Okay. Um and that's a pretty healthy amount actually. Mhm. Um and and uh and then um revenues from state sources that 66,000. I'm sorry, I don't I don't recognize what that specific amount is for. Uh like I do the 102,000 um and um and then there there's the 68,000 at the bottom, but you can see the different sources we have uh for um uh the funding revenue uh 1280 revenue in lie of taxes. That's revenue we get because we have that whole piece of our district that's north of Katherine's Landing that's federal land. Okay. And so no taxes are collected for that for that property. So we receive funding in lie of taxes for that part of our district. Okay. Uh in terms of our student attendance and enrollment and families, there's nothing out there. No. Uh but it's but it is in the boundaries of our district and u and so under ordinary circumstances if there were businesses out there or industry or farms or anything we would be collecting property tax from those from those uh you know those things in that area but there's nothing there other than federal land.
We had teed up to present those items um at the December 11th meeting that we did end up continuing because we hadn't uh received updated uh comments. Um and they were all incorporated into the revised sets that were submitted with the peerreview comments ex but they have not been presented in public forum. And so we thought we could just give you a high level of what those are. Again, they're all in the plants that you have. Um, so just a reminder, if I can get my slides to go. Okay, so just a reminder of the team. Um, we actually have uh folks from most of these uh entities online. Uh, we don't have traffic on with us because I don't think there's anything there that could come up. But in the event that anything comes up, we're hoping we can answer any final questions um or make any clarifications this evening.
Alita and myself met with every single principal to review where they are in the accountability index, looked at what was um identified as an area of maybe improvement or an area that they're doing quite well in and and how do we continue that work? I mean there were places where we saw great gains and you know we said to the principles, hey like how did you do that? Like have you identified like what you think was the biggest indicator for that? they were like, "Oh my gosh, this was one of my decisions. I got to make sure I keep doing that." Right? So, there's like both identification of like what's going well and what's a real challenge. So, getting them first to understand the data so that they can make evidence-based decisions because sometimes this is a lot and so many indicators go into it.
ASDB has a very proud history of serving that group of students for over 100 years. Our goal is to continue to do so. But how do we achieve that? My second question is how can ASDB provide educational supports to fewer students with more limited resources? And I will come back to that question later on. My third question I ask you is how do we align our student needs >> with our facilities and our fi our fiscal resources? How do we align all of those things? Those are the three questions that keep me awake at night. I am up all throughout the night thinking about how we might be able to ensure that ASDB is still here 50 years down the road and still providing support and education to our students who are deaf, blind, visually impaired, deafb blind, and low vision. We all want to achieve that goal.
So we do get, you know, we do collect kind of taxes from all of that area and it goes almost up to um uh if you look at a map of our district, it goes up the top of our district is roughly even with search light search light on the on the other side of the river. Okay. So our our district goes that far north. Wow. Yeah. Middle of nowhere. public lands. It's all public lands. Yeah. Okay. I I'm glad I glad I could fumble through that. Don't Don't you remember when you took your accounting class, I listened to you for over six weeks complaining how accounting math and our math is not the same? I know. But I saw those parentheses and I just I just went into a panic and I thought, "No, there's got to be something wrong with this page." But there is one down under 2,000.
Um, as a reminder, so as of that December 11th um, meeting uh, when we did to uh, decide to continue, I had sent an email to Jasmine just kind of confirming to make sure we all knew what what we still had as open um, confirming what was still open um, with both planning and conservation. I think I actually uh, emailed uh, Becca and Jasmine together. Uh at that time uh there was still some clarification desired to understand our approach to how we were clearing and why we were clearing the site. Um we wanted there was some question about what the landscape buffer looked like in that existing condition. Uh just a again a little clarity on what's happening in that corner. Uh the planning board had asked the YMCA if they would be amendable to having a public bus stop on their site um if and when the town rolls out a a busing system.
So really supporting the principles particularly in category three to understand the data and where they're situated in it. And then what is it that you have to monitor throughout the year to see like so say we're come up with an action plan like you know really it was your fifth grade data that is showing places for that and we have some tiered system of support as we said with carara with instructional rounds which we will talk about with our next steps but then we say like okay here's ways that you can monitor it now to also see if it's making a difference that's where the growth reports for like I come into place as well as star and other things like that. So what's typically identified is like where do leaders need support from central office maybe from departments from particular content areas and then where do teachers specifically need instructional support from coaches.
