001meetings law. Do I have a motion to adopt the agenda as presented? >> So moved. I'll second. >> Any discussion? All in favor? >> I opposed. Seeing none, the agenda is adopted. Uh in terms of int attendance, everyone is here except for Alicia. She is on a family trip. If you are able, please stand for the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Move on to two. Do we have any public comments? Just going to check right now. >> None. All right. Thank you. We'll move on to three. Recognition custodial staff from the Rotary Club. >> Yeah. Scott, come on up. And >> yeah, >> you could take
002a picture while I was going to do it instead. >> Oh, you were? >> Yep. >> You're going to do it and send it to me? >> I can. >> Fantastic. >> Well, I don't know if I have your number. >> I don't know what the protocol is here. Um, hi. I'm Scott Shankee from the Whitner Park Rotary Club. For many, many years, longer than I've been a member, uh, we've hosted two craft fairs at your fine establishment here. And, um, first Saturday, December, and then Easter themed. Um so it's a long partnership with the school. Um mutually beneficial I think. Um but a really key component of that is the custodial staff. There are prep work for our setup on Friday night and all day long Saturday. Anything under the sun. this crafter needs
003access to electricity or this one needs something and bathrooms out of toilet paper or flooded or one year the elevator went out. That was a interesting one. Um, and there's never anything but smiles. There's never anything of whiplash or anything that they just okay, we'll get it done. And for the last couple years, we were just joking about it. Um, what can we do to thank you? Um, the scouts and the national honor societies, I know they're doing service work, but we write them an honorarium check, my way of getting around and helping them for their coffers. So, finally with um Todd and Brady's help, we came up with um today. So, go a So we I know that they have an office. So you can put this plaque of appreciation. It's dated for December,
004but it's for all the past, all the present, and all the future. Thank you very much. >> Thank you so much. >> You are integral IN [applause] a little thank you card with a gift card inside. >> Thank you so much. >> Appreciate it. It's good. >> I'll send you. >> Thank you. All right. We will move on to four reports and presentation budget [clears throat] updates with John. >> Yes. I'll keep this up. Um, we obviously, you know, [clears throat] we're getting to the midpoint of the year, so the school year. So, John's going to come and give his his normal kind of budget update to you all. And then also, as part of the strategic plan work that we're doing, um, and I don't remember who brought it up, but it's can we
005start thinking about looking at, you know, more long-term stuff like what what is our budget going to look like in multiple years? So, John's going to this is the first time we're going to kind of share that. We've looked at it quite a bit, but we're going to share that with with the board. So, John will be able to put some context uh to it. So, I will let John go from there. [clears throat] Okay, good evening. Uh so, this is kind of those two combined, but we'll start with the quarterly financial statements. I did uh share that with you earlier, but you also have a hard copy. Sometimes it's easier to look [clears throat] through it as we're going um if if you so choose. So, uh first start to start off, this is
006part of our strategic plan uh both uh doing the uh five-year budget projection, but also just again looking at long-term budget and uh all the things that we're doing financially uh for for sustainability. So, I just wanted to point that out. So the coraly reports uh again I'm going to kind of give an overview of the of the pages and then we'll kind of dive in a little bit but and then obviously have time for questions uh when we do that. So the explanation sheet which is inside the front cover uh or the first page really just breaks down the different funds the 10 uh 27 41 and 46 I didn't get into 50 or 80 those are pretty um the food 50 is food service and fund 80 that we talked about um we
007and have and will continue to talk about uh locations uh objects sources and again we'll go over this on the next slide. Uh then the fund 20 10 and 27 expense and revenues are on there and then uh and also it's last year's budget it's last year's expenses to or fiscal year or the whole fiscal year then it's this year's budget and then this year's fiscal year to date as of the beginning of January. Um so that's what that is just to kind of show you where we're at. Um, and we'll again talk more about this. And then the last one just shows the balance sheet uh uh previous [clears throat] and then currently where we are right now, but also where we ended last year. And that's and the balance sheet one uh really
008is it's always [clears throat] a point in time, but when we present that at the annual meeting or talk about that, we always try we always go back to the end of the year and and when the auditors are here at the end of the fiscal year and be able to say that's where we were when we finished the year. Um but again we'll talk a little bit about that coming up. So just to give you an idea again a lot of these were kind of um given over uh broken down by either function or or um um object or source of where we have that. So this is just a quick example. I know we've gone over this before and I but there will be a quiz afterward. I'm kidding. Um, we do have
