001Call this meeting to order. York School District 1 Board of Trustees. This is typical work session. This is a call meeting. We have some things we need to vote on tonight. So, that being stated, uh, do I have a motion for approval of the agenda? >> So, move. >> Have a motion by Miss Johnson. Do I have a second? >> Second by Mr. Wilkersonson. All those in favor say I. >> I oppose. No. Motion carries. Uh we do need to go into executive session for personnel reasons um this evening. Do I have a motion to go into p uh executive session for personnel? >> So move to go into executive session for personnel. >> Have a motion by Miss Johnson. Do I have a second? >> Second. >> Have a second by Miss Schilling. All
002those in favor say I. >> I oppose. No. Motion carries. We will now go into executive session. executive session. So move to come out session. >> Have a motion by Miss Johnson. Do I have a second? >> Second by Michelle Law. All those in favor say I. I oppose. No. Motion carries. Let the record reflect. We did not take any action during executive session and there will not be any action from executive session. So next move to Miss Balden, >> right? Human resources. And I meant to say earlier my hair >> she's not here. >> She had to step away. There was an issue with a um student. >> Okay. >> And she had to respond to that. So I apologize for that. Um but on her behalf um you've received the class classified personnel
003report. Um >> so this is for classified One second. >> So motion. I would entertain a motion to approve classified personnel report as presented by district administration. >> So do we have a motion to approve classified personnel as presented by district administration. >> So move to accept as presented. >> Have a motion by Miss Johnson. Do we have a second? >> Second by Miss Faulner. Any need for discussion? We need to go back to executive session. All those in favor say I. >> I oppose. No. Motion carries. >> All right. Moving on. The next area for action is um we request your approval for certified resignations as presented. >> So do I have a motion for certified resignations as presented. >> So move to accept resations as presented. >> Have a motion by Miss Johnson.
004Do I have a second? >> Second. >> Have a second by Miss Shillin Law. Any for discussion? All those in favor say I. I oppose. No. Motion carries. >> Alrighty. And our next one is we request your approval of certified recommendations for the 2627 school year as presented. >> So do I have a motion for certified recommendations for the 2627 school year as presented? >> So move. >> Have a motion by Miss Johnson. Do I have a second? >> Second by Miss Faulner. Any for discussion? All those in favor say I. I. >> Oppos? No. >> Motion carries. >> All right. And the final one tonight for human resources is um our retirey working retirey recommendations. You have a report or a listing of who those are. Um so entertain a motion to approve our
005working retirees for the 2627 school year. So this is for uh staff recommendation for 2627 school year for working retirees um across the district basically. Uh so do I have a motion for approval for working retirey recommendations? >> So move for adoption of the retirey recommendations as received. >> Have a motion by Miss Johnson. Do I have a second? Second by Miss Faulner. Any for discussion? All those in favor say I. I oppose. No. Motion carries. >> Did we miss something? >> No, we're good. >> Oh, that's it. I'm just making sure. Um, so now we'll have Miss Hagner, assistant superintendent for finance and operations. Our first presentation presentation will be from Dean. He's going to give you the update on the crisis. >> Okay. >> I think Mr. Wallace may join us. >> Yeah.
006Come down. >> All right. Good evening, chair board. All right. So, you guys are all aware that we have been researching the different mobile panic alert badges for months now. Uh, this project actually predates my employment. Um, so, uh, Chuck and Kevin Queen have been working on it for months and I came in after I was hired and was tasked with kind of looking at the work that they did and doing my own research and um, just kind of seeing where it landed. Good thing is after did my own research and reviewed what they did, we kind of all found ourselves in the same place. I think we're in the I think we're in the right spot. And what we're going to recommend here is uh Cintig's crisis alert safety platform. We go through some
007slides here. All right. So going back, this is some of the original slides you guys have already seen. Uh the objective was to investigate badge alert systems to implement in all different facilities, obtain preliminary pricing from companies for comparison uh by products and then things that we had to consider the current security systems that we have uh and that they need to integrate and then the system design and implementation. All right. So you can see up top there, these are some of the current systems that we have. Just the intercom, door access, digital displays, classroom panels, camera system, and these are the four vendors that we started with. Um, and then you'll see on the next slide here, our comparison is with the top two. Kind of eliminated the bottom two, got to the top
008two, and uh that was kind of the decision point we're after the last couple months. All right, so we'll list the pros and cons here. I'll start with uh the company that we chose which is Centix. Big thing here is uh Cintix will work with or without power and w and or Wi-Fi. Um it runs on a cellular network, has a battery backup uh for the communication gateways. Uh which is one of the big reasons we were we were really like this company and this product. Uh it also has strobes in every classroom, every hallway and outside every building. Uh they are also on their 26th version of the wearable badge. They're more of a hardware company which I'll kind of get into which is they've been doing this for longer in the hardware realm.
