So Are they national? They are. So they got to [clears throat] deal with every state individually? >> Yes. Yes. Yeah. Excuse me. That would be Yeah, so my advisor, he has all the different states And so I think he has Ohio and Illinois I guess or Indiana or he has Ohio and Indiana or whatever, but yeah. And we're a rare breed here in Indiana. >> [laughter] >> But but it would be safe to say that we could have some some good information uh as a board for our um summer board retreat then Definitely. to help make some decisions. Yeah. And when do they when does that probably need to be made officially for For the geo bond? They gave us this one this summer, but I know it can be pushed back. By November for sure. >> Yeah, by November. And that's late, but but that's why I think this summer in June that'll be the ideal time.
We need to be able to provide them support. It's not going to always look the same way. Um, we might have to schedule them differently. We might have to um provide services in a different way. we might have to create time and space for teachers to meet at a time where it's not normal because we still need to be able to provide support for these students. And so I think if anything that those students are here that they need support um and that the number is larger than people think right it it keeps growing every year and so how can we support those students in our community that's what I would share with everybody. Thank you so much, Celia. Thank you for joining me this evening on my first inaugural te with Dr. Z episode. Um, thank you to the families and community who, you know, took the time to engage today.
Um, and I would love to see uh more activities in the school, more music, more extracurriculars, but I think what we really need to say is we need an operational override just to maintain what we have. We are not >> at this point. If we don't do this in the near future, we will not be able to maintain. So yes, it would be nice to have more, but we don't even know what an override might be if it comes, but if we don't get more money, we will not be able to maintain the quality, the number of teachers, the number of opportunities for our students. So, um, that's on the horizon and, um, yes, I have mixed feelings about the outside group coming in. >> Miss Amarill, >> I don't know. We're not deliberating. So, should my comments wait till we have have it on the agenda?
>> They they don't make those graphs because they love making graphs. They make those graphs because part of the framework is to put things in a format that's >> um accessible to like the lay person. So that way as this is communityf facing people can observe it. I was just I was just going to add um we after going through the cohort training we follow like the um rubric for progress monitoring reports. It has gotten off a little bit of that because it's supposed to be five slides and just the data like there's certain parts of that. Um, but what I did, what we did see when we were at the other um, when we were at the SOFG cohort is that some school districts instead of a slideshow, they just give like a one-page report and it's like just a one pager that has everything those five parts.
>> multiple windows of time in which staff could get this accomplished during the school day. >> We we throw it out weekly in our internal newsletters. Hey, reminder, so >> department chairs probably follow up with a nice reminder and >> Well, the principals do in their newsletters. So, yeah, absolutely. Yeah. >> And sometimes when people are happy, they don't take a survey. >> Well, I >> [laughter] >> Okay. >> For interpersonal relationships for number eight with the teacher and student relationships, there's a decrease for staff 26. Can you talk a little bit >> last year, so it was a slight decrease. I should should that number in there. Pointed it out. So, okay. >> And same with the physical surroundings for students. Um it was 4.1 last year. >> Got you. >> Now it's 4.2. >> And can we do we get the raw data on this and the questions that are asked?
Yes, so November 17th and one. I mean and if you look at this too, this is they have a lot of good information on this about, you know, basically the maximum amounts that you can you know, you can bond for on the different types of bonds and stuff, so On the assumptions. Yeah, pretty good information. By Ice Miller. Cuz geo bonds there's a capacity based on our assessed value and already debt out [snorts] there. And they also now have cooling off periods. They're trying to avoid just continual general obligation bonds. Okay. And then the last thing we wanted to talk to you guys about is our building over here by Dollar General. Yes, so we know that the building out at BC that's going to be complete in August to take care of some of the excess storage that we have and we're also going to have this summer we're going to empty out this building and as you know, we are in the preliminary stages of working with economic development Leticia Provo and possibly getting a daycare center using that space and so if and when that happens and we'll know here in the next month or two, um that that will change how that building would be used, but it would be a really really good community source.
We're building a system um for students and we're not building a system of schools. We're building a school system that serves all students well. I ask that you tune in um not just to our ARPS tube, but to our arps.org website. um we share a lot of information there. We also share information through parent square and so we're going to continue to engage you um thisformational session will continue to run weekly to try and just engage you in different topics, programming and options throughout the district. And so I would like to say thank you for joining me. >> Thank you for having me. >> Yes. [laughter] And so um community I am Dr. This is Herman, superintendent of the Amoris Pelum and Amoris Pelum Regional Public Schools, saying have a great evening and thank you for joining us with tea with Dr. Z. Thank you.
I um or is it me to just go? I just uh not necessarily opposed to people doing this. I kind of agree with what both of you are saying. It's just that when we, you know, if if people aren't going to believe who our state oversight is maintaining in terms of like data, then who's to say a third party coming in to show them that same data is going to change their minds when we are in a society that is normalizing phrases like alternate facts. And so I just like would like us to deliberate more on this. I'm not necessarily opposed. I think we we run a tight ship. Um, but who are we trying to convince people that might not want to be convinced? And so I would hate for us to waste resources and money and people's time away from the classroom and uh to do something like this for a third party to come in that those people who are just not wanting to process facts.
Um, and that was another way that they presented it. Um, and I think we just did the slideshow because it's easier to show and explain visually, but um, that's also something that we can look at. Vanessa was there too, right? It was just like a onepage report had like the five sections and then um one section was the data. So it was like a graph or a table. >> Yeah, it was more infographic and I think we've had those discussions before because we go to the cohort and we're constantly trying to pair it down. Um you know it's three to five slides if you're going to do it. And so I think um you know it is a constant challenge but a lot of that is perpetuated by some of the good questioning um that happens and then also just trying to um not present the same information over and over.