My job as a superintendent is to look into the future at what we can do today to make changes and prepare ourselves for the future. The first thing that we have to do is look at our current reality. You all know this. We all know this. Birth rates are declining. Student counts are declining. Elementary schools across the state of Arizona are closing. For that reason, it is not just ASDB here. AI school district in Tucson is about to close four elementary schools. They don't want to do that, but they have to because they do not have the same number of elementary students coming in as they had 10 years ago or 20 years ago. Their enrollment numbers are down and AI school district is preparing for the future trying to reallocate resources and ensure that they still exist and are able to provide education for elementary students who come into their district.
Yes. The salaries there is this. So this is a a minus that Yes, it is. So it just means that I didn't quite budget enough for salaries in in that category. Um uh and this would be in support services. So this is like business office, principles, principal, secretaries, um uh um special ed, uh not classroom. So 2,000 is support services and uh and it just means that I fell a little short on my guess of of what we were going to pay in salaries there. Okay. Okay. Um but you can see that it's covered in the next one. So, we have plenty of money in employee benefits to cover those. I wasn't worried about it. I just was just interested in the parenthesis because in that one it is a negative. That one is okay. Um, under each one of these, for example, it just gave 2,00 are there other numbers that go underneath those?
And then um we have to still obviously get through the the nitty-gritty of the decision. Um and then there are three kind of looming items that like I mentioned we have now since closed. the right uh GCG and their peer review for storm water and and civil vaness for their review of um of traffic. The conservation comments and their hearing is now closed. And then in incorporated in all of those were the comments we received from you know the town technical review, the fire department, police, all the different entities in town um that we received along the way. Uh so this evening I wanted to give you an update of those uh status the of the items from that 1211 email and then the items I again they're in that final set but I don't think we've ever really talked about them publicly that I wanted to touch on just to kind of bring you along to make sure you were all feeling like you heard the answers to the questions you've had.
So that's what we'll identify if there's a category three school where it was a particular grade level. We might go in and have a coach work specifically with those teachers to improve like some of their strategies in the classroom. Then also we're developing a plan with the with the principal around how to address the other components and then getting departmental support. They're also getting coaching from Drs. Zelita as well. >> Thank you. Any other questions related to data or just anything that you've heard so far? Okay. Um I'm gonna kick it o over to Allison and Christy to talk a little bit about some of um some of the other components of the work that we're doing particularly around PLC's and professional learning and then um some additional items that are you know part of the work ahead. >> I don't want to be too redundant.
That's us too. This is our first reality that we have to look at as we project numbers of students into the future that we will be educating and serving. That is why we have to think very carefully about how we provide educational services to fewer students. We'll still be here. We'll still provide the education and support. And again then we talk about our facilities. The Tucson campus facilities are 50 years old. We haven't done significant renovations. We have not done proper deferred maintenance. Some of you say that this is because we did not al allocate sufficient resources for facilities and you would be correct. We have not done that. The reason we have not done that is because our resources are 80 to 85% um dedicated to our teachers and staff to payroll and related services or ER benefits. That is where we are spending our money and we don't have the money remaining to address our facility and renovation needs.
Yes. So, uh, 6112 for instance, 6112 is classroom teachers. Okay. Uh 6211 is employee insurance. Oh, that's under 6200. Sorry. Where it says benefits. But under benefits, for instance, would be 6211. There's 6222, which is, as I recall, Oh, you're testing me here. As I recall, 6221 is um uh Oh, it's on the tip of my tongue. Um uh one of the one of the federal benefit things. It's not Medicare or Medicaid, but um 60 60 I think is like Medicare or Medicaid. So under each of those, yes, there are plenty of numbers that uh in lines in the budget and actually I could tell you because I could look it up right here because I have the entire budget right here. No, that's okay. Um so yes, so security, I'm sorry. It's got pages and pages and pages of of numbers. I'm sure 17 pages.
