Any questions on how many of these programs are in jeopardy? Um so I attended a meeting earlier this or last Friday um from the community of practice which is a committee set by AD to help manage the ESDA grants which is title one title two title three actually is going to be under that umbrella title four enroll income I was told to expect at least a 20% reduction in title one okay so when you consider Our original allocations was about 1.7 million. 20% is a big cut on that. Mhm. Um they said they weren't even sure what's going to happen with title two and title three. Those two could be on the cutting block. So title two is professional development. Um that whole grant is for professional development and title three is our EL students. Title three is what? For EL. Okay. Thank you. Yeah.
And those look like they're on the chopping block. They said they're on the chopping block. So when my grants I'm usually working on right now. Usually I receive budgets on March 1st. They're due May 1st. Okay. This year um we will not get the allocations for those grants until April 1st. They still want us to submit by May 1st, but they won't give us them to April 1st because the federal government hasn't figured out what they're going to do yet. So the state's kind of guessing um so they feel like they're safe at the 20%. With title one, but the others, like I said, are still in in conversation at the federal level. Is the state talking about taking up that 20%. No, because this is federal money. So the money Yeah, but the state could put that much more in. No, but that's that won't happen.
That's not going to happen. That won't happen. So, special ed education isn't on the chopping block right now, but special ed we heard was safe. Safe. Okay. Yep. Um, paying for our counselors. And that's safe because that's that's a state grant. That's not a federal grant. Oh, that's a state. Okay. I didn't get that before. I don't believe I said that, but yes, that's a state grant. So, that one is that one's safe as well. And homeless. I'm not sure. However, it's a three-year grant, so we're in year two. Um, so I don't think they will do anything with that grant either. So, this is a not now, huh? Not now. 20%'s a big number. It's a huge number. couple thousand. Have you thought about what we're going to do for professional development if if it does get completely thrown out the window? Um yeah, I mean there are some things we can sustain.
Um I believe internally we do have some principles, some teachers, instructional coaches that can well instructional coaches would be on the on the on their salaries are paid out of there out of um title one but we do have um people who do have expertise and sometimes we may have to rely on some of our own people. So is out of that out of that money how many employees do we have? Um, let's see. Actually, I know you get part of that or your your funding comes out of that. We have like the the title one teachers. So, we have two teachers at both the middle school and the junior high. We have all of our instructional coaches. Um myself, we have partial for one one of our counselors and then we have 12 pair of professionals for title one and we also have our homeless.
So we have like 30 people give or take. Um it also pays for after school programs. So we have all of those intervention pieces outside. So Jim and I, we have or charts, right? And to help us keep straight how we pay for things, we call it. So I'm going to kind of flip through this. Anything that's pink is title one. Oh. Mhm. I get it. Um, significant, right? Yes. Is is is our M going to be able to pick up these 30 people. That's plan B and C. That's plan B and C. Plan B and C. Um I will tell you though that um the one thing I will insist on Jim's paid out two grants and what's it called? Indirect cost indirect cost from all the I'll absorb her position. Yeah. Well, we can't do this I can't do this with other we've got to have that position.
So that would be the first one that I would say we're going to figure out how to make that one work. Um, we've been talking about that IDBA thing because we have about five special ed teachers that were six and the district paid out of that ID IDA grant and if they were going to cut those, we have so many sped kids and in fact I'm adding a sped position in Desert Valley, but that one is safe for right now, right? We can't afford to lose those five sped teachers. So those that would be the second group that I figure out how we're going to incorporate that into the budget. all of our speech speech. It's it's a number of things and but that one that one we're not worried about right now. We're worried about the title. Good news. But I will tell you before she attended that workshop, yeah, we were we were already talking about what we needed to do because we had no idea.
So the workshop gave her some useful information for us relative to working in front of me for the regular budget. You'll work your magic. Uh, we'll get I tried. There's only so much the magic beans can do. They quit growing after a while. The wand, the magic wand is in there in one of my fake plant things. I may have to get it out and use it. I don't know. Call on Harry and ask him to come help you. Okay. So, now it's going to go to how we decide how to spend it. Do you want a little break before we do that? Do you want a fivem minute break? Yeah, let's have a five minute break. Okay. Thank you. do a five minute break and then we'll come back and Okay. and head into Okay. Now, what do we how how do we decide what to do with the money we have?