009thousands and I literally mean thousands of accounts that we that we look at and uh and and I don't even have them all memorized so I don't expect you to. So the first part when you see an account like that 10400 4112600 and then the three zeros at the end. The first one is which fund it's out of. So this case in this example only is fund 10. Um but it could be 27, it could be 50, it could be 41, it could be 46 and then there's an E or an R after it usually. There are some other ones for the balance sheet, but for the most part, we do revenues and expenses. In this case, 10E would be an expense. 400 is the location. We have the high schools at 400. The district's
010at 800. Middle schools at 200. The two elementaryaries are 101 and 10 uh 101 and 105. And core 4 is 104. So again, we're able to break it down by [clears throat] by school building. Then the then the expense object is the 411 in this case or the what they call a source if it's a revenue but in this case we just use an example of a re or an expense. Um and there's different ones. There's 100s for salaries and b 200's for benefits. 300's for personal services. 400s are um are non- capital supplies. Well here I got a couple here. Supplies. Apparel instructional media. Non- capital equipment. Textbooks. There's these aren't all of them, but these are the 400s. In this case, it would be 411. So, supplies um and then the function the
01112600 again quite a few of those hundreds or maybe thousands. Um gives you more precise. So, in this case, 1260 is science. So, in this case, we know we have an expense for some supplies at the high school in the science department. Um, and then there'd be a dollar amount that we would, you know, obviously code to that to that one. Any questions on that? >> What are the three numbers? >> Oh, that's a project number. Good question. Sorry. Um, we we have some project numbers like title funding or we set up specifically, you know, we have a WEDC grant um that I want to keep track of separately because we only have so much to spend on that. So, I keep track of that with the project number. DPI has quite a few project
012numbers that they assign um that we have for again title um uh when we had esser funding those had a specific one that just helps us we can add our own if we want to do things internally which I did for the grant otherwise some grants we say DPI says you have to put that in project 355 or something like that so it just gives you it breaks it down even more if if need be. So, [clears throat] how do you search that? >> Yeah. So, uh part depends if if I know kind of what it is. If I know, oh, it's at the high school and I know it's supplies or 400, I can do it and it'll list and I can go through. I have my budget sheets that I know, oh, if
013it's at Edertton and I know it's this, I'm going to go look and go, oh, here's the account codes that we have and what we initially budgeted for. and I can go see, oh, all of the uh music [clears throat] supplies and personal services and dues and fees or things like that. I can say, oh, that's what it is. So then I go punch that into Skyward and it gives me all of the expenses we've spent so far this year or the previous years. So, yep. Sometimes it's, [clears throat] oh, try that. Nope, try that. I'm not sure where it's at because again, there's thousands of them to memorize. So, >> so [clears throat] my question is just on the sheet, are these just redactions? These It's a incomplete. >> Nope. And so again, instead
014of putting down every single one, you'd have 100 pages. So those are what those are are the the the first one 10E 101 are Hail's Corners, all of their 100. So all of Hail's Corner salaries. >> So and again, happy to provide more. >> The nonexpanded view. It's the sunrise. >> Exactly. Yep. Again, literally we're talking hundreds of pages. So, >> which you did say at the beginning, I'm just connecting >> the example to what I see. Thank you. >> Yep. I won't go over these just in a little bit just again if there's more questions here, but just wanted to give you a general overview. So, I've talked about this before. I think I presented this even at the at the annual meeting or maybe Cassie did too as well. Just letting you know
015that we don't get our revenue uh every month and exactly [clears throat] one 12th of it or 124th every two weeks or things like that. We get our revenue at various times. You'll notice we don't get any revenue in July, but our fiscal year starts in July. And we have bills to pay in July. We get a little tax levy in August from the previous um part of it, but that's not a major part of it. Uh then we don't get any state aid. And what we get is only 15% in September. We get nothing in October. We get 15% of special education aid in November. We have bills through all of those. There are a lot of school districts, a lot that have to short-term borrow in October and November because [cough and clears
016throat] of the limited amount of of funding that we get. We are very fortunate how we have it set up with our fund balance and being able to to do what we do in order to to not have to do that. Um, obviously you're paying um interest rates or interest expense on that if you if you do have short-term borrow, but again we we do not. Um so just again just a reiteration of that just for general information. Um and then uh finally you also notice at the very last page the the fund balance for fund for fund 10 shows what where it was in January much less than what it was at the end of the year and where it will be at the end of the year. But again because of where we're
