forward, looking at volunteer
coordinators and someone that really works outside into the
community, I mean, it just has to figure the criteria,
and it is a rigorous criteria.
So we took out some positions that were kind of
not necessarily clear.
But again, to really have that outward facing community piece
is really what, what the intention from what I understand
was for these dollars.
So again, it's trying to balance all of the needs
within that framework.
For a while there, I think there still is real concern around
school resource officers in that framework across the state that
is not just Green Bay but we hear it.
But when the state hasn't provided the funding and people
need that safety piece, you know,
it's been where most districts have gone.
KATIE: With all of that being said.
We can till be good stewards of the taxpayer's money and look
for opportunities.
KRISTINA: Absolutely.
It is not an either/or sum,
MICHELLE: No, it is not, absolutely.
RHONDA: So, are you saying that there's other districts are
using that money for a service?
MICHELLE: Like we are.
RHONDA: Right?
KATIE: A lot of districts are.
MICHELLE: A lot of districts have that funding.
JOHN: I think that's the most common and the second
would be facilities.
So if you have a pool, as an example--
MICHELLE: A community.
JOHN: --yeah, that the community uses or fitness
centers or I mean, those are fairly common Fund 80
expenditures along with SROs.
The larger ones.
So if you have a large indoor facility,
as an example, I mean, it's very expensive to maintain and run,
this is an opportunity to fund it in that fashion because it is
very tight on restrictions.
RHONDA: I am not overly familiar with the restrictions,
are social workers and programs for children,
are those possibilities or are those restricted?
JOHN: I'll answer that.
I guess, it's no different than what I said earlier.
If we could provide a job description where somebody
worked outside of the school day either before or after school
and they worked with community members which could include
students, it's a possibility.
We would put it through some criteria to review with an
auditor to make sure, but I think it could be done.
I am not saying it would be, but it could be.
RHONDA: Thank you.
BRENDA: Any other questions?
RHONDA: I just want to ask and I know you don't have the list,
in regards to the air contracted service and general fund,
from memory, do you know if that still that $394,000
allocated or is that more?
In the budget?
JOHN: Well, here's what I know.
In the contract $394,000 and we made a payment last fiscal year
of $61,000.
So the difference is where we are at today.
We have not been invoiced.
I wanted to establish an invoice rather than than paying up front
in July.
The original contract had us putting almost the entire amount
and we prorated it now on a monthly basis so we can do it on
an as is.
Now in terms of staff, what I understand for professional
development this past summer, we expensed approximately
$13,000 so to pay individuals outside of their work schedule
to attend.
Those are the expenses that have occurred thus far.
I have not been invoiced from air since.
If Mr. Mangus has anything to add,
if that is accurate.
MICHELLE: That's accurate.
I think the other piece recognizes as we move forward it
is it a month to month circumstance that we signed off
on and would afford us that as we move forward the opportunity
to make sure our return on investment is where we need and
expect it to be.
BRENDA: Go ahead, Rhonda.
RHONDA: So out of the 394, they've only invoiced
for 13,000?
JOHN: No 61,000 was last fiscal year.
The 13 was for professional development.
RHONDA: Okay, okay.
JOHN: For the summer.
The balance they have not invoiced.
The original that they wanted to invoice,
I would suspect 90% by January of 2018,
which for a lot of reasons is not a good decision on our end.
So we discussed and renegotiated that contract to insure that the
payout system worked for us.
BRENDA: The 13,000 that was paid, was that out of air money,
because I heard you say that the 13,000 was to pay the teachers
for their time in the professional development
this summer.
So that would be come out, no?
MICHELLE: I'm thinking that the 13,000 was part of the work--no,
it has nothing to do with the air contract.
It was a separate contract for the principal training and the
training that we did from central office for hiring of
administrators; is that accurate.
That's where mine head goes for that amount.
JOHN: It is correct.
Approximately 10-15 staff members,
without the information in front of me were compensated for their
time for two-days in July and that would have been a matter of
4,000 or something like that, I would have to do the math.
I don't know their actual daily salary because it is calculated
on their salaries individually.
But yeah, relatively small amount for salary and the 13,000
was for the training done in I believe was March when we
did that work with air on the training for revising our
hiring practice and used that to completely revise our hiring for
leadership positions, including principal positions.
BRENDA: Okay.
So that came out of last year's budget, too.
JOHN: Yes.
MICHELLE: Yes, that's my understanding.
JOHN: Thank you, John.
