001call this work session for York School District One Board of Trustees to order. Uh Mr. Wilson, could you give our invocation, please, sir? >> All right, >> let us pray. Dear Lord, uh thank you so much for this day. Thank you for this uh beautiful weather. I ask that you continue to watch over and lead, guide, and direct us in all that we do. And your name. Amen. >> Uh let the record reflect. We do have a quorum. All members present. Confirmation notice to media. No members of media here this evening. Do have a motion for approval of the agenda. So move. Have >> a motion by Mr. Anderson. Do I have a second? Second. >> Second by Miss Johnson. Any for discussion? Um actually we do need to do an amendment to the agenda
002for executive session. Um we needed to do amendment to have a legal item on executive session that has come up to >> Yes ma'am. We currently have personnel with safety. We need to add a legal uh to executive session. So, somebody want to make an amendment for that? >> Make a motion for the amendment to add the legal and security. >> Okay. Do I have a second for that? >> Second. >> All right. So, >> amendment and security. >> Was it safety? Personnel safety. >> Yeah. For legal as well. Y. >> All right. Have a second. So, do I have a motion for the main motion and the amendment? Andy for discussion. All those in favor say I. >> I. Oppos. No. Motion carries. Um if anybody felt a need to do it separately, please
003let me know. But I think we're all made a unanimous decision. So speak of that. Um so with that stated, uh that is the approval of the agenda. So do I have a motion to go into executive session for personnel safety and legal matters? >> So move. Have a motion by Mr. Anderson. I have a second by Miss Johnson. Any for discussion? All those in favor say I. I. Oppose. No. Motion carries. We will now go into executive session. Executive session. >> Have a motion by Miss Johnson. Have a second. Second by Mr. Anderson. All those in favor say I. >> I oppose. No. Let the record reflect there was no um no action taken during executive session. >> All right. So, we have Miss Alyssa Cox up. >> Good evening. >> Just want to
004give you an update of where we are with our competency based work. As you know, we have a competency based waiver. This is our third year and as part of that phase particularly at the high school they are working around competency based attendance. So it's taken us a little while to get to that. Um so just giving you kind of a debrief of what that is. Um competency based attendance will allow students to demonstrate mastery of course standards in lie of seat time but we will have some parameters around that. They can earn credit despite that. Those absences need to be documented. We're starting with documentation and extenduating circumstances and it prioritizes the competencies and demonstrating the mastery over hours present and while still maintaining rigorous and expectations and safeguards. Again, this will only apply
005to the high school because that's where your credit bearing classes are that are also only granted to you through C time that we have some flexibility with. So, it's designed to really remove barriers that might be created by attendance challenges that some of our students have um if they're struggling with some extenduating circumstances or medical pieces. Um and it's also aligned with attendance interventions that we would already have in place. So, they may be kids that are already on our radar that have missed seven 10 days or what we call F8, which is failure due to attendance and they can't earn a credit and have to go to makeup school. So those kids would be on our radar. They would already have some interventions in place for them and then we would start to consider
006them for maybe competency based attendance waiverss. What it's not supposed to do is be like an easy button just to clear all FAS for every kid on campus because then that lowers that rigorous standard of being there learning the material demonstrating competency. We don't want it to be a decision that's made by one person. So there's a competency based attendance committee, school-based team that includes that counselor, the MTSS lead, the AP, a teacher. It might be the mental health counselor, those folks. And it should be used based upon feelings. It should not be used based upon feelings towards the student. We're only looking at the evidence there and why they may be absent excessively. So they have done a really great job. U Mr. Bel has helped to lead um principal Marky and their team
007through this process of creating some criteria and I won't necessarily get into the weeds of it but it will be around documentation. Does the student have documentation for their extenduating circumstances uh a medical situation? It could be a safety reason. It could be a legal situation, a custody thing, a significant hardship. There will be some academic requirements around that. So they'll look at a final grade and then they'll have also the ability if the final grade's not up to a certain standard, they'll have the ability to look at some portfolio of work to see if they've shown competencies of indicators there. So the process will be there's a CDA application that they developed that will be given to the student and the parent. They submit that and then the school will look at all the
008relevant records, the documentation, their grade, any portfolio of work and they will determine eligibility based on the criteria and then the school administration issues decision for those. So in other words, attendance is weight, you're going to get credit, you don't need to come to makeup school and do all those things. Okay? And that's it in a nutshell. Any questions? So, they've started this for this semester and the idea is they're going to track some data and then they're going to revamp and maybe open up some of the guard rails a little bit wider, but they're trying to collect data to kind of see how many students might this hit, what kind of grades do these students have, what kind of documentation, what kind of significant hardships are we seeing? >> Who started it, started it
009this semester? >> Who did the high school? The high school that started it. So they started piloting it this semester. >> Are there other schools in your area that are doing? >> Not currently. Um there was a point in time when a couple of districts that surround us that created some attendance waivers, but they were out of compliance because they didn't have the competency based waiver. So they're going back to revisit. Matter of fact, we shared at OEC what we've been doing. >> No, you're good. So where did this come from? That's not meant to be condescending at all. like I just was >> like how did it originate? So, in your in your competency based um application that we have, the state has regulations around that seat time 120 20 hours. No matter what
010you're absent for, they don't care if you've had a death, if you've been in the hospital. Truly, >> if you miss 15 minutes of class, >> yeah, if you miss 15 minutes of class and you're late, you are marked absent. And it was a very hardnosed if you're not there, it doesn't matter if you have an A in the class and made up work, you're not getting the credit. So that's created all of this, you know, seat time makeup as we call it, where kid might have an A, but now I've got to go take do my do my time, but I'm really just sitting there. So they've allowed us to ask for flexibility and ask for waiverss so that if we create some parameters around looking at what their score is, have they demonstrated
011mastery in appropriate amount of time, we're not going to hold them to you've got to do 120 hours. So the state granted us that. So we applied for it. >> So we appi like originally applied for it. >> We orig So when we did that competency waiver way back three years ago, it had a slew of regulations that we could ask for a waiver on and that was one of them. >> We did the whole gamut. >> So is anybody else doing that in the state? >> We are the only one at this time. So remember when we got the approval for the application, we were one of only two districts. Well, the second district has now kind of fallen off and not implemented a lot of the competency pieces. So now we're really the
012only one district that is doing all the competency. >> Say this is looked at favorably for us is this is one of the things I was talking about like things we're doing literally >> you know going back to some other discussions we're doing positive right >> it's a positive look. >> Yeah. And that's why we wanted to slow roll it out because to your point, Mr. Anderson, others were kind of using it as an easy button, you know, instead of not looking at do you have documentation for being legitimately absent for some things, you know, you're not just cutting class. And >> yeah, I think there could be huge benefits as long as people don't just >> you can do that, take advantage of anything. >> Like you said, there's a lot of boxes that