017at and what we've had to expend before we start getting I got a fax today that Hills Corners will be sending over their tax levy for January. So that's good. Now we start getting some of that revenue back in. But before that, we haven't gotten a lot and we've had to uh to do that. I I'll get that facts from other districts too, not just >> I paid mine, >> not just from so uh okay. So again, note that we don't get we talked about that until the end of the fiscal year. You know, we don't get revenue at all consistent. And so we when you look at where we are for fiscal year today, you'll say, "Oh my gosh, we haven't gotten anything or we haven't spent much." because there are a lot of
018things that we don't do until the end of the year, especially big ticket items. And as you can see for state aid or tax levy, some of those don't come in until later. So again, just notice that. But um that doesn't it's point it's it's not really there's nothing off schedule right now that I'm worried about that we haven't gotten or not going to get or haven't paid that that I'm concerned about at all. Uh but we do continue to look really at our selfund health and we're a little bit more than 100%. I'm sorry. Our our self-funded health. Um, so that's one of the big ones that you kind of think, oh, we could be, you know, something happens or whatever. You never know about that. But right now, we're sitting, again, not great,
019but but good. It's starting to level down, but we're just over 100% right now. So, as we kind of dive in, um, I do want to point out a couple things with the with the revenue and the expenses part of it. When you look at the column for 2425 revised budget and then 2425 fiscal year-to- date activity, when we when you go through there to look at the totals for each of the buildings um or the district level, um you can see the difference. And um well, I don't mean this to well, let's be honest. Yes, I do. It's really good. Um when when you look at that the the the difference is you know there's a couple 1%s less than 1% 5% tops for most of that I think we average about 1 or
0202% difference for that. So, and again that's not that's not me. Um, but we use that when we look forward to do that. It's a team effort. We forecast um the needs really everybody the principles the department uh who who talk or the grade levels that talk to the principles the [clears throat] you know Todd in buildings and grounds or Karen or in food service or Tony IT and Shelley does a great job with salaries and benefits which is a huge part of our budget to really get that. we have gotten a really good system in place that we can budget pretty close to where where we think we're going to be. Now, don't don't get me wrong. Some of these are more than they we budget more than we spent more than we budgeted
021and some are less, but overall when you look at the total, it does come out to be a pretty pretty small margin that we're very very happy about. Um, and so as we continue to do that, we really look at that and and we don't have a lot of surprises. Nobody can predict everything and Todd can some say, "Hey, the the tractor broke down. We had no idea it wasn't supposed to, but whatever. But but for the most part, we really do talk about those things. Hey, anything on its last leg or anything happening. Um, and they've all done that. Principles really look at that like, hey, we're going to need this, but we think we can get it till next year, so let's wait till that budget comes and do that. And so, everybody
022really has been great to help do that. Um, it's not just the one person or one a couple people. It's everybody. Um, except for, you know, I struggle with Brady a little bit, but actually, he's really good. said, "Can we can we spend this?" I said, "Yeah, you can you can buy that pizza for the board on tonight." [laughter] So, um, so anyway, again, it really everybody holds everybody accountable. Everybody's very frugal, and there's a big difference between being frugal and being cheap. This really is a thoughtful process of what we what we need um and and being able to do that. And again, it's for it's from everybody. It's not just the business office. It's not just the business manager. It's everybody. So, um, and, um, we'll begin to look at budgeting for next
023year. In the next couple months, we'll start sitting down with all of the the the the principles, the the supervisors, managers, everybody to start working at next year already. So then really when when I when we go [clears throat] through this and look at this, the the the difference or the things to really look at are what we did last year, um, what we budgeted last year, what we did last year, then how we use that. Um, we really do take a look at that and we run detailed reports about um what did what did Meg spend last year when we budgeted? Yep, she came in under budget by this much. We think we're good. We're going to keep it at that. Um, and then how we move forward with the next one. So, we
024look at last year's and even the years before to say, hey, where are we at? Where are we going to be? Um, what what's changed? Oh, the price of clay went up. Oh, the the you know, last year noticed that we didn't spend anything for any FIET equipment, but this year things are coming due. We're going to need to look at that. Yep. Great. And we really start um doing that. And we are really that specific and they are all of them are great about talking to their departments and really understanding what everybody needs. That's how we can do what we do. Um and so, uh again, you can look at what we budgeted for 2526 and how it relates to 2425 because we really do look at those things. So, same thing with revenue.