BRENDA: You have more, Rhonda?
You're okay.
RHONDA: No, I am fine.
BRENDA: Good.
We have a motion on the table to adopt the budget?
Sandy?
SANDY: Maloney.
KATIE: Aye.
SANDY: Warren?
BRENDA: Aye.
SANDY: Sitnikau.
RHONDA: No.
SANDY: Becker?
ANDREW: Aye.
SANDY: Mccoy?
LAURA: Aye.
SANDY: Shelton?
KRISTINA: Aye.
BRENDA: Carried 5-1.
Entertain the next motion?
KATIE: I move that the Resolution Authorizing Temporary
Borrowing in Amount Not to Exceed $6,000,000 Pursuant
to Section 67.12(8)(a)1, Wisconsin Statutes be approved.
ANDREW: Second.
BRENDA: Did you want to say anything?
JOHN: This is a line of credit, yearly request from the business
office for cash flow reasons in the month of November,
in particularly in addition to that in April,
depending on when we get equalized aid payments.
There's always a time period that we need to make sure that
we have enough cash on hand until we receive this back.
BRENDA: Any questions?
ANDREW: At any given time a small amount or none of this
would even be used and were not lump sum borrowing 6 million for
a year to have it on stand by.
JOHN: Last year, we did not take a draw and it's not my intention
to take any day longer if we need it.
But I need it for coverage just in case.
ANDREW: Chances are the state payments and changes that has
changed that a bunch of time how they change their
payments to districts.
JOHN: And they keep pushing it back which puts more pressures
on districts that are heavily aided like ours.
ANDREW: Okay.
BRENDA: Okay, Sandy?
SANDY: McCoy?
LAURA: Aye.
SANDY: Shelton?
KRISTINA: Aye.
SANDY: Becker?
ANDREW: Aye.
SANDY: Maloney?
KATIE: Aye.
SANDY: Sitnikau?
RHONDA: No.
SANDY: Warren?
BRENDA: Aye.
Carried 5-1.
KATIE: I move that the employment of staff is listed
be approved.
BRENDA: Is there a second?
LAURA: Second.
KATIE: It was listed on...
RHONDA: Yeah, I know, I didn't...
Wait.
BRENDA: What, it's an...
RHONDA: Okay, do you have it up?
I didn't see that.
BRENDA: Do you have it, Kristina,
since you're right next to her.
If you go, there's two meetings listed on,
I'm sorry, it just went out of my head.
On Neptune, there's two meetings,
so if you go to the special board meeting that's where more
of the employment stuff is.
RHONDA: Employment.
MICHELLE: Certified and noncertified.
BRENDA: And writers.
MICHELLE: And writers.
RHONDA: Okay, so there's one teacher in grade five in.
BRENDA: Okay?
Everybody?
Okay.
Sandy?
SANDY: Becker?
ANDREW: Aye.
SANDY: Sitnikau?
RHONDA: Aye.
SANDY: Maloney?
KATIE: Aye.
SANDY: Shelton?
KRISTINA: Aye.
SANDY: Warren?
BRENDA: Aye.
SANDY: McCoy?
LAURA: Aye.
BRENDA: Carried 6-0.
So I think that's it.
I would entertain a motion to--
KATIE: Move to adjourn.
BRENDA: --of adjournment.
LAURA: Second.
BRENDA: All in favor?
All: Aye.
BRENDA: Opposed?
We are adjourned.
KATIE: That clock does not work.
♪♪
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program again.
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-------------------------------------------
Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 4 - Duration: 4:29.
For more infomation >> Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 4 - Duration: 4:29. -------------------------------------------
Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 6 - Duration: 4:41.
For more infomation >> Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 6 - Duration: 4:41. -------------------------------------------
Balance Work and Education with Brandman MyPath™ - Duration: 1:35.
I was terrified. Going back to school was one of the hardest decisions I've made in
my adult life. I work for Quality Custom Distribution. I'm an HR generalist, so I make sure we
have happy, healthy people that are working for us so that we can provide the customer
with good service. I knew personally that I had a younger crowd coming up behind me,
and I didn't have any qualifications, and it felt really odd. I looked at the MyPath™
Program through Brandman University. MyPath™ is designed for those of us that work 40 hours
a week and some, that are raising families and want the flexibility and the control that
it gives you.
I've seen her develop from being someone who's really passionate about the business,
that's just innate and who she is, but once coupled with the education, it's just taken
her to another place.
The opportunity came available here at our Portland location for an HR generalist.