Yeah. Oh, in the refrigerator. Yeah. Okay. Yeah. Just go in there. Yeah. Dr. Stewart, we went a little bit past, didn't we? That's okay. I think everybody needed it because um looking at all these numbers and things and unless you're the one talking, it kind of can put you to sleep. I get that. Okay. So, how do we decide what to do with that money? Okay. Um, all right. So, we begin with the end in mind. Uh, in there on my bookshelf, I have a big rubber ball and it's got one eyeball on it and it's where I can see it because it is the reminder to me all the time to keep my eye on the ball. What are we here for? Well, we're here to teach students. So, I guess I should have made that a bigger font because to me that's what it's all about.
But we also have to have safe spaces for uh for the learning to go on. We have to transport and feed kids. Uh we have to provide instructional, social, emotional support, all kinds of services to students. Um and if we're really good, and I will tell you that it is my opinion that this school district has a long long history of really really good professional development. um uh and and it's one of the things that brought teachers to us for many many years and it was the thing that kept teachers here for you know sometimes beyond the time that they might otherwise have stayed. Uh but we also know how good that uh professional development has been. Um uh during those years particularly when we recruited heavily from the Midwest um people would come and stay three, four, five years and go back and we had a number of teachers who went back to either their home district or some place close to their home district and were identified as teacher of the year within the first two years.
which said we helped a whole lot as a district in uh in helping those teachers be uh not just highly qualified but very uh very good teachers effectively. Um and then we of course engage with the community and uh and parents and and those folks. So um all of those things we have to keep in mind when we're de developing our budgets. Okay. So then we work on developing a budget. And I will tell you that I started on these steps about a month ago and had a plan A and then things started changing. And so right now I'm in plan B and um and as Jen says there may be a plan C. Who knows? Um and that might happen before next week. So plan B is what I intend to present to you next week. Uh but it might end up being plan C before we get there.
Okay. So first thing is that there are four things that you you concentrate on. hiring employees, purchasing services, purchasing supplies, and then purchasing capital. The first three all are operational spending. Those are the things that we need to have to continue running schools day in and day out. about 60% of most a rule of thumb is about 60% of your budget um M budget goes to classroom teachers salaries and benefits and 20% to the other staff. Okay. So there's in the neighborhood of 80% of your budget um uh going to salaries. We're a little less than that uh but not much. You have to purchase services. You have to have utilities. Uh I'm I'm you know I'm afraid we can't operate without electricity and water and sewer and um uh waste disposal and all of those kinds of things. Um and purchase services also include anything that we do that has to do with training and communication and then purchasing supplies.
So, uh, a big piece of our supply, uh, budget is for, um, operating our for maintenance of our schools, uh, now that we took that back over, um, and we're repairing things. So, uh, good deal of that. And interestingly enough, some utilities fall under services and some utilities fall under supplies. So uh uh so it looks a little wonky when you look at purchasing supplies uh because some of that is uh is what I consider a utility but the way the state codes it uh is different. Okay. And then we have the capital spending. Okay. So earlier when I was talking to you about the 1.16 1.116 million in DAA which is our unrestricted capital that if the state decides not to fund DAA we have so many things in that category that we consider essential that we would have to fund it out of M.
So for example uh instructional aids. So, anything that teachers use for or that students use to learn, um, uh, manipulatives, uh, flip charts, believe it or not, they're not supplies, they are instructional aids, okay? Uh, all of our software releases. So any program that our students use, any program that we use here at the district, so like visions for our budget, uh we use synergy for student information, we use um a program for our libraries, we use a program for um you know, I won't even use that example because it comes out of food service budget, so never mind. But we have all of these programs that we have to lease every year to use and they're considered capital. Okay, they're considered capital. So then you throw in some furniture once in a while, uh some equipment, buses, um and any major facilities repairs. So uh uh we were fortunate with the renovation of the restrooms in the 200 building that u almost all of that expense is out of M because we have our own plumbers and so they did the work.