025Um, the other part of that too with fund 27, um, on the on the next page for revenue, uh, when you look at fund 27, the transfers in, that's what we what we have to move over from fund 10 to fund 27 to to balance fund 27 out. The other numbers underneath 27, those are um federal grants or state aid for special education. But you can see more than half of them come from a transfer in from fund 10 um just to balance fund 27. So John, >> so let's take the time period that Brady has been here and have we said no to anything >> for because of budget constraints. >> Um sir, I say no all the time. Trust me. Anybody? Are [clears throat] these small items, big item, where are we talking?
026>> Everything. Again, >> educational items, >> everything. I mean, again, I'm not going to say I say no to everything. I'm saying I say help me understand and and had this conversation with Cindy today. If you tell me we need this for our education to to to get our kids moving forward, I'm going to find it. We're going to figure something out. I'm going to tell Brady no more pizza. I'm going to do whatever. But we're going to do those things. And and and I know sometimes when when I budget things like heat or electricity, I make sure that I'm conservative. I don't want to come back and say, "Yeah, way under budgeted heat. It could be a cold winter and and I didn't budget enough." I'm going to make sure we do to say,
027"Oh, heat's going to be okay this year. Electricity. We're going to be okay to get that that AP testing kit or or whatever." So, be able to do that. But but again the the principles and and everybody knows you tell me you come to me and say this kids we need this for the kids to get them where they need to be. We're going to find it. And same thing with Brady, you know, I'll talk to Brady. We we talk all the time. I don't know that people realize how much we talk about, hey, I'm doing this. Are you okay with this? Or hey, he comes to me and says, hey, we really need to do this for Chris or whoever. I say, yep, okay. We'll let's sit down and figure out what we can
028do. So, but if it's about, hey, we want the Whitno Falcon on the back of all of our, you know, whatever, help me understand that that how that's going to help educationally or whatever. So, >> so that was my followup question was is it a collaborative collaboratory decision or is it your decision? >> Yeah. No, again, he probably more than he wants. If there's anything major, again, if it's we need some number four pencils instead of number two pencils, I'm not going to bug him with that, you know, but if there's anything significant at all, it's a collaborative. Yep. I >> he he's the final safe zone. >> Thank you. >> So again, that's really all the information on that or if there's anything any other questions about about that. >> John, can you um
029can you [clears throat] talk? So, I've gotten a few questions from board members about some of the stuff we're hearing in the media right now about special ed payments, the the initial first one being lower than projected. Can you just kind of shed some light on that? Someone worried about that or >> Yep. And and I I remember talking about that, but I'm not sure if that was at the annual meeting or that might have been the final budget. I think when I brought the final budget for you to approve that, we talked about that that the special ed pot is a set pot and it's of money that the state's saying we're going to do and they they said we'd like to get that to um 42% this year and 45% next year. And
030I told you I sat here and tell you we're not going to get 42%. Now, was [clears throat] I hoping for 40 or 41? Yep, I was. Um it looks like we're we're going to be more at the 38 or 39% because it's a set pot of money that um they have and they say we're going to try to reimburse you at 42%. But once that money is gone, it is what it is. and and right now initially and there's some people that are a little upset at DPI about saying you you limited it I think was what 35% if I'm not mistaken 35% for the first first um first payout that we got um for for special ed was that was was that that rate um they didn't really have anything to base it
031on it were just being conservative which part of me respects but part of me could have said hey well give us a heads up that you were going to do that um and so the point is is that we're we're not going to get 42% which I told you back in in October. The sad part is is I don't know that we're even going to get 39 or 40%. I think we're going to be closer to 38% and that's what people are budgeting for. And so um unfortunately that that just means next year unless something changes we're not getting 45% either. And so, um, that's just unfortunate, especially, um, costs continue to rise that and the state saying that they were going to reimburse at [clears throat] a higher level. It's just unfortunate that we're
032not and a lot of the school districts were counting on that. >> In like terms of like dollar amounts, how big of an impact is that specifically going to have on us considering we planned on like 3940 and it's right now 35? Yeah, I don't have the I won't know because it's based on um well actually we would we would if I calculated it because it's always based on the previous year spending. So I could go in there and calculate that. I guess I haven't done that right now because right now it's still you know something could happen or somebody else could say hey we're not big big districts could say maybe we don't have that. Um but um but I don't I guess I haven't calculated what 2% or what that looks like. I