013have to be checked. >> That's right. >> I mean, that's the advantage of doing it this way. You can't just say, "Yeah, you're good." >> We've got guard rails and a committee that kind of looks at all that. >> Yeah. >> So, you can't be a teacher just saying, "Oh, they're >> exactly, >> I got good enough." >> Yeah. So, we'll be in a good spot with it. So, we'll give you another report hopefully at the um end of the semester kind of how many students this did positively impact. >> So, we don't have anybody any numbers on it, like how many are taking advantage of it. Now, >> we won't know till the end of the semester when we get ready to award those credits. So what they'll do is they'll run what's called
014a failure to attend report. So they'll see all the students that have passing final grade, but yet we wouldn't be able to give them the credit because they haven't had seat time. And then they'll go through this process to say, "Okay, for example, we had 60 kids, but there's 40 of them that met this are going to get the credit and not have to repeat the course." Yep. Any other questions? Thank you. >> Thank you. I don't know where I think Miss Hag some updates and policies. All right, we'll start off with a budget update. I will say we are still um very early in the process. We have received House Ways and Means projections, which you'll see those tonight. Um so, we'll just kind of dive in. So, what I thought I would do
015first is kind of recap where we are in our current budget year, some of the highlights and some of the things that took place this place this year. One of the biggest things obviously is the employer portion of health insurance. So we had a 4.6% increase this year. Um the state increased the teacher salary schedule by $1,500 per sale and the state scale goes up to 28 years. And they also was the first year that they eliminated the bachelor's plus 18. We're going to still um those folks that have the bachelor's plus 18 will still hold on to those. I look today I think we have about 12 folks on that level. Um, but we'll start phasing that out as people come on. They'll be at bachelor's or either some other degree level higher than
016that. We did a 2% cost of living increase for all of our other employees and those scales all go to 24 years. So, they receive a step increase if eligible on top of that on top of their 2% cost of living. And then with our normal insurance increases between property casualty and workers comp, those just kind of fluctuate yeartoear along the along the same lines as our maintenance and technology. We also continued our sick league payout. As you know, those employees that have over 90 days at June 30th, we pay them out a portion at their portion of their daily rate in December for any days over 90. And then of course at our elementary level, the core ratio maintaining that 21 a.5 to1. And so this year's budget's just slightly over $73 million. And
017y'all ask questions if you have them as we go. So then what I thought I would do saw the expenditure Let's kind of show you on revenue. It's so hard to project what revenue is going to be, but I wanted to show you where we are budgeted wise for at the beginning of the year where we are year to date. That was as of the end of February, what I project for year end and then kind of what maybe if we're going to be over projections, over budget or under budget. Taxes is just one of those things that's so hard to pinpoint. It looks like we're on track. We still have four more months to collect um in tax revenue. So, I don't anticipate anything crazy. So hopefully we're on target to collect everything we
018budgeted. Our interest, if any of you watched your own accounts, you can see interest at the first part of the year. We were earning tons of interest, which is why we budgeted one and a half million as the year has gone down has gone. The rates have decreased a little bit. So I don't anticipate that we'll collect the full 1.5 that we budgeted there on interest. Our state aid the classroom, that is our new funding formula. You can see we're pretty much right on target what we budgeted to what we're going to collect. Um first year since we've adopted that new formula that that's never happened. We've usually collected less than what we budgeted. Um other state revenue, the majority of that is um our property tax relief, our tier three, homestead, health insurance, those
019kind of things. Uh we probably collect about 450,000 more than what we budgeted there. And then a miscellaneous, the majority of that, 250,000 of that is in our indirect cost. And so we should be on track to collect that. So you can see at the end of the day, um, when we look at budgeted revenue and what we anticipate to collect, we should collect slightly over what we budgeted. So on on target for our budgeting for the revenue side and for the expenditure side, as you know, just in past years and looking at all the reports, we are pretty much spend everything that we budgeted. So we're we're on track. So we should have a good fiscal year once we start closing out 25 26. >> So Amy, for the taxes, >> how much of
020those do we collect at this point time of the year? >> Like because we the year to date we've collected 22. It's 22 million and the budget was almost 26 million. Yes. >> But at this stage in the year like how much can we really expect to get like actual revenue that will be incoming to us. >> Well, what I do is on my tax revenue, I keep a monthly spreadsheet because if y'all remember those who are around with planes, that's how I discovered planes. So, I I'm I'm constantly commit comparing year to month to month and then comparing year-over-year and making sure it's kind of in line and especially we've increased property, you know, increased our village, property taxes should be higher. So, that's why I'm saying we should be higher. I we still
021got we still have four months to collect and we actually collect I mean there's a pretty good bit of revenue that comes in every month. Obviously the majority of it comes in um November in particular December and January. January is a big one and believe it or not February is a big one too. Um and then not everybody pays their unfortunately not everybody pays their taxes on time. So we'll probably see a significant increase in March as well. >> Yeah, that's what I was wondering. get most of it October >> notices go out in October and so December January are usually the big months >> people wait on their tax returns >> that's right and that's why sometimes you'll see March and April pick up too >> or they or they'll wait until like the
022drop >> like >> pay it now after tax returns >> yeah about >> so as we look into next year Um, some of the things we're exploring right now, the state under the House Ways and Means proposal has increased the minimum teacher salary scale. What they've done is they've gone into every sale on the state minimum teacher salary schedule and they have increased that by $2,000. So that means a starting teacher under the state scale is at 485. That will go up $2,000 to 50,500. We are at 51555. And so what we're looking at doing is running that same scenario, increasing all of our scales by $2,000. But keep in mind that the state only requires us to pay the minimum and we're above the minimum, but we are planning on running the numbers for
023$2,000 per sale. >> What are the neighboring districts doing? Have you heard? >> Everybody's doing 2,000. >> So I did ask Andy that question to your point and you know I want to make sure back on the same that is not required. We just I think this year we need to have a real discussion on some things. It's my opinion. That's my I'm not saying we do that but I asked Amy if she would put together some of these items of and Dr. Brown I asked Dr. Brown and he asked Amy um you know if we go through some of this really this year in a little more detail because I think we might need it and she's gonna tell you why because I asked previously. Uh one positive is that uh the state will
024not pass on an increase on the employer portion of health insurance. We always have an employer portion of health insurance. We've got on the employee side in several years. So that that will help us out a lot. Uh right now proposing a 3% cost of living increase for all other employees. And how I arrived at 3% if you go take add $2,000 to every sale on the teacher salary schedule. I go take a average of what a teacher will get and it came up to like 3.2 3.3%. So that's why how we came up with cost of living. Uh talking to other districts, they're kind of taking a similar approach that whatever their average is, that's the cost of living they're going to pass on to their other employees or at least run those scenarios.