009Um so this is I actually have the badge here if you guys want to take a look at it. Um that's that's the badge. That's their 26th version. So they've had some time to work out some of the kinks. Um with their system comes an enhanced visitor management system. uh a big upgrade from what we currently have and it includes trackable uh >> oh >> it includes trackable visitor badges. Uh what that means is someone enters any of our buildings well they'll get a visitor badge when they check in at the desk and that badge can be tracked anywhere in the building that they that they go. Uh so gives little accountability to anyone that enters the building. Uh and they are the largest security vendor in South Carolina. the cons um they have their
010app is very limited and it's only available to administrators. So, as you'll see on the other side when I get to it, uh Raptor is more of a software company. Uh their app is very detailed. So, you kind of lose some of that with Strategics. Uh and reunification software less capable and it's not included in the price. Uh Raptor uh again software is superior. It's actually was the best of any of the companies that we looked at. Uh the app again superior and the entire staff would have access to the app. That's another big difference. Uh with strategics the staff gets the badge. They don't get access to the app. Raptor has is app. Raptor started as a app only and they added a badge later which is one of the cons that we'll get
011to. Um and then they have a really nice chat feature and re reunification within the app. Uh big con with Raptor, it runs on Wi-Fi and Bluetooth. If the Wi-Fi is out or if the power's out, it does not work. Um so that limitation was a big a big con for us when we looked at it. Another big one, like I was talking about the badges. Their badges are first generation. Again, they started with an app. They realized that there was a lot of a lot of districts actually wanted the badge instead of the app or at least having both. So they added a badge. their badge has the badges have had a lot of problems. We spoke to some did some backgrounds, spoke to some other districts. One particular had over a hundred false
012alarms with a with the uh wearable badge that they put out. So, um that was another big red flag that kind of pushed us in the other direction. Uh also the strobes, like I mentioned, the strobes are in every classroom hallway. Uh for centics with Raptor, you get far fewer strobes. You don't get them in every classroom at all. and you get you only get a handful per building uh as per needed. The system integration uh also is an extra cost when you when you get it to trying to tie it into the rest of the stuff that we already have. That was another >> So how's that thing work? >> I can show you that. So two ways they'll wear it obviously the teachers will wear it and there's two different alerts they can
013they can do. If you just do it three times which is the only one that's capable for now. This is just a an assist alert. So, this would go to out to the the school, go to the front desk. They say they have a problem with a student, someone, you know, child has a kid get sick in in the hallway, something like that. Something that's not an emergency. If they hit it seven times, it'll activate a full lockdown. That's that's the the difference there. So, um, kind of gives the, you know, they they like the idea that it seems like the districts that we've spoken to, teachers like that they have instant access to help if they need it. And, you know, hopefully they don't have to actually push it seven times. The three time
014button push is used quite a bit in every district that we spoke to and seems to give the teachers a little extra, you know, feeling of of of security there. I'll throw in I did not weigh in to these guys review but the last district I came from we had Stantix and it is a an incredible product. Um I will tell you as a principal it came in very handy because on our school phones on our desktops our laptops um let's say you have a classroom and you have a kid who's eloping or running running away from the building or trying to get out. If I do dot dot dot three times, it immediately tells me on my computer, my phone exactly where that is happening and it updates like every so many seconds. So
015if that kid's moving, >> so everybody that has the app can see it. >> Well, it's not an app. It it it's the um every administrator, anybody who has access to the control panel, um if if the teachers, they come in um all staff, not just teachers, all staff would have a badge in the building. If I hit it three times, I'm saying I need administrative assistance immediately. If I hit it seven or more, it locks the whole school down. Automated voice comes over, strobes go, the works. So matter if you're on the playground, no matter where you are, it saves time if I see an intruder or somebody because we don't know. And sorry to interrupt. I I think I had the same question you had. >> You said only administrators had access to
016that app. >> So the administrators can they're the ones that can see it, I guess, is correct. Correct. >> I don't know. That's the question I had with that. >> That's correct. So admin would be able to see it, be able to see it on their desktop. They'll have an app on their phone as well. So they can see on the phone. >> They'll be okay. >> Oh, you will hear it, too. >> You'll hear it. Yeah, there's audible alerts and you can set up your notifications on the phone so they go off immediately. And it I'm not 100% sure, but what I've seen in the demonstration tells you the room number or that area of the building that you need to start heading to. >> Tells the hallway, the room number, and everything immediately.