033could go back and look um to be honest with you, it would just be calculating 39% of special ed expenditures. So, uh 20 So, if you look at the the adding up the full 27 the 27 section down there, which is about $7 million. Um at that point, figuring that out, what that reimbursement rate would be at 39% or 38% or 42%. It was just significantly lower than even the lower amount we had thought which is disappointing that the state did that but we obviously have to plan for it and I know it's a big >> shortfall for a lot of districts. So I'm just >> very much so >> how much it's going to affect us. >> And I think to be honest with you when I when I was here and we did
034the final budget I I'd have to go back and look because I I'm me I'm very conservative. I really I may have put it at 39% even when I budgeted just because if we get more great but if we didn't then we were still budgeting. Okay. So, but I definitely remember saying that we talked about that and I didn't do it at 42%. I I I knew better. >> Yeah. I just knew it was even less than what you had originally rejected because it's again even lower than the lower number that people thought. >> Right. Right. When the ban bianium bianium budget is put in place, [clears throat] do the legislators do they give you a percentage increase? Do they give you a dollar increase to some certain >> to the to the pond of
035money? >> No. Well, I I I'm assuming how they calculated is looking at previous years everybody's and saying at 42% this is what we think we can we can give everybody is the 42%. I don't know. >> I'm asking do they do they raise the sums in the pot of gold by a percentage or by or by a dollar amount >> from the previous year. Yeah, I think they they have a set dollar amount. I don't know how they'd go back and say, well, last year it was three billion and then we're going and that was 30, >> but they they they give you added number, not a percentage of the amount that was previously given in the previous two-year bianium budget. No, they tell you we're going to do we're going to re we
036our plan is to reimburse you at 42% of your previous year's expenditures in special ed. >> So how do they come up with the some certain >> That's what I'm saying. I think they may look at the previous years what they spent or what people claimed as expenditures and said we're going to put enough money in there to be able to get everybody up to 42%. At least that's their plan. Now that dollar amount again >> you don't know what that dollar amount is. I don't know how many billions of dollars they put in. I know. I I could find out, but >> they they said they did say there's some certain amount in the budget. So, you could find that. I don't have it off the top of my head, but they did give
037us some certain amount that it's they want to do 42% up to this amount >> up to a $7. But again, as more people put more more as rate costs go up and as bigger school districts start put claiming more dollars, that eats the pot up. So, in all districts, but I don't mean to just pick on big districts, but yeah. >> But you do, >> right? >> Does anybody have anything else for John? If not, >> continue. >> Okay, we'll jump into the five-year projection. Again, as part of the um uh as part of the strategic plan, we talked about this. Now, I I had it in the in the back end, and I know you've seen it, but and I think Brady even said, "Don't don't uh start fretting just yet." Um, we've
038seen this, we use the beard model, and I'll talk a little bit about that, but but again, we've seen this become negative as you as you move out for for many reasons, and we'll talk about those, but it but we but it never comes to fruition. when we started using when I first came here um and and I think even Mike before me was using the verd model it always looks doesn't look great because there's so many things that go into it which again I'll talk about but we we if you would have said 5 years ago where were we at this year it would have said negative million 2 million 3 million depending on where it was at it always looks that way and so um we always either the state steps up or
039things change er whatever that looks like um always happens so I'll I'll pre premise everything from that. And I know that was talked about a little bit before, but um as we go through this, we'll kind of talk about that. So, so we made several assumptions and that's all you can really do. This is mathematical. That's what this what this really looks like. In fact, it might be well, I guess, we'll get to the Is it easier to put up the the the sheet and then just talk to it or or forbody else with any thoughts? because I can jump right to that. So um we did we did make some make some assumptions as we go this we do this it's mathematical it takes historical facts um just like open enrollment we'll talk about
040later those are based on mathematical um and things some things change we we know that we didn't know about 42% we didn't know about 325 you know 3 years ago or two years ago whatever that looks like we don't know what the next binding budget's going to be um if you told us last year hey the state's not going to give you any any state aid people would have said what that's not that's unheard of So again, there are a lot of things that are going to change over the next however many years. So um part of the assumptions we continued the decrease in resident enrollment. Uh we did keep steady open enrollment in and out as far as numbers go just as as assumptions and projections on this. Uh we did keep it I
041did keep it at a low CPI increase. I used 3% for next year and then did 2.5 in the future. Not sure where that's going to go. It could be higher, could be lower, but that's uh what we what I did when we went forward that put very little in fund 4146 um transfers in there. Um just again not sure where that's going and and what [clears throat] we're going to be getting. Um while we didn't really take into effect employee attrition, we know we're going to which means losing higher higher cost uh salary uh salaried staff for lower cost. We're we know we're going to have some retirements, but we also don't know what I can't sit here and say, well, we're going to lose somebody who's making $70,000 and we know we can