025The teacher scale, as I said, that goes up to 28. That is a requirement. We are required to give teachers a step increase. So the 2,000 necessarily is not a requirement, but the step increase is. And then All of our other scales go up to 24 years. And then right now we're looking at our utility costs, our technology costs with all the technology um that we have in the district. There's just constantly recurring cost. So keeping those up. And then workers comp insurance. Honestly, it just varies depends on your claims and what what those premiums look like. And the same thing with our property tax, knock on wood, things have been great. So I don't see a significant increase in either one of those. But typically there is um we have seen increases in the
026past. If we look at our houseways means projections. Um so this will show you by category. It'll have our revenue title. Then the next column is your 2526 allocation what we're going to get this current year and then based on houseways and means projections what we're projected to get. And then you can see the difference over what our current allocation is and what our projection. And so um as you know the state aid classroom formula there's just been some concerns over that since it was adopted. Once Epha, once they did away with EPHA, they came up with our state aid to classrooms different funding formula for us. And so, um, Frank Rainwater with Department of Revenue and Fiscal Affairs, he was charged with kind of looking at it. And our association along with other groups
027had provided input on some changes that we thought could be beneficial not only to public school districts, but charter school districts as well. And so, we provided all these suggestions. And so Frank has kind of taken some of that came up with his recommendations that he's presented before House Ways and Means and the all all the general assembly. So the best way to describe this is they're taken from a couple one pot and moved into another pot. Um, so one of the things in there is under the state aid to classroom lines is they had a waiting for career and technical education CTE and they decided let's just pull that out and move it to that CTE line. So that's why you see career and technical education a $439 $439,000 increase. What that means for
028us is in the general fund, I've got to go find $439,000 worth of FTE. So, CTE teachers, then I'm gonna have to move that to that pot of money. So, it's not like CT is getting that much more money. They're just moving it from one pot to another. So, therefore, I've got to make that expense follow that revenue. Um, same thing. We're still trying to get clarification on the health insurance line item. You can see it's $820,000 increase. We're being told a lot of that has been pulled down into the state aid to classrooms general fund line items. So we're still get clarification, but at the end of the day, if you look at our allocation we're getting for 2526 and our projected allocation for next year, only a little over a half million dollars.
029And I guess to kind of put things in perspective, I already run the numbers for the $2,000 teacher increase is about $1.5 million. That's the step increase. and the um the cola and the step increase about 1.5. Now, keep in mind this doesn't include any property tax revenue, those kind of things. We're just looking, you know, state revenue. Another huge piece of this is just looking at our millillage. And you all know that we have um the first time we ever utilized the look back, we could by law districts could go back and capture the last three years of millage if we left any there. So I'm gonna kind of work backwards. I'm going to go to 2324. Every year the state tells us um office revenue fiscal affairs tells us how much you could
030increase your millillage and it's by the consumer percentage of consumer price index and our population growth. And so in 23 24 we could have raised per the formula 17.7 mills but you also can go look back. So that year we left 4.5.3 and 2.1 on the table. So as a board you all decided to approve a 17 mil increase. So what we did is we came we came here we captured our 6.9 here. So we did our look back and of the 17.7 we only used 10.1 to come up with our 17 bills that was passed for operations which left 7.6 on the table. So then you go into the next year we passed the board approved a 9 mil increase. You always want to use your look back first because once it's gone you
031cannot go back and recapture it. So we went and captured our 7.6. We could have gone up 10.3 only used the 1.4 of that. You kind of see how it works. So basically right now we're sitting with 7.7 mills that we could go back and recapture if need be. >> And then if you just kind of look at our mill rates, you know, for ever and ever, our CPI hasn't been high and our growth hasn't been high. So we pretty much if you go back and look at history of our millage increases, it's been five six. I would say that's been the average for many, many years. But since the percentages have changed and just the cost to do a business has gone up, you can kind of see, you know, we did the 17
032and then nine the past two years. So here I just shows you what our operating millage has been each year, what that increase was that year, and then again a column for our debt service millage and what the increase is. And I'm just, you know, on the debt service millage from 2425 to 25 26 we meals. That's because we did pass the $90 million bond referendum. That's why that went up nine mills. Um, and then I put an asterk on the 2526 because that was a reassessment year. So, it looks funny. We said we went up nine mills, but it looks like it's 0.2. It's because we had to roll back our millage because of reassessment. >> I have a question. >> Yes, sir. Do you expect the millillage to change due to the fact
033that we're bringing on White Hill Mosque >> our debt service village? No, ma'am. We we'll maintain we'll maintain the 93. >> So I said we left 7.7 on the table. Right now the only percentage we've received from office revenue and fiscal affairs is the CPI percentage that is 2.63. So when we apply that to operating millage that gives us 6.1. Now we anticipate the growth percentage to be positive as well. So once we get that growth percentage we'll apply it here. So that 6.1 will should go higher. So when you combine the two together for, you know, knowing what we know right now, not including that growth percentage, you got your 7.7 we left on the table for 2526. Right now we have 6.1 mills that we know will be available. So there's maximum millage
034without the growth percentage is 13.8 mills for the 26 27 year. >> So that's kind of where we are. Budget wise, what what I am doing right now, um actually Sherry is assisting me with budget this year. We are running numbers, like so we've already done the $2,000 and the step increase for the teachers. So now we are running a 3% for all employees, a step increase for all employees that are eligible while also looking at the revenue side. So when we move when we meet again, we'll be able to share details of what all those will cost us and kind of look at the expenditure side of things and what revenue looks like and then we can just by that time we should get the growth percentage um I would say within the next
035three weeks or so. So by the definitely by the time we have the April work session that we'll have that growth percentage to look at millage as well. But happy to bring u more information to you um or answer any questions that you may have before we move on to personnel request just like you normally do with the maybe we do a cost per 400 house or 300 whatever that is and bring that over know what that is. Um obviously our goal is I mean none of us really want to raise anything ever right but with the new uh assessments and all that it's this is a different year >> a lot of different factors just everybody keep that in mind when we come back >> and I'll also share um we'll get the third
036quarter assessments from the auditor usually the second week of April so I and share our latest assessments with you all. Kind of show you how I arrive at what I believe will generate tax revenue. If there's anything else that you all want to see for the next one, just let me know. So, um, now we'll share our personnel requests. Again, very much like our capital requests, we ask principles to and department heads to, you know, submit their request to us and everything that's submitted is in their priority order. And so, we'll just kind of go through those and if you have any specific questions, we can share those with you. I will point out that Her Sharon Elementary had no personnel requests. He submitted a email saying that he really just wanted to maintain his
037current FTE that he did not have any additional requests. And we're happy to you have any questions. >> So the GTs the full time is that >> they float between elementary school saying they just want one to stay at that school time. >> Is that new? Where have we seen that? >> Very much like remember when art and music was split. Same thing. >> I'm saying this is nothing different than we've seen before. Or is this new? >> These are new personnel requests tonight. >> They may have requested them. >> I'm saying it's the same. >> There are previous years they requested. >> That's right. >> But new for tonight. >> Same request. Just a new. >> So I guess what if you got if you got a GT? So that's two positions is what
038I'm saying, right? Or could you just make one of your So I'm thinking of the intermediate school >> where >> and if we're on the elementary level like if you had >> I'm sorry. Go ahead. >> Could you just make one of >> I guess not the way that they not the way they team. I was trying to figure out I'm kind of thinking with you. I'm trying to figure out how many actual full-time positions are we talking about versus what we got. >> So, we have three full-time GT teachers currently. This would increase that to five total. So, it's two complete new positions if if that's what they're asking for a D teacher right now. >> I think together and then Hunter Street. Okay. I would just need to know what that actually means.