017>> So when you hit that thing three times, it's going to every administrator. >> Correct. Listen, even if I'm at the district office in a meeting and my I'm not because I've been in meetings where this happened where you have all your administrators in a meeting, press meeting and back at school something happened. Well, somebody's phone goes off and you're just like you hear it and and it it has different signals for emergency versus um block. >> So with the raptor that says the app um disappear, entire staff would have access to it. That means all teachers, everybody, >> right? >> Like literally. But this particular one would only be administrators. >> Well, just the app portion, they do have access to like a desktop. Believe they have access to like a web version if
018they wanted to get on. >> They have partial access on the web. It's not very limited, but the administrators get the full access and can see what's going on. >> Like on an app, it'll go off on your phone. >> The users, what I guess the way we think about it is they just need to report. We need to respond. Correct. So, we're only sending it out to people who need to respond. So, other teachers are not, oh, well, there's something going on down the hall. Let me figure that out. They're not bothered by that situation. It's only administration that can report to that. >> Is this going to conflict with our telephone policy? >> No. >> Okay. >> This should not any policies. >> All right. So there's a video that we embedded here
019next hopefully that could show you some of the features that we're talking about >> and it just takes a click of a button students in school shootings and another crisis situation. They would know exactly what building, what hallway, what classroom, as well as the teacher or the staff member who didn't make that emergency. Teachers will press a button on the badge to send an alert that there's a problem. If it's a campus wide alert, lights will begin to flash across campus. >> A great deal of assurances to our parents, our students, our employees. It empowers the teachers to be in control of the safety of their summon as I think the final piece we had here is just the pricing. So, obviously these numbers are very different, but this is on a five-year contract. This
020is a three. The big difference up front is the installation. Again, because Strategics is a hardware company, there's a lot more uh installation. And actually, if you ran Raptor out for five years, this is where you'd be. So, it's much closer. Also, don't forget that this uh does not include strobes in the classrooms, which again is one of the reasons that we we prioritize the centig. So, that's really all I have for you. Um you guys have some questions. So, if we go with Stigics, um, what happens after, well, how long is the initial contract for? Then the year one's included with the installation. Every year there's a renewable amount for $82,000, >> right? >> But are these things going to become obsolete a few years or like >> what happens if you said they're
021on their 26th version of it >> and then they come out with a 27th? Well, it would just be the new hardware, right? >> And I can speak to that a little bit. So, the strategics, one of the new things about it is is we're basically receiving that hardware. So, when they make a change or an upgrade, if we have a if they change the stroke technology and we're getting our five-year contract, they're going to come swap that out for us for free. We're not going to pay another install for a fee for that badges. If they upgrade, they're going to send us the upgraded badges and all that that's included in the contract. Now, at the end of the five years, it's just like anything else. We'll have to renegotiate at that point to
022see what what the status will be. I don't see the way this technology runs on like a low rand type low Wi-Fi type system. We don't see that changing very much. I mean, that's just a good old it's just a solid system that takes very low overhead, very battery. So, we don't see that going anywhere. Of course, I didn't see telephone lines going anywhere either, but now they're gone. But, so eventually that will be a question, but I I think we've got 5 to 10 15 years worth of this technology stick. >> But so, if they come out with uh badge 27 and we're in year six, we can still >> upgrade >> or we can keep ours if we wanted to or do you know? >> We can keep the 26 unless there's a
023major issue with 26 and then they'll swap them out. would be forced exchange. >> Yes. >> Uh if there's no major issue, if we're looking more for a feature upgrade, we can probably opt out of feature upgrades if everything's working well for us. But if there's a major overhaul on a major change, then we'll be switching as well. >> How does that relate to 3258 as far as the House and Senate bills? And have we cross reference all this to make sure? I'm sure we have >> because they're the largest vendor in South Carolina, they're they will comply. Um, so what that bill requests is that this is all interface with local law enforcement. So we're talking about on Saturday. Um, and so this system is capable of doing that. >> And these the >>
024I guess my question is for that amount it's doing that. >> For sure. For sure. >> I just want to make sure integrated like when they install it, it'll be integrated. If it's not, it will become because they have they're a major they are the player in South Carolina. >> Um, go ahead. >> The the differences between the North Carolina, South Carolina, and Georgia law, but I know that strategics means North Carolina standards and Georgia standards, which I'm assuming we're going to fall right in that same category of the whole bill is written around you got to be able to call home, right? So all of these are trying to >> comply >> in statistics seems to be doing that better than most right now >> and you know the the the law or legislation
025it's likely to pass. They haven't found the funding for it. So they have said they can use part of the $20 million but as you can see what it costs a school district our size. You multiply that out and that that money goes away quickly. Miss Hagner, do you want to talk for a second about where the where you've earmarked the funding for this? >> That's where I was going. >> I read your mind. >> So the 8% that we issue every fall, we issue 7.3 7.4 million in the fall. We've earmarked funds from that $7 million to pay for this program. So totally different than as we talked on Saturday, you have your two buckets of money. So it's not the operating part, but this our capital part >> every five years that's going
026to be >> Yes, Sam. And we issue the 8% every fall. So we would just have to set aside when we do that. >> And you should cut that installation cost back. >> Yeah. I think in five years you may have an upgrade cost but that installation cost is the customer >> we talking about. >> Yes ma'am. That's real money because >> mandatory there's some big competitors. >> Exactly. >> Is everybody good with that one? >> Yes sir. >> All right. I'm I'm gonna call it at ease for a moment. All right, we're back. Good morning. >> So, I know we had talked about the budget in a long >> few hours, but 48 hours. >> Miss Hagner, welcome back. >> Yeah. >> Um, so just going to follow up with some things that we
027discussed on Saturday. Some of the things some of what we have presented. Then we've got some new things that I want to share with you tonight. Um again we're going to talk about different scenarios. The very first scenario is one that I shared with you on Saturday and as we discussed then if we just did the bare minimum you know as we're because we're above the state scale the requirements only to do the step increase. So I just brought this scenario back again tonight. So that's scenario one. Just do the step increase for all employees. No cost of living increase. No adjustments to salary schedules. and then it has a shortage of $882,000. Scenario two is as we had our conversations on Saturday, um the will of the group was to see what it will
