Are there any questions? I do. Um And perhaps you spoke to this when you first started, but when you're looking at the policies relative to because even as I read through, there's some procedural things that are here that you um are um permitting buildings to um adopt. One, how were we monitoring some of those procedures to be sure that they aren't rigid and punitive? Um specifically when we talk about attendance, right? Um and I see that there should be conversations before we pivot to detentions. And so, um how are we like revisiting some of those conversations because just full transparency, when I think about attendance specifically, right? And we just, you know, um understanding that um I just want to be sure that our policies or our procedures align to what the expectations are for adults, too. Right? What What was the question there? >> The question is how are we monitoring the procedures?
So um so saying that a different way because there's because the same rate will result in a lower levy. I did not build a different model for in that example teacher compensation to compensate for that. So it's still the 5 105 based on historical expenses. Um common question we get is what does it mean for me? And some folks in our community certainly are interested in the in the previous information, but they're they're interested maybe more so in their own impact. And these are the estimated um projections on a median homestead taxpayer. So let me explain what you're looking at here. The as you can see the middle line there, that's a $250,000 homestead. The reason we use $250,000 uh because we think and I'll show the question here in a moment, but we think that's going to uh match what will be on the question.
I think we voted uh when I looked into this, we voted to create the ad hoc committee at the first meeting and then we had a further discussion about it. So it's just a simple measure of what do we want the committee to be? And I think through having both podium and the conversation that we had at the last meeting, having it be community where we don't have you know you know the minutes can still be reported at the board of ed meeting, but it's not re- we're not reliant on the [clears throat] restrictions that either subcommittee or an an hoc committee by law is >> So they have more freedom than ad hoc committees. >> What are those Sorry to interrupt. What What are those restrictions? >> Well, it depends on the bylaws versus the state. >> This ad hoc is a joke. I mean, you report three times a year and you have to give an annual report and nothing has to be done.
So, you have policies here and you have some procedural norms, but how are you monitoring that because when we talk about attendance, right? It looks like we shouldn't just pivot to um detentions without conversations. So, that that's a wide-range multi-layered, right? Um one of the ways in which we monitor this is our uh student services directors meet with the buildings monthly. They run those attendance reports and look at those chronic absenteeism and chronic truancy numbers. Um and um even when we look at things like um 15-day drops and some of those other things, there's um specific pieces that they have to complete in order to be able to do that. Whether it's a home visit, whether it's a door hanger, whether it's those phone calls. With regards to the actual um assignment of a detention, some of the things that even our buildings most recently, I'll speak to OH, they did a tardy party where they looked at where are the highest tardies in those um in those periods and we said we're going to target those periods and we want to make sure that we have a reduction of tardies so that we're not just handing out punitive discipline for kids that are not accessing class, right?
So, we wanted to keep that consistent. We estimate the um the median homestead in in BCSSE to be about $219,000, but one thing that we'll ask of you, the board, is to authorize us to verify that with the auditor in in May. uh but we believe that is and and state statute requires us to round that up to the nearest 50,000. So we have $250,000 on there as a as a median as an example. But you'll notice that $182 collected uh for the 15.6 cents in 2026 and then a steady decline all the way down to 2031 before it starts to incline increase slowly out to 2034. Again, this is resulting in property tax deductions as a result of Senate Bill 1 of 2025. I mentioned the operating referendum ballot question. This is a sample of what uh could be on the ballot in November if you choose to do so.
>> Understood. So I guess what what What are the I mean, we're weighing the pros and cons, right? Of each option. So what what are the cons of an ad hoc? >> It ends. >> And it's And it's hyper specific. >> No, I I understand it ends, but >> So we would have to have a topic. >> Yeah, but isn't special ed one issue? >> No, no, no, no. You'd have to say like we want to review that we want it to plan a program or you know, do a That's like saying science or >> So there was never um so it's almost like the you know, cart leading the horse on that one, right? So we put an ad hoc committee together before there was even a topic. You would have a topic and then you would say, "Oh, let's let's put together an ad hoc committee to address that." I look Oh.
And so, I think if I remember the number, there was like 36 or 38 tardies in fourth period the week before, um and they got it down to like eight the next week. So, like they're intentional in what they're trying to do to be able to intervene in some of those things. I think there's still work to do around if a kid's not going to class, is a detention going to solve that problem? Or is if kids not going to class, what's the root cause, right? And so, the the attendance on its on its face seems like, oh, if you don't go to class, here's the consequence. Oh, if you if you skipped um this much or if it's unexcused, here's your consequence. You can or can't make up work. Some of those different types of things. But, I think it's a larger conversation about our mindset of why kids are not going to class, maybe avoiding class, or if they're missing for an extended period of time, what's that real reason?