039I really don't know that. I mean, same thing we probably talked about before. I don't know. I don't know what that really means. >> Well, there I think there are and I I'm not speaking for the principles, but Alyssa and I and April are meeting actually on Friday about this because there are a lot of things and I'm not saying we should or shouldn't do this. I'm just giving some information right now. There are a lot of things we could be doing, but we're limited by um capacity um because the state requires us to to offer GT for third, fourth, and fifth grade. But there are a lot of things you can do with K1 and two um that offer kids opportunities to increase. And so we often in education have been and I'm not
040talking about New York or just in general, we we have relied on in some ways an archaic system to identify kids for these programs. Um and there are some innovative ways to include more students because right now they have to meet two dimensions, an aptitude or intelligence dimension and an achievement dimension. And then there's a third dimension you can qualify for. And so I mean the dimensions are pretty high um in terms of the the ceiling, but there are a lot of what they measure as gifted is very narrow. >> Um Miss Betty can remember this because Miss Betty was sitting right here and I wasn't on the school board yet and I was sitting right there >> and I said the same thing about my own kids because it doesn't add up every time.
041>> It does not. And that's the reason I'm >> Yeah. There are there are a lot of opportunities that we can be affording kids to develop their talent is what it's called talent development um at an earlier age but we we're confined and there's some interest in that but we're confined by personnel >> like we talked about this no we talked about this in 2019 and we're still there I guess that's your chair I mean I remember it like it was yesterday so >> how many or now >> the other part of this equation is >> we spend I was we should we spend an inordinate amount of money >> sorry we spend an inordinate amount of money and we should on kids who are falling behind or falling through the cracks but we don't
042spend a lot of money and I'm not saying it's money that's the answer >> we have kids who need to be challenged and developed who who need to be extended and enriched but were confined. >> I guess I'm saying I want to know more about this >> like I think we need to vote >> because we just keep >> we just keep pushing it down the aisle for years and I think we we need to decide if >> it is about I can tell you this the request is not about oh I just don't want to share somebody. It really is from a a an approach of we could be serving a a large number of kids, a larger number of kids and do some really innovative things that actually develop our kids early kind
043of like I don't even remember which conference it was that was school boards or whatever where they start kids and upper elementary for CTE. >> Why aren't we doing that? has never been done that sound. >> So I think there are ways to do things like that >> to your point but we can definitely bring you some more information. >> I think we need >> why is Harold requested regard >> she has traditionally been able to have low numbers in kindergarten because of the population they serve. should like to continue to have that and not for it to be the 21.5 ratio. Um, so it's it's an individual school request based on the population you're serving. >> The population increased so much. >> Well, it's it's increased, but they're our highest priority school. They have
044um more need than any other school you could say. Um, and so it really is a an insulating factor because the earlier we can intervene the better. That's her approach. >> Correct. >> And honesty any other questions on this one? Okay. >> And again on um employee D, I did follow up with them to confirm they had they did not have any personnel request. >> Do they not have an attendance data specialist at or somebody specifically inputting attendance at the high school? Now >> they they do. they had. So what she's wanting to do is just with the workload and everything that is involved at the high school level, she's requesting it. So this position would be halftime attendance and halftime data specialist to help those that are there. >> Who would they take away
045from not person name person but who's doing the job now? I just that's the to point right you're saying that >> yeah right she basically the the attendance clerk right >> and then you would have like >> she would assisting attendance and then somebody assisting with the power school data piece of it as well >> just due to the workload Are y'all gonna come back recommendations for? That's a lot of stuff. >> What about the safety monitor? Was there anything behind that? >> What they're looking for is just additional person inside the building and outside of the building. You know, we have someone now that they pay for to help with parking lots, but just add additional supervision within the building and outside the building and parking lots. >> I know it's hard to find
046SRO's, but >> could you put another SRO on that spot? I'll say I thought about that and I think I mentioned it at one point. But especially being like two levels, there's a lot of ground for one SR >> and I I don't remember who I just had this conversation with recently, but typically schools of this size um in most parts of our state, that doesn't mean it's the metric we have at least two SROs. And when you throw in the major entrances of a high school and the Floyd D um it is something I think we should consider. >> I will say that the city you know our state funded SRO is application process and I will say that they are um going to request a second SRO whether it's funded or not we
047don't know but they are going to request a second SRO. Hopefully. >> Is there a need for executive session now based on that? >> I don't think so. >> We should explore that more. >> Good on this one. >> Not good, but everybody sees the request. I know I know we talk about stuff, but that's a larger discussion. and we'll be bringing you more information. >> Yeah. So, it's hard for us to really discuss because we know there's a bigger pitch, right? >> And then this is just straight up what sites have requested. >> And then I like I did notice the bookkeeper ones, but I mean Amy, that's under your area, right? So is thereof what's like the 210 to 240 and then the new and trans like what is is there something additional
048happening there >> same job needing help >> transportation um as you know it's the the we have our director we have a routing coordinator and we have a dispatcher so there's not one person dedicated to handle payroll bookkeeping so typically the director and the routing coordinator are doing all the bookkeeping and just all the office things >> and the dispatcher she she doesn't have time to do anything but dispatching during the day. >> Well, I was think about Y2. That one's >> um >> when you talk about what else is happening on Y2, right? That one came in as um basically when school's not in session or no one's there to have someone cover the building. That was the request. >> We have not as a cabinet attached priorities to any of this. We just
049>> are reporting exactly. We definitely have recommendations. >> And that was all. So when we started looking at policies a while back, one of the ones that we brought before you, we felt like we just needed to have an AI policy. It was very early in the stage and we admit that it was something just extremely simple but just to put something out there and I think since this has been um since we had our AI policy out there you all have since I think heard from Florence one at your conference and the green bull has passed an AI policy. So, what I did is all three policies are linked in your board docs, but I also ran and they're linked in the presentation as well, but I also ran some scenarios of, hey, tell
050me what's similar between the three policies and tell me what the major differences are. So, they have a lot of similarities, but I think some is to come up with Chuck approved. >> You'll have to use your brain afterwards to make sure it's accurate. I did have to do some clean up work. But anyway, so some of I guess some of the biggest thing is just because our AI policy is just big picture and Florence does a really nice job and their policy laying out that hey, they've attached the plan and all some of the details in it. But then one of the things kind of like to hear y'all's feedback on the Florence Warup one versus the Greenville and kind of what direction you all think we're going to go. But one of the