028look like for a 2% cost of living increase just for our classified employees. So that's I ran the numbers for that. So this scenario is 2% for classified only and then a step increase for all other employees if they're eligible. And you can see that uh if you look at your revenues over your expenditures, that one's short $1.16 million in that particular scenario. And then under scenario three is one that we have shared um previously was a $1,000 increase for teachers um per sale and a 2% cost of living increase for all of our other employees and a step increase if eligible. and in that scenario was $1.65 million shortfall. So those are the three scenarios we have for for you tonight. Um you can see a summary there um on the end. So what
029we did is just as a refresher when we talk about millage I kind of showed you the history and how we came up with our calculations but just as a refresher we have 7.7 mills left from last year that we did not capture that we could. We also have 7.2 mills available this year based on the calculation. And so that's a total available millage of 14.9. So as we look at the three scenarios and we added a fourth one on this particular slide because we want to look at different millage impacts. So we'll just kind of walk through this slide. So uh scenario one as a reminder that is just the step only. And when we looked at this on Saturday, our proposals were the max millillage and I think our discussions after that that
030was not something we were interested in. So we've kind of backed down play with different numbers. So this one um proposed a 7.7 mill increase and you can see at 7.7 mills it generates roughly 700 a little over $700,000 to offset the deficit of 8.82 which leaves you 176,000. And then as I've shared with you previously, we've got some EIA funds to help offset that. And then you would not have to utilize your fund balance under scenario one. Under scenario two is just the 2% for our classified staff only and then the step increase for all other employees. If you look at your shortfall of 1.1 million and you look at a millage increase of 7.7 again it generates 700,000 short 456 and it almost equates to exactly what's left in the EIA funds. So
031again you would not utilize your fund balance there. Under scenario three is the $1,000 increase for teachers, a 2% cola for all other employees and the step increase if eligible. Again, looking at that at 7.7 mills takes that deficit down to 945,000. Utilize 460,000 of our EIA funds, which means you would dip into your fund balance $485,000. And then so last scenario is we just wanted to see what it looked like if you only did a five mil increase. So it's still the same thousand for teachers, 2% cola. you do a five mil increase generates 458,000. So you're still looking at a shortfall, not quite a 1.2 million. Utilize your EIA funds, utilize the same amount in your fund balance. And then at that point, we would talk about and look at some district and
032possible school cuts of almost roughly $250,000. And I think Dr. Brandon wanted to >> Yeah. So what I would say to that is we it it says 247,000. we've already cut or saved almost 650,000 um by not um replacing employees etc. So it's much larger than 247. Um but um you might ask how we come up with that number and there is a um teaching assistant position that's that I think is valuable but not necessarily mission critical as we look um across the district. We also believe that we could save over $52,000 and substitute. We now um have a vendor ESS and we believe that we could tighten the belt um for those services and save over $50,000 for that. Um and then a general 5% cut across every department and school uh general fund
033budget would produce $148,000 equaling the $247,79 needed to balance weekly. um step four um to balance it across pots of of money um so that the impact was not significant to any one area or department or fund balance or millage etc. >> So I don't know if you want to add anything to that. Okay. >> And listen, and I know this is a public meeting, too. Not sure, you know, who possibly doesn't, but I mean, I would say that we need to state the $600,000 savings, how we got I mean, all that the public hearing, we need to make sure everybody understands that we are trying to monitor the money for this district. Yep. So Amy, the EIA funds, and I know it was so long ago since we talked about that, but that if
034we don't use those, the money is still there. So, >> so you have one year to use it. So when I get the funds every year, I use the oldest money first. And not every year do that we have left over. We just happen to have it now. But you could use that for something else if we don't use it here. >> But you're not guaranteed to have it every year. >> I may I may or may not have it after we close out this year. That's right. We just have >> If we use it this year to be able to maintain this same budget, we would have to dip into our general fund next year unless we raise taxes again. >> Depends on state, depends on all the things that budget and all that
035stuff. >> It depends on a lot of factors. maintaining all the factors assuming all the factors the same. Um we certainly know that and did y'all have a chance to look at how many positions we're going to have to add to the middle school? I know y'all had so much time to >> we we had initial conversations but we didn't want to put a number out there and then be incorrect. So, um, we would definitely have that and and and in saying that, I know no one wants to hear what I'm getting ready to say, but we're going to likely need an extra meeting in May because of budget and so so that we're all feeling good about where we are as best as possible. Um, to have conversations before we get to a first
036reading so that we're pretty solid on where we are. So that I'm saying that to say um we have the entire list of items that you guys requested and we're working on it right now. Um but between um and Miss Hagner worked all day Sunday to get us where we are right now. Thank you, Miss Hagner. Um because we knew we had a quick turnaround to work on. >> Her car was here. >> So um and then we met as a cabinet for I don't even know how many hours. probably six, seven hours yesterday >> going through every single school FTEES, every single department, everything. >> So if we cut the budget for everything across the board, 5%, what is that going to cut out? Is that too big of a question to >> Well,
037what I did is I backed out some of our fixed expenses like energy cost of those because we were trying to see if we truly went and did a cut across the board, what would it look like? So, that's what I we spent yesterday looking at that, backing out our energy costs and some of the things that we have to pay. It would just be people watching their just their spending. You know, might have to cut back on few things here and there. Um, I don't think it would be anything that would impact our teaching and learning at all. >> Well, I'm just gonna throw one out. Like I hear all the time, well, I know paper. Like literally, they ration paper, which I think is great, right? I think we should be a lot
