And the last fund is 691 building renewal. It's five or six up from the bottom. You see revenues 3.5 million and expenditures 3.5 million and about 10.6 million still encumbered. And there's there's three things I'd like to mention. The building superintendent Daniels just discussed. The end of use for life is 4 million. We've got $6 million worth of weatherization projects that the state hasn't approved yet. Del Rio alone is over a million. That one is funded and approved. Um, we've got four window projects over 600,000 that are waiting, but they haven't been approved yet. And we've got two more fire alarm projects we hope to get approved at some point. One, we have bids for 340,000 for the high school. At some point, we also want fire alarms for territorial. Our insurance company, the trust, approved about uh gosh, it was over 280,000 two years ago for new fire alarms with HMS.
And and I have to add they're they're being humble. This is actually what drove their work last spring. I do think and I think Alden said this when he said it, right? You you have to remember the spring of last year. So you're talking about the end of a school year versus the beginning of a school year. Correct. >> So for them to have gone up from spring of last year because then it's kids they've had all year long to kids who are starting in the class. >> And so now, right? So, the fact that they're actually only dropping that much and this is the start of the school year, I think now that they're engaging in this work and will continue to engage in this work, it'll be even more interesting to see where that fall data is next year. Sorry, I had to thanks that drove the >> Can you show the question right before this one?
So if you look at like academics is obviously large that makes sense right but you can see these other ones like over to the right you see the alpha and assist that's a problem solving two different problem solving ways that our teams go about working you even see on the bottom left the threat assessment our teams obviously support our process with threat assessment so it just gives you kind of and this isn't all of it but this is a you know gives you a representation of what our trips is supporting our students so I Just wanted to highlight that as we go and obviously our our staff are amazing with providing these interventions. Um and then the next slide just thank you Gina talks about our strategic indicator um about interventions and then the next slide what we did different than what we presented last year during the first semester is this year we decided we wanted to last year we and you'll see the slide um next but we wanted to talk about [clears throat] our alpha thresholds which I'll explain that in a little bit we wanted to take a rewind and really look at our entire in this case the entire north student body and we wanted to look at how many of those students actually had an intervention through CP and so again whether they needed it or not we were just looking at what was it so if you think back to that bubble there's so many different things that they could be having interventions on so what we did is we ran it and we ended up with 98% of our student population during the first semester of this school year so just last semester had um at least one intervention by our CT um and and 2% of our population did not.
And so, um, just hearing her recognize that and knowing that she recognizes that throughout the state, um, especially because it was maybe 36 hours after we had recognized, uh, our own teachers who had just completed their hard work. Um, it was it was really great. So, shout out to everyone that has had a hand in executing that program as well as all the people going through it. You are doing wonderful work and we appreciate you. I wanted to I feel compelled to share some some thoughts on um our our students and um the protest that was held or the walk out that was held with OHS students and uh the planned uh the students that are planning for the OEH OEHS walk out. Uh as Dr. Kad and his team has is specifically stated, you know, our district is not sanctioning those, you know, events.
We can say, "Great, fantastic. Off you go. We worked oursel out of a job with you." Fantastic. That's the goal. We could say, "We need a little bit more time because we're starting to see movement, but not enough." So, we may do more of that push in and kind of go into like an individual basis. we can say, "Oo, through this we learned the student might have some additional needs. They may they may really benefit from some more long-term support with a school counselor or school social worker." And we can reach back out to the family and say, "We've been in communication. Here's what we're seeing. Here's how we'd like to continue to serve. Do you want this service? Would you be interested in this or not?" So, we always make sure that this is not just a we did it, check the box, off you go, move on to the next piece.
Um, thank you for putting yours in the girls locker room. That's really for me personally and for I think for everyone. So, thank you for that. Um, if you ever need um any type of shouts, please just let me know because those were very fun. So I would love to go back to >> Judy, do you have a comment? >> Yeah, I just wanted to as we're recognizing all these amazing things that are happening with our students. Um I do want to give attention to because I was at an event speaking with our students um in our music department. So we had our band and our choir. Um we had many students earn gold medals and I believe Mr. and suddenly we had, you know, more students participate than have in so many years. Um, and so yes, I was there too because of my own children.