051other things attached to this is Florence One has done a really nice job. They have created a AI web page off of their district page and it's pretty detailed and you can see they've got, you know, approved AI tools and those kind of things. And so we thought depending on what direction the board wanted to go in, if this was the direction, then we would get obviously Alyssa and Becky and her team in conjunction with Chuck to kind of create we can formalize our policy a little bit more and then reference our plan and then have everything on our landing page for AI page and have all the details and the plan laid out on the AI page. So, just really want to kind of get your feedback. And >> the important thing to me
052on that one when we were listening to those folks is they had on there what you can use, >> which means you can't use anything else. To me, that was the if somebody says, "I'm using this." You're like, "Nope, not on the approval list." Instead of because I think they started with, it might not have been them, it might have been somebody saying it. They started with, "Well, here's what you can't use." Well, you never gonna cover what you can't use ever. What I will say too, Alyssa and Chuck and Becky and others have already been working on this regardless of our policy. We need to define regard to >> tailor ours. Well, I mean, they're just different, but >> some I like Yeah, concise is a good word. Most Johnson said concise. I think
053that's probably the best word. Look at how they did it. >> Academy has gotten us through. >> Google Lens is not up there. There's only the list because >> solve a math problem way faster like this is crazy. You need to go. >> I thought it's an app. It's not even Google app and it's got a little lens right there. >> It's on your phone. You want me to give you a list? >> Google app right here and you go up here on the search bar and it's got a little camera thing and it's called Google Lens and I can take a picture and you analyze you. Take a picture of anything. >> You take a picture of a math problem. It'll solve it. >> It is crazy. >> I usually do it to figure
054out what kind of car sitting there that I don't >> Yeah. You can take a picture of anything. Like it's >> I was just going to say on the green stuff it it's it's a little more wordy. I mean which is not a bad thing. I just concise Miss Betty said I think that's the right word for it. >> Yeah. >> So we will put together a recommendation and we'll bring it back for discussion at April work session if that works. >> I think Chuck needs to reach out to those guys um in Florence. I mean they said they'd be willing to talk. I think we need to some of the ins and outs. I think it'd be good for him to talk. There any other comments? >> Sorry, it's the next All right. So,
055next we want to just kind of do talk about a building update and some recommendations. Just want to recap with our referendum that was approved by our voters in November. Um, one of items in that was our new middle school, which is now White Hill Middle School. scheduled to open in July of 2027. The other big component of that is our early childhood center which will open the following year in July of 2028 which means we have put a timeline of one year to go in there and gut uh that building and have it ready. So, we'll construction will need to begin in June of 2027, which means that we need to have that building vacant at the end of the 26 27 school year. So, at the end end of May, by May, we
056need to start emptying that building and getting it ready for construction to start. So, as we look at everything that needs to happen just within the referendum, all the the moving parts with that, but looking beyond that, um obviously our immediate need is for those things housed in the Pinkney Street Learning Center is the relocation of those looking for space for those items. But then we also need to think about York Intermediate School, the future use of that. you know, as the early childhood center opens, 4K will go out of the elementary schools, but fifth grade from intermediate will go into the elementary. So, we need to think about the use of that. Um, what the current York Middle School future use of that TSC and ESC, those the the bones are good. The it's
057got they have new roofs, they have new HVAC, so the structures there. It's just, you know, what can we do with that? As you know, with doing the early childhood center and us doing the upgrades to Jefferson Field, it's just going to be really nice to kind of revitalize that little corner um of that area as we continue to grow. You know, is there a need for a new elementary school and and also um you know, district office space? What does that look like? So if we look at the most immediate items, these are the programs we currently have housed at Pikney Street Learning Center. And like again, like I said again, these all have to be relocated and moved somewhere at the end 26 27 school year. We have your alternative program, your adult
058ed, your parenting, head start, and affinity. And I will say the affinity is already in process. We have affinity that's housed at two places right now. One is at the PD Street Learning Center, but we also have Affinity that is housed at York Middle School. They both operate on different days of the week. So, we've already had those conversations with them. We're going to combine those two into the same area and they'll be h affinity will be housed at York Middle School. That just made sense to combine them all into one space. So, so that is a process and we really just need to focus on the other four programs that are at Pney Street Learning Center. >> And I will say the the Head Start um would would obviously go back into the early
059childhood center. So that's a a a displacement of one year temporary displacement. But the other programs adult and parents and we have to find a permanent >> solution. And our goal in all this, we're never going to have to displace people, but we really want to displace them as little as possible. You know, we're trying to limit the number of moves that people are going to have to make. And just as a reminder and the bond reference, the question, the last bullet obviously addresses the York, the new middle school, and it addresses the early childhood center, acquisition of land for future schools. But then that last bullet says renovation, expansion, and equipping of existing facilities of the district. And as you all recall, when we put the bids out for the new middle school, when
060you look at what we budgeted and what our bids came in, we saved a significant amount of money. you know, something we'll share in more detail with you at our work session next week, but we saved a significant amount of money and per I refer the question and for a law, we're able to do other things as they come available and if needed. And so with that, um, obviously TSC is, like I said, right across the street. It has has the structure. It's just the inside. And I think we've shared pictures with you in the past um of what the inside of T TSC currently looks like. So here are some pictures of that. So our our recommendation is going to be to relocate do something totally renovate TSC. And so that means TSC the
061folks that's where Chuck and all his folks are housed but means we would have to relocate them. So, our plan is to move TSC over to ESC and that would have to happen this summer, sooner rather than later. So, then we would have to start an early demo package in August of this year to renovate TSC. Those renovations would start September, October. We're budgets. We're planning on we think we can get it done in nine to 10 months. Total renovations of the inside of TSC. So that that could open in early July of 2027 for occupancy of 2728. So what that would mean as whenever we have to vacate Pikney Street Learning Center, that means those folks would come right over into TSC and they would only have to move one time. And so we
062think pass. >> Um, so TSC would go to ESC and then ESC we have avail space availability throughout the district. We'll share those details with you as we finalize that, but we could relocate that would be Brian Greon and his staff um that we would relocate them in various spaces throughout the district. And then that would take care of all of our needs at Pete Street Learning Center. what we um what we think it's about 12,000 square feet in TSC. So, we think it's plenty of room to house the alternative program, parenting, and potentially adult ed as well. And we've already taken care of Affinity. So, that just leaves us with Head Start or a temporary place to find them until the early childhood center opens. And these are AI generated. We didn't design this,