038of we shouldn't be use paper, but >> I'm using an example. Maybe that's farfetched, but like I don't want to do where they don't have paper. I mean, >> no, it would not it would not. >> I get what you're saying. You don't want any teacher or employee to feel like they don't have the tools to do their job. Well, um, but at the same time, we're in a time where we have to be frugal and we have to do what we can with the best we have and and and and I felt like we felt like not that it's the where we're going to land eventually, but we felt like this was a balanced approach um without cutting critical mission purpose work for our schools particularly. >> So, what if you put that 460
039in that top number one column? That would you just say again? >> What if you put the 460,000 from EIA funds in the number one column? Number one row, sorry. >> Where would you put it? >> Instead of the 176 would reduce it not quite,000. >> So I mean what you're saying basically >> we reduce your millage. >> If we reduce the millage, if we use the 460 in the row one, what does that do for? Well, if you look, it probably would land us around 5.0 mil. >> And that's the hard part publicly that >> people don't understand. And and you don't have to run that right now. >> I mean, >> because it still doesn't get us to a no mill increase is where I'm getting to, >> right? >> And I guess
040>> I'm saying general public that does not understand this. And I'm not trying to say that's an ignorant thing, but like this is not easy to understand. Right. >> Right. And that's one of the things that R and I were talking. If I could get some direction from the board of what you're leaning towards, like if you don't want a tax increase, you do, you want it to be, then that helps us um bring in scenarios with that millage in mind. >> Well, that's kind of why I asked that question as an example. The pro the problem I see is I mean it everybody's taxes went up dramatically this past year because we raised obviously >> we've had to raise been in a position where we've had to raise taxes as a reassessment year. >>
041The county is looking to probably raise taxes again. How much is that going to impact? Plus, we couple this on top of that and we've got other potential things on the horizon for schools that we're going to be >> maybe have to ask for. Like you can't tax people to death and correct. >> I'm in favor of raising tax not raising them at all if we can get away with it this year. >> Okay. >> I really that's my position. I don't know what the rest of y'all think. But I mean, I just think we're in a position where we've been forced to >> to raise taxes and and it's had a drastic impact and people can't keep taking drastic impacts and they're going to have an impact from the county >> whether we do
042nothing or not, >> but I think the public needs to understand this and I hope we can do a good job conveying that out there that the the legislature is not giving us the money, but they're >> giving us lots of mandates that cost a lot of money and we're trying to do a good job to keep the school safe. Like we just heard Dean's presentation, I think those things are important, >> but forking out money in areas where we don't have to fork it out is just not >> just like we talking about too in businesses in our district. >> They're paying the taxes. >> It's hard enough for us to get industry in our town as it is, which I know most of us would say would be a good thing for jobs
043and all that, but >> it makes it even harder, right? And again, that's a state tax thing. But >> so it to get these numbers here, you're saying that we got to increase 7.7 bills to get that >> under scenarios one, two, and three. That's right. >> Okay. >> So, so what Beth is is suggesting that we don't we don't raise a millillage at all. >> So what does that do? So under scenario one, you would apply your entire 406 to the 8.82. Then you would still be short 400 something thousand. That's under scenario one. So then you'd have to use your reserve. >> And that's the fund balance. >> Yes, ma'am. >> So basic if if we don't raise millillage, >> I think one's the only option. >> Okay. I think what Amy's saying,
044you could use every amount of money there and not go in the general budget and you still got to raise it for five millals is what she's saying. >> And and I would ask and I know y'all spent a lot of time on this, but if we're like I think we really need to look at I don't know if we have positions that and y'all probably know this better than I do. Positions that haven't been filled that are potentially still vacant that we can do without. Like >> that's part of the $600,000 that we save. >> Yeah, it is. Are there any more? Is there any other fat that we can cut, trim? >> I wouldn't at this point I wouldn't call any of it fat quite honestly. I know what you mean. I know
045what you mean. Honestly, I do. >> Um, we did an absolute review of that yesterday. Um, and we were able to do this without taking away from what we call mission critical work, meaning mostly focused on teaching and learning in schools. There are more positions we could cut, but it's going to come at a cost. meaning cost to um school operations, >> district operations. >> And I I don't think we should do that. But on top of this, we're about to open the middle school and we're going to have to add I from our conversations the other day, eight to 10 people. I don't know. Maybe not that many. I I'm just But that's going to cost a a good bit of money. And if we have a meal that's getting us around 90 what
04691,000 90 between 90 $91,000 >> I mean it's going to take a good many of those meals to make up for that anyway and we're going to be in a position where we're going to have be forced to do that pretty soon. Um I'm not in favor of dipping in a fund balance. I think that's a terrible idea. But um because I next year I sets us up to dip into it again and you're doing away with your savings account. That's just but I mean something that gets us to a net neutral without dipping into that is I don't I don't know to remain healthy, >> right? If we took it from the fund balance, that's like a it's less than 1%. So that put us down to what 23% 22%. Am I saying that
047right? >> These numbers are very similar to what we share on Saturday and it took us from 24 to 21. >> So it doesn't change much. >> Yeah. But next year we add positions and we have to do the same thing be dipping into it more. >> I'm not saying we should. I'm just again so everybody knows that's 3% that's >> but we dig in in one year. Next year you're at you're almost at our minimum per policy. >> You're exponentially increasing it every year thereafter and that's just it's going to put us in a >> in a bad position of years. I mean, the other the other thing we discussed, I don't like it at all, is increasing class size, but that's where the majority of our dollars go is schools and teachers, well
048over 85%. And we could we could do that, which means we would we would >> we would have more than 21.121, >> right? Well, right now it's 21.5 for element elementary. um we could do that and we looked at the numbers. It it it's going to have an impact on teaching and learning. I mean it just is. >> Um but if that's the direction you guys want us to take, we'll go and look at that. Um we we would have to be very careful with that because um we can't supplant money for our title one schools. So we would only be able to look at class size reduction or increasing um at non-title one schools. So that for elementary that'll be two schools. Um >> but I have a problem with that because of we
049are the highest poverty district >> and and to increases the size >> is a no no. >> No I I don't I don't like any of it like that or any of the other but at some point we have to figure out what what's going to have the least impact the least um on our on our on our classrooms. I mean that that that's bottom line for our schools. Like what's going to have the absolute least impact um for day-to-day operations and and continuing to increase student achievement. Like that's just bottom line. >> Yeah. I don't think we're in a position I don't my opinion I don't think we're in a position where we should do that at this juncture because we're not forced to do that. I don't think we need to cut increase