So all we had to buy were the were the things the you know the the pipes and the fittings and those things which are supplies but we did have to have trenches dug out dug out there and so we had to pay for that and that's capital because it's a construction service. So uh so we have those things. So you can see that if we lost that 1.1 uh 1.1 million from DAA, we'd have to figure out how to use some of maintenance and operations to keep those things going. Well, okay. So the first one, remember we have those four things. So the first one is hire employees. So here's our org chart, the big one. I had not done this until recently. Uh, I have the the one I showed you a few minutes ago that is by site and we color code all the various positions and and how we pay them.
Uh, but this is uh this is the district-wide one. Uh, the blue is considered uh uh instruction and the tan is considered administration. Okay, this represents currently 344 employees. How much? Okay. Give me a second to move that over. A mechanic is considered administrative. Yes. Because it does because that person does not uh his work does not directly involve kids. Okay. So for instance, if you're looking under the schools where it has the three office personnel, those are classified employees, but but we need them to operate the school and so therefore they're uh considered instructional for the purposes of when the auditor general produces those reports that talk about here's the amount of your budget that goes into instruction and here's the amount that goes into administration or into these other categories. But in in Kate Hall's column, there's two office people and but they're not considered instructional.
No. U because it's the special ed department is a district position. Those are district level positions. So it's kind of like those folks that I supervised up at the top like the business office. Okay. because they don't really they don't the reason she has the three blue ones underneath her is first of all she's got the certified specialist so that's the speech people the and and the people in life academy okay so that's direct instruction to kids uh but the cur office people don't really have anything to do with Okay. Okay.
Any questions? I'm hopeful that if anybody ever says to you, well, you know, school districts, in fact, we hear this from the legislature right now. Districts are administrative heavy. Um uh if I took out the positions that I really thought were just administrative, we're we're pretty light. Uh our district used to have uh and we had again about a third more students. So, when we had about 3,000 students enrolled, we had a superintendent, we had an assistant superintendent, we had a director of uh we had a director of of uh curriculum and instruction. We had a business manager. Okay. So, we had those four positions. Right now, it's two. Okay. So, and that's not unreasonable given the given the size of our district at this point. But it's also why I would not give up transposition and figure out a way for us to have that have that position.
Okay. So where do I start? So I start with this and I know this is difficult for you to read and I'm just I have it there as an example but I start with teachers because teaching kids is what we're about. And so I look at our anticipated uh enrollment. I move numbers up. Um that kind of thing. I calculate the projected class sizes and the capacity by grade level. Um the the lines that are green show you our class sizes, anticipated class sizes for next year. The only two places uh where we exceed the target number is first and second grade at sunrise. um and they're at 25, which is one over uh whatever, but not enough to have another teacher at either one of those grade levels. And so we'll wait and see what happens, what actually happens. But you can see that our uh total enrollment is down uh by 110.
Our anticipated enrollment for next year is down by 110 students. This is simply a projection. However, there's no place on this chart. There's no place on here where I can eliminate a teaching position without having class sizes go at the elementary school go way over 30 or go over 30. And so I can't in good conscience do that if we think we can fund that. And this is based on this chart which uh you all have approved. it's uh in our um I think it's a regulation that we have for our class sizes. So I use these two documents to determine do we need to eliminate any positions? Can we eliminate any? Should we eliminate any? Or do we need to move a position say from one site to another? So, a position that in the middle of this year we moved that was a vacant position at Desert Valley, we moved to Sunrise for the remainder of this year uh because the class sizes in second grade were like 28.
We've been unable to fill that position. They've still functioned with unfortunately with 28 students in their second grade classes. Um and you can see those numbers. um uh those kids are leaving third grade where we have four teachers and so that's going to resolve itself for next year. Uh but it turns out that I do need that position back at Desert Valley for a sped classroom. So we're not talking about adding any teaching positions. We're just talking about moving some around with the people we have. questions about either of those. Okay. The next thing I look at is everybody else or everybody teachers and everybody else. So I calculate what the annual what the cost might be to increase salaries and benefits and we calculate benefits minus uh with the exception of insurance at 22% of whatever salaries there are. So just we just automatically do that.