Regulation GBECR drug-free workplace. Exhibit GBEC EA drug-free workplace. Deleted deleted exhibit GBEC EB drug-free workplace. 972 deleted, policy GBEC A non-medical use or abuse of drugs or alcohol. Policy 973 deleted GBECB alcohol use by staff members. 974 policy GB E smoking by staff members. 975 policy GBF staff use of digital communication and electronic devices. 976 deleted policy GBEFA staff use of digital wireless communication and electronic devices while operating a motor vehicle. 977 new policy GBGA health, new regulation GBGARA health, new regulation GBGAV health, new exhibit GBGAEA health, new exhibit GBGAEB health. 978 deleted policy GBGB staff personal security and safety, deleted regulation GBGBR staff personal security and safety. Policy 979 deleted policy GB GBC employee employee assistance, deleted GBCE employee assistance. 980 deleted policy GBGBCA wellness programs, deleted regulation GBCAR. 981 deleted policy GBGBCB staff health and safety, deleted exhibit GB GBCBE. And 982 policy GBGBD workers compensation, regulation GBGBDR workers compensation, exhibit GBGBDE workers compensation.
So I'll be happy to take any questions. >> So how are we doing >> the district? >> Yeah. How are we doing financially? Doing great. Are we doing medium? We're doing how are we doing? >> Yeah, you guys are still in a very strong position. I think um working with Dr. Lero and Miss M Miss putting in some more I would say budget um constraints for for some of our our teams. Um you know some departments maintenance technology uh you know putting some more controls will help us uh kind of maintain the carry forward levels at at a at a level that Dr. So um feels are appropriate in terms of uh being at a nice level. So I think you with Miss Kay coming in uh and starting to to learn and really grow. I think she's uh doing great so far. And uh my goal is to give her some tools to uh help take the reigns a little bit with your budget and um put in some more controls with monitoring budgets and uh being able to support uh the district as a whole.
So part of my observations and watching your board meetings over the years has been to going from becoming conscious and aware to now some in the board having a little bit higher understanding than others. We want to close that gap so that you as a collective team can be on the same page versus what's that board member talking about or what's the superintendent what's with this time thing? We're all going to be speaking the same language moving forward and the accountability piece. Any other thoughts? Anyone else? All right. You ready to roll up your sleeves and figure out how this works? >> So, I have your uh I have we're going to do your most recent one, which we're going to do your April 21st board meeting. Uh what I want to do is I'm going to write on the board here on on on the the the large um what do we call it?
And so, it was really important to see how culture kind of melts into community, and it really does melt into the the future of belonging. We talked about broadcast and social media representation, which I know we have a ton of at DGS. And throughout our D99 program, I know so many of us with different clubs have social media broadcast and different platforms where they're able to share their voice. So, you're able to reach this sense of belonging outside of just your community and outside to people who aren't knowing of what you're doing. And then we also talked about chronic absenteeism, which we were able to help with the scanners this year and how it's just different for different schools and how we're solving it together. Cuz at the end of the day, we all reached on the message that if we wanted to have a sense of belonging, this was something that not only teachers, not only staff, not only students could do, but it was something we all had to do together.
That they were going to phase that property tax for 3 years. That was the local the local income tax. >> Yes. Yes. Okay. Yeah. Um So, the big thing that So, this this um scenario that is printed out as is the education fund all by itself, not looking at anything that with the referendum money. Okay. So, you can see how it's performing by itself. >> Yes. And so, if you look in the peach like line, the surplus deficit, you know, we are overspending $1.4 million of what we're bringing in. And then you can see how that just increases by 2031, we're $6 million overspending. And so that I guess that's the biggest key thing I want everybody to understand is the education fund is not performing on its [clears throat] own, you know. So and I mean virtually then we'll have to start probably cutting programs and stuff if we don't have that.
I think that's pretty good, but we can do better, right? We and we can always strive to do better and we're going to push to do better and we want that number greater than 53%. So, that's something our coaches and our ADs and administrators are going to keep working on. Um looking ahead, some more commitments. We want to expand on our academic support resources. So, we want to make sure every kid has that opportunity to get better in academics, to have those resources to get better, not just athletically on the court, right? We want to we want to support them academically, too. Some of that goes back to our administrators, our ADs training our coaches, what they can look for, what they can do to help our kids, right? Because we need every athletic director coaching up our coaches. Some of our coaches are late coaches and and maybe it's their first year and and they may not realize the importance they have with these kids.