050class sizes. But I >> So if I guess I'm a little confused here. If we don't raise millage and we don't go into savings, >> how we going to make up this money? >> I almost think we're going to have to raise that sum like just what is the bare minimum >> the cut at school? >> What? But we don't want to do that. So So we can't have both. We can't have it both ways. So, we're going to have to figure out >> that's the challenge of this. Like, that really is. >> So, it's either going to have to raise millage some or get into the savings. That's >> You think I can figure that you have to do >> based on the numbers Heath just gave us and what Amy just presented. If
051we don't raise it five mills, I'm just going I know it's not exactly, but raise it five mills, use the EIA funds, all of it, not go into the general funds, we would meet budget with with the cuts that he's already said we're gonna have. That's five mills. I think five mill that's with five millals using all EIA money the 460 >> and the middle the the opening of the middle school they threw out another 10 10 positions >> I believe it's less than that >> how do I mean I want your staff in a new school I mean >> you're splitting the school >> you're splitting you're splitting currently have a six seven eight in half >> the position exactly >> you have a seventh and eight, then you'll have another seventh and eighth.
052>> Correct. >> Right. But right now, let's say let's say sixth grade at the intermediate school has 10 classes. >> So when we split that in half, it's five and five at each school. We just move the teachers. >> Seventh grade at at the middle school right now, let's say I don't know the numbers off the top of my head. Let's say they're 12. You're going to take six and six. >> Yeah. >> Eighth grade. So So all those. So, where you get into additional positions is where there's a singleton or a very unique position like a bookkeeper or front office reception. Although we've got some ideas with some of that too. >> Principles already in the budget from this year. >> Correct. >> Like technology side. >> Correct. >> That's right. >> If I
053So like agriculture, your theater, your business, we may not even need to hire because we have enough business teachers that we could split among the two. and even your YIS support staff. We have created ways to do support work because once fifth grade's gone, that whole staff has to go somewhere. That office staff. >> So, we don't believe it's going to be I say this and I don't want to be held to it, right? >> We don't believe it's going to be more than seven or eight positions, >> but we want to go back and circle back to it and not not just say that and then not be correct. the EIA money you said if we used just so we used the 460 that's everything in that that's all that >> 460 will be
054gone it's just one time >> and then like next year we may or may not get more >> may or may not be available next year that's right >> and we're taking a chance if we used all that that we would get or we would >> I mean there are some years that's just We're talking about on Saturday. Some years we get it, we have remaining and some years we don't. >> Where does that come from again? >> State like from state a classrooms money. It's part of the formula. >> So like if we don't use it, do we lose it or we >> carry over one year and always use the oldest money first if I have old money? >> But it could be next year that they don't give it and never give
055it again because they put it in somewhere else. I mean, I don't know, right? Yeah. >> And I don't know what's going to happen next year. Like none of us can. We have to be ready for >> what's going to happen this year. >> I understand that. But even more so. >> Um but I can tell you after talking to numerous superintendents. I don't know of one school district right this minute who's not struggling like they have not in many, many years. I'd say 2008 when the recession hit. Um it it I I foresee that there I mean I can't predict the future but something's got to change. Like there's no way that parents and families are going to tolerate less and school districts are are having less services to support kids. Um it it
056you know people are going to go to the ballots to the polls in November and it something's got to change. They they they took the new um modifications that was produced by >> RFA the um good grief >> revenue fiscal affairs office and it is actually I don't know of one school district not one not even just including our consortium which we're talking to daily several times a day um that has not been profoundly impacted by this um and so something I mean this is I I have Not in my career except for 2008 say anything like this. >> Can you show the slide that has is it next? >> No, the next one is just I need to um >> Oh, sorry. >> Okay. I was tired when I put the presentation together on
057Saturday and I snipped the wrong uh scale. But on Saturday, I showed you the two scales. the proposed um 26 27 state scale and our current scale to show you that we're above well my current scale had the 2000 in it but this is the current one which still shows that we're above I didn't know I knew it was but I checked it again ran all the calculations we're above the state and every single sale >> and it goes back to 5155 correct that's right so wanted to >> well I want to make a note the 51555 top left but you go bottom right we're 11,000 right So >> it's different between them is what >> the gap gets much bigger the further you go across and the further you go down. >> It's not
058just like it's correct >> $900 above in one place and $900 above. >> So that was that one. And then this is the that's the minimum scale scale. >> This is the state proposed >> and the $2,000 built in >> 2000 and this is our current. And then I just wanted to we had all this on Saturday, but I added in the five here so you could see what a five is and what in the 7.7 what the mill impact could be in the various areas. >> Yes. Thank you. >> Any other direction, comments, feedback you want to give us as we tackle this in the days ahead? >> Good luck, Ed. >> Yeah, good luck. >> Yeah. Want to come meet me this weekend? >> Now we have to do hot dogs. >> We're
059doing hot dog Saturday. >> Yeah. We're going to do a fundraiser at the hot dog center. >> Maybe you do need to put a bucket out. >> I know. I put a bucket out there. >> Does anybody have anything else on the busy questions, comments? >> I mean, I think Amy, hopefully it gives you some indication what we're >> I mean, we would like to raise no meals. I think we all agree with that. >> That's that's a common fun balance. >> I don't I personally I mean, I we cannot go in our fun lap. >> I don't think that was a bad a very bad practice. um mismanagement of something then once we start that right >> you're going in the negative you don't have a balance >> I will say if we do
060no millillage and nobody wants to and we do no fund balance it leaves us very few opportunities at all without cuts to schools >> yeah and I think what we're saying is the first step is not going into the fund balance I Thank >> for all saying that unless >> somebody disagrees. >> I've been here done that >> and had to right >> and had to and that's not a good place to be. >> I think looking at the >> is it EIA funds? I get it wrong every >> and then what is that millillage? I mean we kind of know but I mean there may be things we don't know right. Maybe there's some we had thought about. I don't know. >> And I guess the other thing is we've thought out different scenarios.