042um replace them with somebody who's making 50. I don't know that. So, again, to be more conservative, kind of just left everything where it was projected wise out there because we really can't say I know I'm going to have a 70,000 person retire and a 50,000. We don't know that. It could be 70 for 70, could be 70 for 75 depending on what that position is andor where we're at with what we need. So again, I didn't want to take make any take advantage of any of that when I don't know about that. So again, very conservative on this whole thing as you can see. Um no assumptions of reducing staff or reducing positions at this point. Uh we assume continued lower health care costs um which may or may not hold through. We've been
043very fortunate as to said many times we've been 0% the last two years. uh trends now are anywhere from 8 to 15% some even higher but that's the general trend we kept it we kept it relatively or we kept it flat [clears throat] as we've had good and we'll continue to educate and hopefully continue to keep it that way um we have continued all the state federal federal revenue streams um again making some assumptions not sure where that's going to go but we did uh keep that in here um and we did continue to gradually increase um the special ed transfer again fairly using mathematical trends from before to to keep that um that thing in there and and again planned on only the the increase for this the revenue limit being 325 per student
044in there for now. Um so we did use the beer module beard budget model which we've used for many many years [clears throat] um and u and that's part of the map that's embedded in there. Uh so it does take historical and current information to cast that forward, that projection. Um again, we talked about that it consistently does forecast deficits um based on that um because it's impossible to forecast the exact numbers that we're going to have. So again, no idea what what the future benium budget looks like, what CPI or inflation looks like, uh what healthcare costs look like. We some projections [snorts] and that's what we use. So, um, same thing with open enrollment funding or numbers what that what that looks like [clears throat] and again something that could come up for
045capital expenditures that we have no idea is going to happen. So, so really in looking at this it does show a small annual increase using the 325 as it goes across. You also notice that that because of the trend, if you look back, I did I think I did include the 2425 uh in there as just a historical. Yeah, 2425 in there as a historical uh and move that forward, but because of the the difference, as you can see in [clears throat] 2425, the property tax was lower than the general state aid. Well, you all know that stopped this year and it flip-flopped. So, because of that, how that looked, it just brought that forward. Do I expect that to continue in the next B? I hope something changes even in next year's benium budget,
046but but I sure don't expect no new state aid the next bianium budget. Didn't expect none this year. But again, I really feel like that'll flip. But in the end, the revenue total revenue won't change. It just depends on where that revenue is coming [clears throat] from. So in this case it looks worse because based on last this this year um and the mathematical it continued to carry forward the state state aid as well as a property tax which was higher property tax and less state aid to carry that forward into the future. Again I expect that to flip-flop back but we'll have to wait and see. In the end even if it does flip-flop back [clears throat] the bottom number won't change unless we put any other uh factors in that besides 325. and
047I don't know any of those right now. So I didn't put any of those in there. So um it does show an increase in the expense based on historical info. So again that's why the it's just mathematically about how much has it has things have things increased over the previous multiple years and it goes way back before 2425. I just didn't include any of those numbers um but but could. So um again salary benefits expenses um all were consistent based on um as a percentage of total expenses and the projection of CPI. So uh same thing again healthcare costs we we kept as relatively fat flat um shows the benefit of having a strong fund balance because at the end bottom line is if if this stayed exactly as as it's projected it won't but
048if it did we are very fortunate to see that our fund balance can can can help cover that down at the bottom and I apologize for those of you that don't have it on your computer screen but um again as you can See, even even if [clears throat] we were at 2.7 million deficit and all those deficits the years prior to 2030 31 at 2.7, if all of this was exactly true and accurate to 110% that this is where this was, we would still be able to use fund balance to cover this if needed, if we needed to, if we absolutely had to. I'm not suggesting that we do. I'm not suggesting that we're going to be sitting here at $2.7 million in the deficit of 20331. But as part of this, just letting you
049know that that this all else being flat and staying the same or the projections being where they are, this is where we would be. Um, and just again something we Brady and I talk about look at every year and say, "Okay, well, what needs to change or what are we looking at?" And as part of the strategic plan, we do look at this as part of of financial stability and projection of staffing and open enrollments and uh health care and all the other things that we're doing. will continue to do this and this will look different, you know, in six months and it could look very different in six months if if the state does come back and say, "Hey, you know, that whole state aid thing, we're going to flip-flop that and do something."