Uh the highlighted text is interesting the only text that we as a district have any input into. The rest of it's all is all required by statute. So uh there are two forms of the question as you may recall. There is a new referendum question and there's a renewal question. This is the renewal question uh that we feel as though um best explains our situation. So um so you may recall that in 2020 it was a 15.6 6 cent rate and this is also a 15.6 rate uh which in my opinion communicates that it's clearly a renewal and not a new not a new referendum. So uh this is subject to DLGF approval of course which would happen in the summer. Um but the the highlighted information is the only thing we have any input on um and that I have in the the details of the property tax um impact there on $250,000 that would have to be verified by the county auditor.
>> Cuz realistically it was a it was recommended as a committee, right? And then it was said that you can't have a committee, that it had to be an ad hoc committee, which isn't accurate either cuz you can have any committee on the board of education. It doesn't have to be an ad hoc committee. >> There was never said you couldn't have a committee. I was questioning the way it needed to function. So a subcommittee of the Board of Education functions very differently than an ad hoc committee, which functions very differently than advisory committees. There was never any objection to having it. The only question was what do you want it to look like and how do you want it to function? We determined it was going to be an ad hoc committee, but through a second conversation at last the last meeting it grew and it it became something that was bigger than just having one specific topic.
Um I I I would say that that monitoring piece comes in those monthly meetings when we look at those attendance reports and how we tier our kids. Which kids are missing the most, which kids are missing the next most, you know, and kind of down. Um I I think that as we continue to uh work with our deans, with our assistant principals, [clears throat] the ones that are kind of uh implementing those types of things, we we want to make sure that we're having common language, too. We're having common understanding about what's an excused absence, what's an what's not an excused absence, and what's truly a tardy, whether it's an actual minute, whether it's half the class, um and some of those different types of things. So, all of that plays into the discussion. Um but, it it's it's us being present. It's us having those conversations and sharing that partnership with our school directors and making sure that when we get in our AP meetings, when we get in our dean meetings, when we get in our principal meetings, we're having that mindset conversation, also.
As I mentioned, we have other budget work se work sections coming up as as mentioned operations and debt service funds May of 26 and then the ED fund in August of 2026. Next potential actions for the board. I mentioned the authorization of Dr. Phillips to work with the county auditor to determine that median um homestead calculation for the ballot and then in June uh we would ask you to consider adopting a resolution. I will mention that that June date that's required by July. Uh but we're getting strong feedback from our council and financial advisors that the DGF may have quite a backlog. So, we certainly don't want to run risk of of um doing things uh at the ninth hour, so to speak. So, with that, happy to answer questions you may have. >> Thank you, Dr. Boseman. Questions on the presentation? >> Uh I've asked this before, but it brought it brought my mind back to it tonight.
So it makes sense that an advisory committee of the superintendent is what we now put with That's what we've put forward. It's not going to function differently than we talked about. It's literally just changing we don't want to change the title. We don't want to to hand cuff the committee to only having this one particular topic. We want it to be able to go on and have it morph and have you know additional people come and change and and have the um whoever's on it we can >> Then then could it be a just a regular committee then? >> It could. >> Of the board. >> Yes. If it Okay, so if it's a subcommittee of the board it has to function as a subcommittee. So we have to have it has to have a agenda that's reported within 24 hours. It has to have In talking to Bill and Steven at the last meeting that's too restrictive.
Chairman, can I just want to build part of your question I heard also, Dr. Pope, was really about, it, I think you named it, but I I think you've talked about some strategies for next year around Here is the expectation. How are we supporting the school or our schools to meet those expectations, right? So, you've talked about professional learning investments for staff in preparation for the school year. So, these aren't chance opportunities. >> We have to recognize the nuances of our buildings, too. Is not every building is created the same, right? Not every group of kids coming to those buildings may be the same, and so the challenges may be different. The barriers for why they're going to class, not going to class, getting there on time, not getting there on time. Um one of the things we look we were really concerned about was removing backpacks from junior high and increasing the tardy capacity.