It was a bigger location here, more associates to take care of, so I pounced on the opportunity
to make a move. I feel fully vested with the company. The MyPath™ program has definitely
broadened my scope. When you're actually in the moment and you mentally have an "a-ha"
moment and now I get to actually apply it in real life. That's the joy of going to school.
My name is Alex Myers. I'm in the Brandman MyPath™ Program and I'm earning
my bachelor's degree in business administration.
-------------------------------------------
Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 2 - Duration: 5:30.
For more infomation >> Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 2 - Duration: 5:30. -------------------------------------------
Question 8 - Hon Nikki Kaye to the Minister of Education - Duration: 2:44.
For more infomation >> Question 8 - Hon Nikki Kaye to the Minister of Education - Duration: 2:44. -------------------------------------------
Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 14 - Duration: 1:25.
For more infomation >> Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 14 - Duration: 1:25. -------------------------------------------
10/23/2018 - NMUSD Board of Education Meeting - Duration: 2:31:18.
For more infomation >> 10/23/2018 - NMUSD Board of Education Meeting - Duration: 2:31:18. -------------------------------------------
Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 8 - Duration: 5:02.
For more infomation >> Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 8 - Duration: 5:02. -------------------------------------------
Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 10 - Duration: 3:51.
For more infomation >> Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 10 - Duration: 3:51. -------------------------------------------
Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 5 - Duration: 10:39.
For more infomation >> Education (National Education and Learning Priorities) Amendment Bill - Third Reading - Video 5 - Duration: 10:39. -------------------------------------------
ROTC cadets' education takes flight with Chinook helicopter - Duration: 3:06.
(Helicopter sounds) Ryan Godard: It's like...Christmas morning.
You've been hearing about something for so long, you're just excited to see what it's
all about.
Narrator: Presents don't get much bigger than the one delivered to ROTC cadets at Pennsylvania
College of Technology.
One of the Army's most iconic aircraft, the CH-47 Chinook helicopter visited campus to
help the cadet's education take flight.
Warrant Officer Lucas Diehl: I hope it's a great experience for them.
It's really sort of like an incentive ride.
It gets people real excited.
This is one of the real fun things you get to do in the Army, fly around in helicopters.
Maybe there are a few pilots out there who will be inspired.
Kurt Maly: I'm very excited.
It's my first time.
It's something new.
I love aircraft, and it's going to be a really good time.
Ryan Godard: I'm excited to just get on the Chinook, see out the window.
The Ranger Challenge people had a Chinook take them out to the Ranger Challenge and
they said it was amazing.
Narrator: The Chinook's destination on this day was the Wellsboro area.
The twin-engine, tandem-rotor helicopter transported 20-plus Penn College cadets, as well as about
35 other cadets from the Bald Eagle Battalion to weekend field training exercises.
Warrant Officer Lucas Diehl: It's a great aircraft that's mainly used for troop and
cargo transportation.
Air assault missions are extremely common for the Chinook.
High mountainous operations are good for the Chinook since it has a lot of power to do
so.
Carolyn Strickland: Any time you bring something like a helicopter and land it on campus, it's
a great exposure opportunity for ROTC.
There may be a student on campus that going through Army ROTC would be the perfect career
path for them.
And it provides financial support to the students who can earn a contract or a scholarship.
Narrator: In addition to their regular college activities, cadets take classes on military
science and leadership and engage in physical training three days a week to meet conditioning
requirements.
ROTC graduates are commissioned as second lieutenants and commit to either four years
of active duty or eight years in the Army Reserve or National Guard.
Capt. Courtney Zimmerman: The importance of the ROTC program is to teach the young cadets
about leadership, about fundamentals of leading soldiers, leading troops.
Being able to make on-the-spot decisions as well show the espirit de corps of what the
Army is all about.
Kurt Maly: It's been great.
I've been getting into really good shape.
I've met a lot of new friends.
Just learned a bunch of new stuff that you wouldn't learn anywhere else.
Ryan Godard: Basically, push through anything.
No matter how down you are, you can always keep pushing yourself.
Stressful at times, but I love it.
I love it.
Narrator: And the college loves ROTC.
Carolyn Strickland: Every time we have an opportunity to interact with our ROTC students
I think it's just a reminder of how dedicated these students are, what a strong work ethic
they have, what a passion they have for both the field that they are studying but also
their desire to serve our country.
And that's just impressive all around.
Narrator: For PCToday, I'm Tom Speicher.
(Sounds of helicopter fade)
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