063but just kind of showing you what what could be potentially be housed at TC. Like I said, you work on Academy of Parenting and Adult Ed. >> I like the picture on the left. >> I do too. >> To to me, one of the things, and we'll get to this in a second, one of this does many things. It it it uses a facility we already have uh in a in a well-intentioned way. So then we have the the early childhood center brought up to speed in the 21st century. We have this building that has great bones. We've had it looked at um and it honors the the past of this area. We're already working on Jefferson Field and so that whole area will be completely revitalized. Um, and it and it's about form and
064function, but it also sends a strong message to our community that we value our past, our current, and our future, and we're not just looking for a new place to build a new brand new whatever. >> It's all a lane. It really >> Yeah. Uh what this also allows us to do, because we've been studying this for months and months and months. >> Um, what it also allows us to do is, you know, that um the early childhood center parking is going to be a challenge. And so what this does is allows us to get a year ahead of that um and work on developing what we're going to need with the architects in terms of parking. Uh because right now YA and parenting is very limited parking. Um so if we work on both
065of these projects um it allows us to also save money um because we're doing them so close together. Um, and there's a lot of things that you can combine um to see cost savings with with services. Um, so we we think it makes a lot of sense. Um, we've studied a lot of different things. You know, that I call it the Hoover building that used to be part of the middle school. Uh, that was going to cost multi-millions of dollars to add and it really wasn't fit for purpose. But we believe this one, um, we think we could do some really cool things with this. Um the old boardroom is there and we believe that that could be a community space too. So it's not just used you know 8 to four it can also
066be used for community functions. Uh parenting just a lot of opportunity uh to bring a building that has a story and history um back to um uptoate standards and and serve a community for for many decades to come. That's it. >> So, our plan would be I think Dr. Brandom um let you all know we definitely need a work session next week just to kind of discuss these because time is of the essence. And so, we want to bring back for you next week. We'll have representatives from LMG with us as well. They're kind of helping us navigate this and coming up with our timeline, but we're going to look at funding. Um kind of go into some more details of the timeline. and I just discuss discussed with you about the displacement of the
067various programs. Um the offerings that we'll be able to have in within the TSC building and as Dr. R just mentioned was kind of the historical cultural preservation of um Jefferson Field and what these buildings mean to the community. So more information to come. >> So on Jefferson Field, I know there was some information out there from Jefferson remembered. Um, so where does that stand? >> So try I do keep them up to date. So what we're waiting on right now is the playground equipment has been ordered and it was going to take about anywhere from six to eight weeks for that. So once we're really not doing anything yet until we get the playground and then once we get into place, we're set to move forward with some of the other. >> Are we
068doing much of that in house or is everything? >> We're going to concrete before we done in house. >> Right. Right. We've done some of that, but pretty much like the basketball court, we've already got quotes on that, so we're ready to move forward with that. We're working on ordering the shade systems and um swing sets have been done. But like I said, the biggest thing is once that playground equipment comes in, we'll kind of lay everything out and then try to do everything close together. But I've been trying to keep them up to date as we placed orders. >> I thought they had mentioned something about it on social media. Just They did say that in the meeting the other night. >> They did. Okay, good. I've been emailing Phil. >> She said, >>
069please Dr. Brandom and others. I did want to commend you on the groundbreaking ceremony since we're talking about the building. Um I felt that the ceremony was very appropriate, very um done very nicely. Um even the news captured it pretty good. >> So I did want to commend you guys on that as well. And also I did like the front of TSC. So I hope that can do >> I created an expectation >> now. >> So thank you Miss Betty and I I have to thank um the team. I showed up, but Amy and and Janet and Alyssa and Jennifer and all the people did all the work and it made it look simple, but they worked on this for a long time and it it was wellreceived by the community uh and a really
070top-notch. Uh I can't remember if it was the architect firm or the or LMG or who it was, but they do a lot of these and they they commented number one, it was well attended and extremely well. >> So I'm I'm proud of this team because they brought it to life. >> Thank you. >> Transportation the works >> and proud. >> It did go very well. That's a good point. All right, I'm gonna ask Miss Cox to come up because a lot of these are her items even though they're our items. Um, she's going to talk about safety. Um, these are third quarter performance indicators. Um, so I'm her >> and not take it away. >> Not as much information for third quarter um because I think we'll have the safety walks and the um
071>> culture climate walks in during the fourth quarter. So just an update on school um student and staff safety. Again our goal there with our commitment of fostering and maintain a safe learning environment. So we have updated our discipline um charts here as you know as we progress through the year of course we're going to increase major referrals, minor referrals. Um we always look at those top three offenses with which continue to remain the same three things for buildings. So that tells you just gives them a lot of data um that we're digging into of how to address those which could include classroom guidance um lessons um supervision areas where there might be those sitic bush which are likely on the playground for elementary. Jennifer probably speak to that one. And here's your secondary which
072again begins to increase. You still have these same top three offenses around tardy, dress code, phones, disrupting class, those pieces there. So, we're not fluctuating. It's the same offenses there. Okay. Our expulsion hearings, we've to date had 37 of those upheld and 18 in that YOA placement. So some of those again if you recall from last time the difference there those were returned um back to the building with time served for various reasons. And so what I did because we asked we had some conversation last time about is this kind of um a pattern or normal right for secondary and I talked just briefly last time about tiered behaviors. So research um based upon our positive behavior interventional system and the research is that you have peers much like you do with um when you're
073intervening for students academically. Same thing behaviorally and so what's dependent though here is how your discipline matrix is. So we are very stringent on tardies, dress codes, phone violations. So that means those are minor what would typically be considered minor behaviors but we categorize them as a major referral. Does that kind of make sense? So therefore if your discipline matrix is stringent then these percentages are going to be off because most of your students over the course of time may end up with a referral for a tardy or a dress code or a cell phone. And we see that because those are our top three offenses. So you have y you can see the number of kids with zero referrals, the number with one, and then I calculated the percentages for six or more, the
074number of students that have those and what percentage of the population that is. So we're teetering right on that. You want 5% in that top tier three. You want to round 10% in your tier two. Those are higher again because we've got some minor behaviors that are counting as major offenses. Does that help kind of categorize some of that for you >> there? And I listed those down below that we're seeing. You know, those are your top offenses. I thought that was helpful. And I was intrigued, too, because I wanted to see where the percentages were. >> Is everybody pretty consistent on no phones all day long based on law? We still I know a lot of districts have here and there just not doing the phone thing, but I mean we are still L