Um the one was about Dunkin Donuts access and and how how one would get to and from um the the parking lot there. and then all the way not only to but through and past our site uh to Trolley Brookke. How do you get from the front yard to the backyard? Again, on foot, on car, in cars, etc. And then there was another question about what the retaining walls would look like. Um so we just gave you some brought some imagery just so you could see that.
I think both uh Dr. Casemiro and Carowanza uh went into great depth around the instructional rounds process um and how schools are selected for that process. Nonetheless reiterating that all schools get some form of support um through the data meetings. Um but schools who based on their data need uh a little bit more of a touch um engage in the instructional rounds process. And again, um, based on what comes out of those meetings and really looking at the data really determines how we allocate, um, our resources, uh, to be able to effectively support schools. But nonetheless, we ensure that every school receives some form of support. But the level of intensity of that support varies based on leadership. It could be a brand new leader who may need a little bit more support um versus a leader who may be a bit more experienced or based on the performance of the school.
We have tried. We have contracted with an architecture firm three years ago and they came in to look at our Tucson campus as well as our Phoenix campus to try to determine how with the number of students that we have, we might be able to redesign the two campuses to better meet the needs of our current student populations. That became our master facilities plan. We shared that information with the public, with students, parents, staff, and community members. We had multiple town hall opportunities where we invited people to come and give feedback. We had open discussion about how we might be able to make adjustments and update the Tucson campus. understand the architecture. The architecture firm gave us information such that the campus was too big and we didn't have enough students here to maintain a campus of this size. Their recommendation was that we establish a new building on the eastern part of the campus property and sell off the remainder of the property.
Mhm. Thank you for putting it to one sheet. Yeah, I'm I'm glad she only gives us one sheet. And what I what I've learned in just learned in just the last uh four weeks, I guess it's two classes or three classes now, is it that what we see is only a fraction of what actually has to take place. Um, and it was very I thank you for straightening out parentheses for me. We have Okay, done. You You did it. I would say to you um board members. So when you see here 61 6200 6300 in that in the in the onepage uh landscape version of the budget that you see when I have you uh approve the budget you guys usually get the um uh you get the summary version but we pass along to you the real one that you sign on that page and if you look at the next page and it and it's landscape version across the top it has these numbers 61 100 6200 6300 and underneath it it has um these broken down in some cases more.
Any questions before I jump in on any of that? >> Um doesn't look like it. Not yet. Um so again just for perspective you all know this site but in case there's public listening um you know this is the site of Memorial Drive across the street um from the backyard of the um middle school. Um it's right uh adjacent to the 135 uh Dunkin Donuts which we've talked about and right near the trail head here of uh Trolley Brook um as well as the the the dog park. an overview of the the full site. So, in our approach from a from a development standpoint to building on this site, so obviously it's a forested site right now, um we are attempting to maintain the the forested area to the extent possible along the the perimeter of our of our site to keep that old growth forest intact um and give ourselves a buffer, you know, from adjacent properties.
Christie, do you want to talk a little bit about the PLC's and professional learning? >> Sure. So as our team which is the teaching learning team that car um mentioned as well as our CDT or our CRC folks this team is our role really is to provide clear expectations for student learning to all stakeholders and then support principles as the instructional leaders of the building to align um their work with what's what they need for the teachers in their classroom. So with the alignment is we're talking about professional learning that's what rather that's the afterchool time that they have or the inschool PLC times when we can we have our cadre subs now K5 to have a cycle in 6 through 12 they're built into their schedule and so we want to align these professional learning experiences and PLC's to our district priorities so that we can support our teachers in their with their classroom practices making sure that they have the highest leverage most impactful strategies in place way that we've done this is to create these collaborative learning structures for principles.
We thought that that idea might be feasible. The community didn't really love it. They weren't very excited about that idea. We have been asking the state for funding for uh about $50 million um so that we would be able to build that new building and we are not getting that money. Every option that we have explored, every avenue that we have gone down, every consideration, all of our research, the master facilities plan, all of that information has led us down a path that has ended in a brick wall. So the decision was we stay here and do nothing or we move. We made the decision to move and we are moving forward with that progress very quickly. We will be moving July 1st, 2026 to our new school campus um in Oral Valley. That is going to happen. Our current reality also is such that our budget is tight.