061A step increase $1,000. I mean, is there I could run a hundred scenarios. I just kind of need to know >> the staff increase we have to do, >> right? So, are you want me to run >> thousand for teachers, 2,000 for teachers? You want me to look at calling for everybody? I just kind of have to have a direction in order >> or else we'll be having >> I think one of the scenarios we'd have is if we do nothing and what's required by law. >> I think that is scenario I wanted. >> That's dumb. Yeah, that's done. >> We're already gonna have to I mean we're have to raise five meals basically to to not dip in our fund balance based on what you're telling us. Basically, if we use all our EIA
062money. >> Yeah. So, if we move that bottom right up to step one, it then reduces the millet's total need, but it's going to come in around 5 mil still. >> Yeah. Unless you use the 247 with the 247 >> and the 460. Correct. >> I think that's where we're going to that's >> So it may be more than 5 mills if we don't use that 485. >> Oh, if you don't use that. No, that's the 460. >> We have 460 in EIA fun. >> So you're basically if you use the full EIA and you take the 460US 170 says it's about 300. not which reduces that to about 500 >> whatever thousand >> 420 >> right so and if you look down here five mills produces 458 so it's in that five five and
063a half six range >> so Amy are we talking total with that five meals about 14 meals >> she's saying five total >> five total okay >> five total >> because we only have 14 or we could >> you could do 14.9 or something like that. But this is just a this bottom scenario is just showing you what five if it's five mills and what it would generate if you did five mills. >> And we basically when we met I mean Annie already worked on it. We met yesterday. We backed we took half the millage to see what we like which is where we went 7.7 which is not quite it's a little more than half. And then we said okay what about five >> a little bit more. >> Just trying to see what
064else we could do to to to produce some revenue. And I I personally like I mean I would like to do something for a classified. I mean because I think they they need something. I mean it >> if you can get there >> do something as in what? Make sure we're all on the same page. >> Some type of cost of living increase%. >> Okay. So >> you saying it to Yeah. Are you saying 2% across the board? >> No, just for just for classif. >> Well, that gives us definitely some direction. I think that's very helpful to know kind of and I think we can go back to the not to the drawing board but go back and >> look at every single iota and figure out what what we think we can do
065to to make it work without without undo >> and we do appreciate it. But Amy, we've never been where we since I've been on the board. >> That's right. >> We just haven't been >> a very long time. >> But I have >> I've been there with you. And we're going and I know the public's probably not going to listen to this, but what I have said, cabinet has said it, and it's the truth. Kids are still going to show up. We got to serve them. We got to do our best. >> And so, this is not woe is me, wo is us. We're going to find a way and we have to. Um, it's it's difficult, but we will find a way. There might be some pruning here and there that's not comfortable, but
066we we'll figure it out. >> And we're going to do it to the best of our ability and and we're going to move forward because that's what our community is counting on. >> Yes. >> Good. >> So, we will need another meeting and I think we tend to have set aside for May the 19th. >> So, we could do this at worship work session. >> Mhm. >> Oh, on the 19th. Well, and because typically at our May the our fourth meeting in May, typically at that meeting, we have first reading, but I feel like we need to have another meeting before we even think about, you know, before we go into a first reading. That way, if we meet on the 19th, it'll give us opportunity if we need to make tweaks, run our numbers
067again, then we can do it again and we can have first reading and before and if we need to make changes after that, we can make additional changes before we go into a final read. But it just gives us three more meetings to kind of finish fine-tuning it and to see if anything else happens at the state level. We've still not received our Senate projections yet. Um, so I'm hoping they don't go down, but they may stay the same. >> Is it still in the house? >> As far as I know, >> I think I'm gonna have to run. So, if y'all just set aside the 19th or shop. >> All right. Thank you. >> I'm throwing pants over here. >> Oh, sorry. >> Will we need the meeting to be regular like six o'?