Sort of follow suit with what Mr. Cannon in the middle school have done. We focused kind of just giving them an overview of just the things we're going to dig into next year. Things like what are the things we're all going to commit to? Like what beliefs do we all kind of have to hold ourselves accountable to? What's our vision? We get very bogged down in the day-to-day. What do you really want the school to look like in 5 years? You know, we have to have some vision of what that we want it to be instead of just going day-to-day. And then following that, what are some goals? Good goals, not just goals I handed you, but goals that really will mean something to you. And then just using data to make all those day-to-day choices. So we talked about those things and then we did kind of a fun [clears throat] personality activity they got a kick out of and we'll use that to actually make cross grade level groups to kind of dig into things deeper next year.
So, I want to jump in with, you know, um, everyone knows that there's a classroom teacher and we talked about having the supports between push in or pull out in in there. So, tell me a little bit of how do general education, the classroom teachers and our MLE specialists, you know, our ELLL teachers work together to support students like what does that look like? Is there planning involved? You know, can you talk a little bit about that? So it really dep so ideally they would have a period of time throughout the day or or the week where they can sit together because it really is a team of people. So that classroom teacher needs to know what the ELLL teacher is doing and vice versa. Um sometimes they don't get the time. They have quick conversations and then other times they'll have time to really sit down and and chat um and discuss what the student needs.
Things can move as quickly as the applicant gets us all of the information we need. Uh so, them you know But I not to I don't want to necessarily characterize them as dragging their feet, but other people might. Um You know, them being slower than they otherwise could be is their own business and it doesn't make us It doesn't put us in a uh uh difficult situation. It just slows everything down. So, um you know, whether they're slow or fast, you know, different people move at different speeds and we work with the information as it comes in and uh much as I'd like to get this wrapped up quickly and uh efficiently with um with all the proper reviews, uh we're not going to move forward until we have all the right information. And I also Thank you, Preston. I you know that you were at one time the chairman of the Planning Board at one time.
>> Looks like the students with the student spotlight >> left the building, but we we do have some of the instructors here if you would uh >> but here to ask any questions. >> Thank you so much. So impressive and um I they said it was hard to perform at the Z, but I think it's harder to do in a small setting like this. So, um, please thank them all for us. Questions, comments? >> Great job. >> Yeah, I have no questions, but what a what a great performance. I wish I was able to make it to the citarian, but >> excellent. >> We certainly support you and everything that comes along with the music program in Dartmouth. >> Thank you. Thank you. >> Thank you, Mr. Aussie. Okay, we now move on to new business and we're going to discuss um the last day of school.
Some type of call this time. Mahoney will be taking an 8-m attempt. It seems like there's a ton of 8-m attempts in this game. Mahoney 8-m attempt. She runs it and turns around and takes a shot. Goes low on Gray. Mahoney gets a goal. Her ninth goal of the season. Put the Spartans lead down 8-3. That was Finn Mahoney. Finn? Finn. What what number? Uh six. Bless you. And Sabina Mc- Techney up on the draw this time. Techney gets the ball up. Kylie Marino still ball still loose ball is still loose. They get the ball into an open space and Mac Whitmer will come out with that. Gets the ball over the restraining line. Swing and a miss by Agawam. Two swings and a miss by Agawam. And the third time they finally call probably the wrong person you want to be shooting on an 8-m attempt straight on.
Good job. Thank you. Any questions or discussion on that item? Okay. On the next item which is copy board action and possible new items. Does anybody have anything they'd like to share or any questions? No new items? Oh. Just a general question. Um, any year Do you know Yeah. For June? What? Is it the old schedule or the new schedule? Yeah. Any other any year do you want So, just so we're all aware that policy advice week and this is for the next week. It's like 550 pages. >> The policy advisory that we got is a stack about this big. So, Dr. and I went through it and then we ran it by Mr. We're taking 150 pages at a time and then in the next couple of months we'll actually get down instead of doing all, you know, 450 pages all together. So, in June you'll see another part, but it'll still be that same policy advisory.
So I'd say in short, you're in still a very healthy position. you guys have been able to provide compensation increases um support the compensation increases on an ongoing basis and that's more to say than most districts. Um the big thing with with K12 right now is watching enrollment. Most of the Maricopa County schools going through massive enrollment declines whereas been relatively steady. So, I think that's the that's the big thing to watch if if I were a governing board. Um is just monitoring enrollment. And so, you've been Ottawa's been relatively steady and that's going to keep your budget um in a good place as long as enrollment stays stays steady. >> So, Daniel can buy a new shovel next year then. >> We hope I missed that comment. >> He said Daniel can buy a new shovel next year, right? >> You can buy a used shovel.