075to bail. You can't have your phone. >> That's why it's Yep. One of those top three. Yes, sir. >> Questions about that? >> Okay. And then we have our updated gaggle there. So you see that still of course also increases over time. And remember that PSS is that potential student situation. That's one where we are either working with law enforcement or making sure that we do a wellness visit or contact there. And then behavior threat assess threat assessments increase again over time. We still have elementary with the highest number and high school is now starting to kind of trend upward with that self harm. It's 1% of the student population, but those 14 kids. >> Absolutely. >> So that example, what does that one kid say 14, that one kid, 14, where do they get,
076we find out that happens, where do they go? >> Like somebody finds out this is happening right now. sees it, finds it, somebody right >> so this is typically reported inside their so >> this is a paper or a friend or made a statement um and then they're immediately referred to a team including the school counselor mental health and there is a state rubric that we use to walk through to see it say this mild moderate or severe >> at each school That's what I'm saying. It's required, right? >> And if it if it scores at a certain level, a parent, a guardian, a relative has to come in um and they have if at a certain level, they have to receive treatment and we have to have documentation that before they can enter back
077into the school. >> Okay. Safe schools. Again, remember we're this is phenomenal. These are our test dummies that we call it in that 1.8% 8% um that Chuck has some of those users out there that he tests through. Safety drills still in compliance all year. And that's the safety portion. Our academic growth, we have just one piece of data there. And remember our key performance indicators is trying to project achievement proficiency. So we just did our benchmarks for March. If you remember in November we talked about how we used Mastery Connect which projects proficiency for SC ready. So this is for March. If the students were to take the SC ready test at that point in time which was just a couple weeks ago was the window then that would be our projected proficiency for
078students to score meets or exceeds. And then I tried to do a comparison between where we were in November and where we now are in March. So you can see for the English side, we are either kind of maintaining a little or increasing across the board there. We also recognize that we've had a rough spring semester with a lot of um being out of school, weather, all of those pieces. So you cut into a little bit of instructional time. And then on the math side, we have increased except for fifth grade there and we're only maintaining at eighth grade. So that questions kind of what's going on in fifth grade. So we'll tell you that at the last leadership >> I asked that, right? Like what is that? We >> both >> which is hard
079to know, right? because it kind of each building has its own story there. And so you may have a teacher that's out on leave in one of the buildings that's brought down our whole district average. I will tell you that last week at our principal leadership, we take this data and we do a complete data dive where they see each other's data by school. So we did go through a whole data protocol and walk them through that where they analyze where they fall within each other, where each classroom teacher falls, what indicator and standards are kids not performing well on. And that's really this is to inform their their intervention plans. And we talked about you've got about 30 32 days left. What are you doing with that time? What's the now? You know, how
080are we going to support teachers to provide academic intervention? How are we going to support students? how are we going to use everyone in the building, even your media specialists maybe to pull a small group of kids? What is that going to look like? And every principal walked away with a plan um of how they would effectively use their 32 days to really keep, you know, pedal to the metal and make some higher gains. >> And I would say too to this day though, there are a significant amount of kids who are approaching which is just right under >> they're so close. And there are several we look at root cause analysis. You can't just look at symptoms or outcomes. >> And so, um, some of these kids, particularly in math, um, is so foundational.
081>> And so, going back to numbers and operations and shoring up fluency around your basic addition, subtraction, division, and multiplication, um, but also really, you know, when there's a gap when you're in seventh, eighth grade, you don't make up that gap overnight. It takes time. But there what I experienced last week with principles is there's a true not panic but a sense of urgency intentionality around a large number of kids who are right there. And if I'm being honest with you 100% um there are states where our approaches is their meets. >> Every state has a different metric. And so um I could give all of you right now. I could give you a fourth grade math essay ready and it would blow your mind. It is very difficult because it's not just give me
082the answer, it's give me the answer in why. And you have to be able to interpret graphs and tables and charts. And so we're working very intentionally in K12, but also shoring upper elementary middle school uh because it's it's and it and it doesn't make it okay. But statewide math has been a significant factor. Precoid, especially postco, we can't continue to talk about co it's gone. We've got to do something about it. >> How about in English in seventh and eighth grade? Those kids are going down and have gone down from November to March. I think we've lost 610 of a percent or 7/10 of a percent since November and seventh and over one and a half% in eighth grade and then I mean math eighth grade has gone down too. >> I you might
083want to talk about the difference of the test in November. >> Yeah. So in November, the end of November was the standards that were just taught. So it was from the time school started to the time they tested. So everything that they had there was pretty much we've taught it in some form or fashion in March. These are all the st this is cumulative. So there may be indicators that we've not yet gotten to at all that we've not taught yet because we're not there in the map yet. Um because we still have about a quarter left of school. Um, so that's where sometimes you see that discrepancy. So that's where when principles dig in, like when Milton and her team starts to look, they're going to put these are the indicators that we haven't
084taught and that may be the ones that brought us down a little bit. >> So it basically took a year test. >> It's a whole cumulative test. >> Yeah, that's one of the advantage in November. It was just what we taught at that time. So if we test on those percentages right now like last year >> the other thing is that to Dr. Brandom's point math is no longer what we call neaked math. It's very much you have to know the academic language and they're annotating the problem. So, what we would hope to see is as we know we've made steady gains in our English scores throughout, we hope that that starts to transfer over and have some some effect on our math language proficiency there in the content area. And those are the only
085academic achievement pieces that we have for March. Thank you guys. >> Yeah, absolutely. >> All righty. To address the conversation, we are considering would like your input. Um we love the school spotlights. They're powerful. They're meaningful. Um, but we're considering uh with your blessing, um, moving that to a two-year cycle where we have spotlights every other month and on the off months that there wasn't a school spotlight, the school would come to a board meeting and present 10 to 15 minutes max um, in that off month. So, what we're planning to do um, so that might look like September, November, January, March um, and potentially May. and then the other year will be the second cycle. Um what we're also doing is next year I'm requiring all principles. I couldn't do it this year because