068>> Yes, I am. It'll be at 6 >> 4:30. I did have one question. >> We might you but we might >> has a question. >> I'm just >> thinking I promise I'm done on that other >> No, you're all right. Yeah, we booked. >> I'm sorry. >> He has. >> So, right here, the scenario number three, >> so be 1,02% step. >> If we took away the utilizing the fund balance and then you move the 24779 up >> in the fund balance, but I'm talking about the cuts, >> right? If we did that, would we I mean either way, based on what we've said, the millage will have to go up. I know we want to be around or we talked about around the five or less or whatever, but if it's got to
069go up, would we be able to see what that scenario three would have to be if we took away the fund balance and move that? So scenario three, put your 247 709 here. Take that away >> and then that would tell us >> and let you know what that number is. >> It's still going to be about it's 700,000 in the deficit. >> Yeah, I can let you know what that number would have to be. >> You just subtract it. You see the difference in scenario three right there is 945,000. You subtract the 247 from that. That's what is going to give you that >> you're 500. You're still $500,000 in the deficit. >> Okay. >> And each meal generates about 91 $91,744. >> That's raising taxes. >> 14.9. >> You could leave it there
070if you want to. I'm kind of scared that what's below that screen is going to show up when you go to that other one. So that's just me fear. I went back to the simple agenda. >> You ready to move ahead? >> Yes, sir. Dr. Brenley. >> All right. So, board um I've shared with you um administrative recommendations for the 2627 school year and I would entertain a motion for approval for three administrative recommendations for the 2627 school year. >> So, do I have a motion for approval for administrative recommendations for the 2627 school year under office of superintendent? So move for approval. >> Have a motion by Miss Faulner, second by Miss Johnson. Any further discussion. >> All those f say I. >> I. Oppos? No. >> Motion carries. >> All right. And then
071we have our this is typically a work session, but we left this here in case you wanted to elaborate on the seven hours we spent together on Saturday. But um this is a chance if you want to add any comments or feedback, you're certainly welcome to. But that's up to you, Mr. Chair. >> You might have any >> We do appreciate all your hard work. >> Thank y'all for everything. >> And I know there's some that aren't here from Saturday, but it was appreciated. And I know y'all stayed after, too. Um, and I know y'all put a lot of work in between then and now, too. Um, y'all know we're not trying to be difficult, but this is a this is a this is a tough year. Um, >> and I think we'll come out
072of this like we always do on the positive side. And um but yeah, we all thank y'all for being here. >> I think we made great strides this year in in spite of uh hard budget. And I and I hope everybody's watching, but your school district has the least amount of money by far compared our surrounding district. So, we make that >> stretch a long way and appreciate all your hard work, Amy, and getting that stretch as far as it can. and certainly Heath, what you've done, but it's hard to make a little bit of money go a long way and and try to keep up with provide the same things that our surrounding districts do in our county and our legislators do not seem to understand that here and our everyday common kids are
073affected by it. But we appreciate that. Thank y'all. I don't did not intend for y'all any of you to work on Sunday. >> We're all going to hell for that. >> We used to We used to We prayed about it. I'm not joking. I have to say, if I may, Chair, >> can I say so in church on Sunday, the pastor says, she does prayer requests and uh people say their prayer requests and um then she says, "All those are unspoken prayer requests, raise your hand." And I went, both hands. >> I I just want to say one thing. We need to to let our public know that first of all, Act 388 didn't do us any favors. >> Second of all, we're operating each and every day with a lot of mandates that are
074unfunded. >> Yes. Then third of all that um we do do the best we can with what we have and without impact fees. So they need to understand that that was a big thing that hurt us as well is not receiving anything from all of the developments that's going on here in our town. >> Yes, for sure. >> Anybody else? >> Can I go back and make one comment before you say something? I ain't got nothing. Come on, >> Jana. I appreciate you sending out that >> memo about the plan. >> Yes. >> Um hopefully that clears up a lot of questions. >> I would I would ask that y'all take it one step further and explain what's the plan after that. >> Um >> in terms of Yeah. because there are a lot of
075questions um about what's going to happen with sixth grade at or fifth grade at Hickor Grove Shaun >> what's going to happen. So if we can explain take another step further and explain >> I was proud >> how that's going to impact each particular school. >> I was proud of some of our community members saying did y'all not pay attention >> correct >> asking what I actually put in the post >> and I did get comments. >> Yeah. So that was >> we did struggle when we when when Janet brought that draft to me. I was like >> because we have more information but I was like let's just limit it and we'll do it in phases. So we appreciate that feedback because that's exactly what Janet >> Yeah. how that's going to impact the
076the next phase because like fifth grade then is that going to be one year and >> we're going to go into that and we're sixth grade are they all going to come together? Obviously, there are a lot of unknown unknowns, but you know what is unknown and what's not unknown. >> I see you looking >> and the 4K. I had somebody ask me, >> is 4K going to stay at Hickor Grove? Like that's another concern. Is that a possibility? Need to clarify. >> And maybe we need to be more school specific. >> That's what I think is specific, especially with >> Hickor the intermediate, the middle school, what that's going to look like in beginning of 2027. But that's also going to look like at the end of 2028 >> after we do all renovation
077add to the list because that's a question >> and then I think it changes. >> Yeah. >> Thank you. But thank you for that. >> All right. Do we have a motion to adjourn? >> So moved. >> Have a motion by Mr. Schilling. Have a second by Miss Johnson. All those in favor say I. I. Those no. We are now adjourned. That was a loud