The reduction and declining birth rate is that impact any more negatively the downward trend that we had projected from 2021 to 2031 of around 4 to 600 kids. Also knowing that earlier this year we saw an ADM count there was like 20 almost 270 kid reduction which was grossly faster than what our estimates were. Are we still looking at which which trend are we looking at the minus 270 or the minus like 75 to 80 a year? We the only updated data we would have since then would be um our February ADM which was consistent with past February ADMs. So neither an increase nor a decrease. Um most of those changes in ADM are due to early graduates which we've had more of. Um, but that's the only data piece we've had since then that would not indicate no no change in what we've shared with you in terms of projections so far.
It means that we have to make sure that everything is sort of With an advisory committee they can send out an email. There's no right? They can say we want to get have everybody come to this meeting on Tuesday. It It's not as You don't You're not required to report in the same way to the town to the to the website. >> Well, can we just I want can we just have Steven finish his point? I know >> No, that's okay. >> I I You don't want to Okay. Yep. Well, I'll get there. Okay. >> You still have to have an agenda or >> And we would. >> Yes. >> So can I maybe explain how I've set it up and then just so everyone can make informed decisions. So the way I put it out would that be it would be that it would meet first Tuesday of every month.
We haven't seen that come out in the data in the in the in that fruition. Uh and so there's any number of which ways we can tackle this. It's it's going to be move slow to move fast, um but we want to make sure we're really targeting the root cause and not just applying the disciplinary action. Absolutely, and I think the experience should always be the same, and we we talked about that with the curricular resource that we're adopting. And so, think that that's really important. My next question is, have we thought about um we have guidelines for reporting a complaint, but it looks like it's rooted more so in hazing. Um it's the athletic um section. And it looks like that is rooted more so in hazing, and I think that that's just a really vulnerable space where students should have an outlet or a space where they um can talk about their experience a bit more outside of just hazing.
>> And Mr. Major, I think it'll be in reality, I think it'll be between those two numbers. So the the decline in the fall was 225 students. And um the majority of that was not the difference between the outgoing graduating class and the incoming kindergarten class. It was the loss of those students to virtual programs elsewhere that was a new phenomenon in the last two years. I'm not saying we're not going to see incre uh continuing lower, you know, our incoming grad uh kindergarten classes are going to be smaller than our outgoing graduating classes for the foreseeable future. But we do have action that we can take if we can work with our state legislators to address the uh escaping accountability by going to other virtual programs. But to answer your question, I think it'll be in between the two the two estimates. >> Thank you.
Uh and that it would start in May. Uh and that we would have a certain number of community family members. Um teachers Was there any other group? >> Parents. Yeah. Community parents I'm sorry and teachers. It's getting late. And um And that we we would meet monthly. I would We would definitely put it on the agenda. Here are like the four topics right now to consider but in our first meeting we would look at those plus if there are other things that come forward and become a priority. So we would create what our priorities would be. Um I envision that we would almost have then working groups that would go off and work on each one and keep coming in and out in like an accordion model. You know, work on certain things, come back together. So, we aren't just always you know, kind of isolated to just one thing.
So, this particular section is directly related to the athletic code of conduct and the and the athletic space, um but that's not the guidelines for reporting any complaint. We have We have reporting mechanisms for our incident temp line, um get help now on our website, um bullying and harassment. There's different ways of reporting that complaint. This particular section here speaks to just that, athletic. And I think I'm asking because if I um, if I was in the athletic department, I would adopt this section as I'm building out the student handbook for the if I'm a part of, let's say, the volleyball team, right? And so, I think that it is important that students have out um, outlets in that space, too. Um, where they can We are very clear about how do you report um, certain complaints, be it relative to Title IX, be it relative to bullying that goes beyond hazing.
Additional questions. Thank you, Dr. Boseman. We look forward to the May and June presentations. This next step is really just a formality. You've already seen everything that I'm going to show you now. But I did put take two of the the graphs, one from Dr. Stalbomb's presentation and and Miss Keel's presentation and one from Dr. Boseman's presentations that I feel like really tell the story. In the upper leftand corner, you can see looking backwards. So this is looking at the past and as we increased our investment through the operating referendum um you can see that graduation rates uh reading scores uh increased. Now all the kids that were taking statistics is have left but I'm not going to sit next to Dale Non and make the mistake of saying that uh correlation equals causation because I know that it doesn't. Um but that is also the reason that we've um brought in in addition to the quantitative data some of the you know the or sorry in addition to the quantitative data some of the qualitative data to show that it it can't completely be disconnected that when you keep great teachers in front of our students for a longer period of time you're going to see better results.