Post it. uh what your April 21st board meeting one let me compliment you that your agenda is really organized. So I'm kind of giving you the answer I was supposed to ask you which was how can you ensure that you become self-aware of how you're spending your time. The answer is you have a really good agenda that prioritizes student outcomes. And so what you have here is I'm going to finish writing them out for you. Um if anyone is if you want you can look them up on your device that way you can follow along with me. Right now so far what I've written is one when you do call to order and then call to order. Uh President Kario what do you typically do right after call to order? >> I mean in between the call and order or right after? >> Right after call to order.
These were the three new things that I gained from this and honestly, it's not something that I would ever be able to recreate again because it was just amazing. >> [laughter] >> All right. And then as a member of the student advisory council, I helped run the AI and cell phone policy session. So, that we gathered data at our monthly meetings. So, we got to hear from the finance um committees. We got to hear from support services. We got to hear from Dr. Tony Sanders as well and they really helped help gather data for the student summit and then for our presentation next week at the Board of Education meeting. We heard a lot of concerns about the environmental stuff and then also about like cell phone policies, how they affect learning and how pockets should be in classes to help reduce cell phones. So.
>> don't have the referendum. Because you can see at the end of 28, we're out of cash balance. You know, we can get through to 28 with our cash balance, but then we have a negative $380,000 projected ending fund balance in 28. So we, you know, without the referendum, we'd have to make drastic cuts. >> Mhm. And and on that curriculum like the re you know, the re um introduction of new curriculum, is that mandated that we do that every so often or is that just really standard procedure to to increase or update the materials with? Um the answer is yes. And typically it is just good practice and best practice to cycle through every five or six years. That has been the tradition for decades. You know, you remember that. Um so and then then it wasn't. And so a lot of times we would just sit on the curriculum because not a lot changed.
So, as administrators, we have to coach up these these coaches to look for these things with these kids so that they can continue their academic success. And again, I want to touch on celebrating that scholar athlete. We have to put emphasis on academics as much as we do on our athletic accomplishments. Every kid has a choice, right? And and sometimes [laughter] as kids, we don't always, you know, I was a kid once. You guys were all kids once. We don't always look at the the big picture. We look at right in what's right in front of us. We want to make easy choices. It is It's not easy to make that difficult choice to put in that extra time every day. Every kid could study a little bit harder. Every kid kid could make sure he goes to school every single day, right? Doesn't miss any classes.
Um as far as students, we are I mean, it's testing time of year and we're wrapping up Ilearn and getting second round of Iread ready and all of our end-of-the-year reading screeners and math screeners. That's happening, but on the fun side we have picnic with a pal on Thursday for third graders. Um our fourth grade bridging over day is Thursday, May 21st at 12:30. Thank you to Camus. They always help us out making a really nice day for our fourth graders. We start out in our gym and they wind up going over there. Um it's just a special day. It's It's just nice to mark them with a a little bit something different for them as [clears throat] they they move on. And then last Friday was our bikes for kids event. So, that is an event I know that Ms. Shryock has spoken of.
It's a lot of um conversation. they do include me in the conversations as well. Um because a lot of times a classroom teacher, they're experts in what they're teaching, but not necessarily on policy on what we're supposed to provide for them, what legally we're per supposed to provide for them. So teachers in the district are really good with asking questions and they're saying like what should I do, you know, um what, you know, what what should I be doing as a teacher? Um and so yeah, the relationship between the ELLL teacher and the classroom teacher is very important. So ideally it would be time to plan and and time to look at data um to see how they can best um serve the students. Um so we have we have two curriculums. We have the curriculum that the district has which is magnetic and then we have an ELLL curriculum um in Ammerst which is called reach higher um and then we're currently um looking to purchase curriculum for the secondary level um which in a few weeks we'll be deciding that.
And there was a a 90-day clock that was working with the Planning Board. It's some subject Yeah, a lot of the Planning Board things have a clock under normal conditions that we If there's a good reason, we'll ask the applicant, "Can we have an extension?" They'll usually agree to it. Um But, um A- And if there's you know, we could always say no because we don't have enough information at the end of that 90 days. You know, that never really happened. But, but yes, it's a different different rules here. That's 3 [clears throat] minutes. >> Okay. Anything else quickly, Mark? Uh okay. I just have to come back to this board. Can that clock be consistently worked if needed on subjects like this? Can that >> clock. There is no hard clock. We have no hard As Preston said, what he meant by a hard clock is we don't have that same clock on the Conservation Commission that the Planning Board does.