>> Sure. >> I would love to see that. >> I'm happy to provide that. >> Okay. Thank you so much. >> of questions. But it is interesting >> But as a teacher I think it's it's I know what questions I see and I know how we talk in my own department. So, I think it's very important to see the questions and to see the results by the teachers and maybe a breakdown of the teachers' feedback versus your support staff feedback. >> I'll see if I can parse that out for you. >> If that I don't know if we can disaggregate it. We can look and see how we can disaggregate it. >> Okay. >> But that you're about to see we gather a lot of data from a lot of multiple perspectives, right? So, I think this is one piece of the larger puzzle that you're about to see.
And so um when that building if when that's empty and when we know what we're using it for, remember we're going to take on some of that storage and the record retentions and things over here. Um I'll just need to keep you posted on on what that looks like, but I think that's a really good use could be a good use for the community. Yes. And is that is that grant firm? The grant is firm for Leticia and the economic development. So she has been awarded like a $200,000 grant. So what we can do is based on the schematics and what needs to be done over there, that that won't be enough to renovate, but we have some BP community impact money from from even before my time that is close to $200,000 that I think could be a good use of that community impact money and together that should be able to be enough for the renovations.
Um, >> I think we always have those people. >> Yeah. >> Right. But there may be that middle group that we could swing. >> Mr. News, you have >> How about if I'm the one that's really not in favor of this at the moment? Okay. Okay. Uh >> in all seriousness, I mean, >> how many different we've Mr. Kylie and and Dr. Saber Maguire have put slides up at select board meetings, at finance committee meetings, at our meetings here that have the numbers that we provide to Desi that are reviewed and such that say here's where you are, you know, you're 320th out of 351 cities and towns for per pupil spending. Just pick a number. I may you know that type that type of deal. Okay. What are these people going to say? Yeah, we agree with those numbers and we're going to spend and Chris, I think you're a little off on your numbers, your your costs.
But I I think because of timing sometimes that's just where it where it is with our inputs and the timing of when our results come back. So but I mean I I think we've seen a few examples. We can maybe grab some more just to like you said when you see the same thing or it looks like it's the same thing or in the same format maybe we do an annual refresh of just the formatting of it a bit to make it >> and and I don't want it to seem like I'm complaining because like I know everybody works really hard on them but then the other thing that I think about is how friendly are they to like the people watching or the people that and I I'm I don't know how many people or or whatever, but how many like people on the outside in our community can actually read them and understand what what we're actually saying and how we're showing growth because I I I get them.
>> Okay. >> [cough and clears throat] >> Hi everybody. Same guy, shorter hair. I'm the Ryan behind the scenes [clears throat] unlike Mr. Enright. So, since we're talking numbers, I'll just start with the numbers. Staff responses last year was 295. We went 361 this year. So, I appreciate the partnership with Karen and Josh and Jocelyn who helped me push making sure that as many staff members responded as possible. Also with students, we also did an access last year was 2600 students responded and we're over 3000 this year. So, you know, I I hope that's representative of that when the survey results come in that they see some changes like they did like students drove some changes is the schedule and access, in the past. Our families dropped, for sure, a little bit more than half. I sort of anticipated it last year when a lot of the free responses are, I don't know, ask my student.
Yeah. And we would still own the building, right? We would still own the building. Yes. I wonder if the the foundation could give any grant additional grant money, too. They may be able to. And so what we could do is once once they have the drawings done Yeah. and we give those drawings to Tekton to see a a cost estimate, then we'll then we'll know are we in the ballpark or do we need to seek additional. Yes. And Leticia is working with community people with daycare and So it's all in the works right now, but so far it's been positive. But yes, good question. We would still own the building. And then we would serve as um we would lease it. Mhm. And then Leticia would put out RFPs for potential daycare. She would handle that part of it. We would be the the owner of the building and maintain it.
Okay. Uh >> what numbers are you referring to? >> Your the cost of the the cost the 10 to 15,000. I I don't think so. >> That's just a personal opinion. Number one. Number two, who's going to do this type of deal? And what type of a reputation do they have? And number three, I do agree with how much time is it going to take, how much, you know, effort is going to be needed by our administration, not only at Bush Street, but throughout the district to try and pull information together for these for these people, right, >> at the end to literally, with all due respect, just regurgitate the numbers that we've already had and we've seen. >> Okay. Um, I don't see a benefit in a personal opinion at this point in time unless somebody convinces me of something different. That's my two cents.
>> I get them. >> I understand them. I'm a teacher. I understand the lingo. I understand that. But like even after reading that article um you know I just worry that like what we're presenting isn't going to it makes might make sense to us but isn't going to make sense to our community. Is that something we could post and they would be able to read it and be like oh they're making growth or oh they're not making growth. Like sometimes it's really hard when we say we want to decrease this but increase this and I'm not sure that it's like even connecting with teachers per se like you know that's what I worry about. >> That's fair feedback and we we've talked a lot like obviously you can see from the team about how do we get >> how do we pair it back down to like a more streamlined more accessible model.
And I'm like, I did. So, that a lot of the questions are about impact on students in the classroom and student-teacher relationships. As you probably see, I do have the questions listed next to the results, and so you can see what those questions are. That families do their best to respond to it. But they base that based on the information that comes back with their student. So, I do heavily rely on staff and student responses. So, the first thing that we asked, last year was the first time that we had asked, staff and families, would you recommend District 99 to your friends and family, either as to send their student or a place to work? You can see 2025 on the left-hand side, 2026 on the right-hand side. I did give the percent breakdowns. Last year when I was here, I said, I'm not trying to get zeros to 10s.