Um, often times people ask me what what's it like to be on the school board or do you like being on the school board? What do you like about being on the school board? And I always think these monthly presentations are the part that made me the most proud. um just just to see the stuff we do, to see the hearts of the various teachers um and even to see staff and teachers that go above and beyond what they have to do. We have we have just enormous amount of people. We hear about it every single one of teachers and people and staff members and cafeteria workers or whoever that go above and beyond what they have to do, you know. Um you know, and finally, I think as as Buzz Lightyear said it, um we are to infinity and beyond. So, keep up the good work.
Um, so you know, we're certainly happy to see a little bit of a decline from from sort of the COVID peak there of 33% down to about 29 and into uh that leveling off period. But if we look where we started with that um at 18% uh 10 years ago, it's a it's up 11%. So significant increased need for our students of students with disabilities. We we see a similar trend. This one is a little more consistent where we're now up to 21.9% of our students um identified with with disabilities up from 13 uh you know 13%. So again, a significant increase and um as we see our students continuing to become needier um as a percentage year after year, our allocation of resources becomes more challenging and during that stretch, our budgets really have only increased very modestly. So more of a cost of living increase than an actual increase in terms of addressing these needs.
Now, maybe that's just because it was me. >> Well, I mean, if there's if there's No, no. I'm talking not anybody a person. We have those little table tent things with the QR code that says take the survey. >> Okay. >> So then they can just >> Yeah. It can just be a little sticker on >> Yeah. with their phone to just another way to get the survey out there. >> Yeah. No, I'm Yeah. People don't want to talk to people. People want to just >> specific >> keyboard warrior way. So we'll see about trying to get it out to more places than like the social media. I mean I think no matter what like there's an audience that isn't maybe social. I mean, I'm gonna say my mom, for example, you could do all of these things. >> It's never going to reach her, okay?
and then even to the point of not allowing overtime hours for employees. So those are all items that we're going to have on there. We're still hopeful that we'll get a chance and we'll be fortunate enough to get the grant, but we've got to look at this as a worst case scenario to fulfill our obligation to families could look like forunate. So you know we have to have the understanding that all the funds come from the same budget with it being a school operated daycare. there's no grant funding there. So, just in the last month, uh, sorry, the last 12 months, we spent about $85,000 in grant funds to pay for just salaries and food for our daycare. Okay. So, if we're thinking about that from from a a district standpoint, okay, we don't get the grant, okay, we're either going to have to look at instituting these things to bring that $85,000 down, okay, or I mean, we're going to have to look at all other alternatives.
>> Masappa. >> Silia Hendris. >> Masappa. >> Motion. >> Number three. Discussion and possible approval of the Barbecq Reunified School District 2026 27 certified and classified renewals. >> Also a routine business. Uh board members. Um the every year around this time uh the uh the the each administrator and director recommends the renewals uh for certified and classified staff. This is the first batch. Some names may not be included at this point for different circumstances. Um there will be in the future depending on on those circumstances that we may bring an additional list. But as of right now, we recommend, this is based on the feedback and evaluation and the recommendation from our directors and and and supervisors. We recommend the Babok Community School District governing board to approve the 26 27 certified classified renewals as presented. >> I hear a motion. Make a motion. >> Miss Leonard.
And the state put in new fire alarms last year, Del Rio for 140,000. So those are all inside that fund 691 when they get funded. That's why you see the 10 million encumbered there still. And that's really all I have for natural report tonight.
Okay. >> Thank you. >> How directed are all of you? I think with the idea that students are going to explore different strategies and figure out what works for them, one of the things that really struck me was the homework piece because it's like, oh, that might be helpful. And I recognize that it's not compulsory. And full disclosure, two of you have the good fortune of working with my children this year. Um, we had that conversation in my house and it was like homework is crazy effective, right? Like it does work. So, we got there. Um, but I wonder if you all are explicit like in your instructional time, are you saying like, "Sure, it's optional." Or are you saying, you know, this is a good idea until you're like, where are you? Because a lot of this I love the student choice piece, but I also am a little bit concerned about students, you know, approaching the halfway point of their time at Stevenson and figuring out how to navigate those choices.