086the schedule is already in motion. Um but those are powerful learning events and we need alignment across the system in terms of expectations and what we're doing. Um and so next year when we have school spotlights, principles are required to attend. This year was recommended but their schedules are already set in so many ways. So next year they will attend because it there's no better learning than from each other. Um and it helps strengthen the system and expectations across our district. So on the months that we have a school spotlight, they would be in those schools along with board members that can attend and the months that are an off month where they would where school would come present to the board on very key things that are lined across our system. So it's not
087just anything goes. Um, and so example, let's say it's October. It's not a board spotlight. They come to the board. I'm sorry, there's not a a school spotlight, but they would come spotlighted at the board meeting. But in that month, our connect and collaborate, which is our principal meeting, um, we would be at those schools that aren't being visited by the board um, doing our principal meeting there and doing a learning walk. So that every month all schools would still get a learning walk and get feedback. One month will be the board, one month will be um principles and executives and staff. So u that way um we're strengthening our whole system and learning and growing from each other. So just any feedback I know the board loves to come to but I also know
088that with work and other responsibilities it gets difficult. So our thinking was we're not taking the gas off of expectations or um providing feedback and doing learning walks like we do in our board spotlights. Um, but we just thought it would be a way to spread it out and also not lose the integrity of why we do it. >> It's kind of a hybrid. >> It is, >> which I I mean, it is hard. I like to go to all of them, but it's almost impossible every >> Yeah. >> I mean, not, but it's stuff just there's other things >> to your point on the calendar, right? >> Right. So I'm hearing that's it. Okay. Um the next item um it's just conversation again. Um and we're going to do our due diligence here also
089with um York County Historical and Museum or uh that's not uh Zach Lim House um is going to do some research. Um, so we I know that uh the site that's going to become the early childhood learning center. Um, right now it's called Picnic Early Childhood Learning Center, Pney Street. Um, and so that name hasn't always been the name. It's been different names. And so we just need direction from the board as to and we'll bring you some information. Um, but board policy if there is a name change to a school does require that to be voted upon by you all. Um, so I just want you to be thinking about that before our April board meeting uh because we'll bring that back around and we would propose um that we would do a similar
090process that we did with the middle school so that they have some colors and a mascot and make it a that was a really rich experience that Jennifer and Alyssa led um the community through and that that was powerful for us. So um just any and would invite any comments around that process for the early childhood learning center. Does anybody have any s any thoughts or suggestions or not or anything about >> I think keeping it consistent for you is super important process >> sounds good but I like to see it go back to my heritage >> which is and was >> it was >> yeah that's Dr. Brandon and I talked about was there anything other significant even like before like I think White Hill thing that come up that was awesome that I
091mean is there something else that was even prior to that where you know >> it it was known as Jefferson um and I like to see it go back but I understand the process and what we saying but we we still got those few buildings down there but nothing is called Jefferson so for to me that becomes personal >> and I think that's I mean like especially >> part of the community we'll find that out I think fairly quickly. >> Yeah. >> All right. Um Chairman Childers brought this to my attention recently that you guys need to evaluate me officially as part of my contract. Um >> you're bringing it up. the contract states by before December of next year, which seems a little wonky to me, but that's okay. I signed it. Um the
092I think it I think no, not not at all. The opposite's true. Um in my mind, it would make sense to do it in June or August after I've been here a year. Um but I'm totally, you know, and it's attached to boards, the instrument, I believe, um that you all agreed upon before. So, I'm just throwing that out for you guys to consider uh when that might occur. >> And you know, in the past, we've had discussions on if we have it in G, we don't have, you know, do we have everything we need for G, there's a lot going on in G, if we do it in August as we end the school, but we have a lot of data, we, you know, we know a lot of things that happened for the
093full year or didn't or whatever. So, we just need to think about that and I think come back to Dr. around and say, "Do we do it in June or do June's tough?" I was >> June's tough for all of this. I mean, >> I just know we don't need July. So, that's why >> Well, in June, you know, right after graduation, people on vacation, you know, June's tough. >> Uh I know August is the beginning of school, but August is >> you got a lot of information in August. I think >> that's my opinion. >> What I never liked about doing it in December was always felt like you're midway into the year. basically as opposed to previous year but you're tainted by six months always >> I think works if it works for
094you does it work for you >> works >> you're not going to say no >> difference of opinion I would express it kind If you do, we're open. I don't care when we do it. I just >> I'm being selfish because I may not be here to June meeting just to be everybody know. >> I just threw that out. We can have a conversation starter. >> Um so we talked about last time and then we went back to the draw. We do need a work session next Tuesday. Um, we're going to have more information on the budget and more information about what we presented tonight in terms of moving forward and it's a tight timeline. Um, so hopefully we'll have a remark. That would be great. Um, for next Tuesday, >> that would be the
095only item on that agenda was budget. >> There would be two items, >> budget updates and the facility information with timeline, amount of costs. >> I'm just saying it's still budget stuff though. >> Correct. Correct. That's correct. Yeah. I'm just >> There's not another >> It's all about the money. >> I said we're on camera, but um so um so that's that correct. And then we threw out Saturday, April 25th. Miss Betty, I know you had a conflict. Um the only other time we could get the cabinet there um because of Mother's Day and a whole bunch of other things was May 16th. Um, >> is that correct? Am I right? >> When did you say May 16th? >> It was April 25th, >> right? So, we were so we're still proposing. We don't like
096it because we don't want anybody missing. Um, is Mother's Day? No, it's not. So, Mother's Day is the 10th. That weekend was problematic. So, we were proposing May 16th. Um the only two days we would have before June to have Kevin present, which we I really think we need, um would be April 25th or May 16th because May second we have the slinging of hot dogs with >> and then there's Mother's Day and then there's the 16th and then there end of school and graduation. >> The first one was April 25th, but I know Miss Buddy would have to come late. I'll come, but it will be late. >> Oh, wait for the day. >> Well, but I'm in a missionary session all morning every year that Sunday. So, I could be here at lunch
097time >> and we're looking at a 9 to4 >> and not be quite a four, but we we have quite a bit of >> I can do both. So, everybody's going to do >> Wait, you can do the 25th. >> Um, tenative the orchestra. in Atlanta this year. I'll be driving back I think Friday night. So tenative open Saturday. >> Yeah, >> I think I can do that. >> I think so. >> I think I'm good. Julie, >> I'm good. The 25th, the 16th. I would probably only be able to do morning. church. >> So, we would have two out on the 16th at least, maybe three. >> I say go ahead with the 25th and I'll be here >> at lunchtime >> and we'll catch you up if that's okay. >> And and that's
098fine because if I got >> if I got a question, y'all know it don't bother me. I'm going to ask it of who I need to ask. Okay. So, let's stick with the Perfect. I'm gonna tell you another reminder in the morning. >> I will I will remind you beforehand to the Saturday. >> That's all I have. Uh Mr. Chair. >> So as stated, uh does anybody have anything else? We have a motion to adjurnn. >> So moved by Mr. Hington, have a second by Miss Johnson. All those in favor say I. I post. No. Motion carries. We are