And again, what I want to echo a little bit is that the 2% doesn't mean they didn't need it or maybe they right like they could be just doing fine in school. Um and and they didn't need any intervention. Um and then the 98% I think is amazing that the the scope of what our team is doing um when you think of North has 2,000 students, right? Um, so that would this is a new piece to our data and that's why it's only this year and then you'll see this every year as we go. >> I also want to add on to that real quick, Scott. It's not just that the intervention occurred, it was documented. Right. Right. So that means not only did the teacher, counselor, whoever it is that did the intervention do that, but then they also took the time to record that, which not just gives us data for this stuff, but creates a [snorts] trail of interventions that other staff members can lean on when they try to interact and provide the appropriate supports for a student.
um we are not you know ad advocating for or against them. Our concern is student uh safety um and making sure that um that our students are safe um and that they also have an opportunity uh to express their uh first amendment rights. Um but my comments are a little bit more broad in that although it's not a school sanctioned event um I think we can all agree that education happens um both inside the school and outside of the school. Um outside of the four walls of schools all of us have learned so much about life and civic life and relationships. Um and I myself as I reflect on my you know education broadly most of what I have learned has happened outside of classrooms. Um with that I would just offer some reflection on how we worked on that at our house. So, we had a student, we have a daughter who participated in the walk out um at OS and while we were talking about it the night before as part of her education, we made sure that she understood what she was walking out for, what the consequences were, uh how to um do it in a peaceful way, how to abide by laws.
We want to make sure that we're really responding to the individual needs of the students that are coming up. In a group of four people in academy, three may have that skill transfer and one may not. And so we're going to make sure that we chase all of those pieces down to ensure student success. >> Thank you very much. >> I was just going to ask what? >> Yeah, I was just going to ask which grades was the behavior academy or which grades were the behaviormies available. >> So, um it's more readily available K8 the high school poses its own challenges because um of the classes and the the different bus schedules that they have. We can offer it at the high school as well. However, when we do, it's typically more on an individual basis and a much more abbreviated system. Typically, three meetings just because we need to be cognizant of the time that they're out of those classes.
Um, but it was great to see the other students who are excited. We had a student get bold and was going to state. So I think that's a big deal. So I just wanted to make sure too that you know we recognize that he's a department as well. >> Yeah, thank you. We did get an email today from Mr. Long about that. So um there were quite a few people in the band that did did great things. So um glad to see that department moving forward. So u also um I mean I think the new business always makes me excited. The admittance I know we spend some money on things like this but to have 14 online students um that's huge that that that retains enrollment. So they may not be in the building but that's still that still helps us as a school and helps them as a student.
>> Thank you. >> Um, okay. So, when I ran for school board, I thought, okay, I had a lot to bring to the table as a teacher. Okay. But having been on the board for a year, and then when I went to that meeting Friday and I left that meeting, I realized what goes into running a school is just absolutely unbelievable. And from Miss Starky, your dedication and such, and then the administrators there, a lot of them were at the meeting on uh Friday. um the things that you have to deal with and the things that are put on your uh plate from the state and from parents and it's just it's it's absolutely amazing and we have fantastic people in place and I'm just so so impressed with um uh you know everywhere from like I said mkey administrators to staff to nurses and um psycho the uh sociologist psychologists their social workers and I I was just yeah I was just blown away and and and I'm I'm I just want to say thank you.
So it it is placing more more of a burden on the you know the finances and we're getting to the point where we just don't have the resources to to you know to serve students in the way that that we should be. So per pupil [clears throat] spending um this this was a little interesting uh as we updated from last year. So this is fiscal year 24 per pupil spending. So we just finished in July fiscal year 25. The state doesn't publish those numbers very quickly. So in fact they just published these numbers fiscal year 24. So, it is a little bit behind, but what we found was that we are $3,824 per student below the state average. So, of the 319 reporting districts, we're 263rd. That's not really a good place to be, obviously. In the prior year, we were $2,752 per student below the state average.
I mean, that's just the kind of person she is. So, I think you got to realize that, you know, some audiences are more difficult to get. I did article like put it in there and maybe capture some of that. But, >> well, it makes me wonder if we couldn't take a stack of these to the senior center. Like I said, get it come a paper copy like you know like in the newspaper like some people are not technology literate like >> available to pick up and fill out the >> like the doughnut shop's going to be closed for the next >> but on Wednesday Thursday Friday a lot of those people are now moved to vintage because >> I will tell you after and I've done it every year but it's just a reminder at Rotary we did God storehouse food Hoovers. There's a lot of people go through Hoovers.