050Now, it's possible. So, there is talk already. There's talk. So, we'll see about that. The other part of that is really looking at staffing [clears throat] and looking at student numbers and looking at all those other things that we need to do. So um but but again a lot of districts are using that and seeing much larger numbers and going [snorts] we should start talking about open enrollment. A lot of other districts are talking about talking looking looking at that and looking at sorry I said open enrollment I meant operational referendum. Other districts are are doing that and and it's very you know very real conversation. So I don't project this. I'm not bringing that talking about that, but a lot of that is depending on what happens in school finance over the next in
051this case six years. >> But if you if you even add up the projected possible deficits in taking that money from our fund balance, we would still be in good shape with our fund balance. >> Correct. >> As we still be at 15%. So that would be lower than the 18% that that lower policy. But >> yes, in general that that statement is correct. >> Correct. And again, just one more reason why it's important to have a solid fund balance. Honestly, I can't stress that enough. Short-term borrowing and in case, just in case. >> Well, I think you have the strong supportive board on that. Um, so we talked about how almost ridiculously difficult it is for that model to predict things. Has it been consistent from your knowledge in terms of predicting where it's
052at and then the difference between the two? >> Um, you know, that's a good question. And I guess I haven't gone back and looked and said I still have them and I could go back and try to do that to be able to say well this is what it said. The other part of that is Brady and I are changing it. I don't want to say all the time, but they'll say well let's look at this version or can you send me what you have now? Because I'll go in there and they'll and B always gives us updates and said oh the low revenue ceiling may be this or it looks like this. And so then I just go change it without necessarily keeping the previous one. >> [clears throat] >> um you know, oh
053or we're going to they're going to change this or they're going to add this or we'll go back and look at our enrollment as we start getting closer to next year. I'll go start throwing in different enrollment options or possibilities that changes that. So, to be quite honest with you, I don't know that I have the original one from 5 years ago to look to see exactly where it was. I could look and say, well, this is where I kind of finished up to look. But in general, it kind of varies across the board. But in but overall I would have to say but yep [clears throat] in general we're we're about that same that um that that deficit piece of it. >> And then given how complex it is how often are we receiving
054updates to that model that program? >> Um I I guess I would say quarterly for sure but it really depends on when new things come out. Bayard is has done a great job of taking all um well, first of all, they get data from people that just send it to them willingly, which is intentional. I don't mean that bad in a bad way, but but if you subscribe to their model, you can upload data. So, they take that. So, sometimes they get data even before the state does. The other part of it is is they have a very good working relationship with DPI to get all the information from all the different school districts. So they have a very good idea about, hey, this is where everybody's special ed is looking. If they project it
055forward, this is what you start looking. Maybe you should change that to 39% or 40%. So they're doing that all the time as they continue to get uploads because now um all of our information is electronically uploaded at certain times of the of of the year uh into DPI. It's not about filling out um forms and then uploading them anymore. They've done a really good job. Now, I'm not going to I'm going to sit here and tell you not every school district is is on time and as accurate as as we are, and there's a lot of districts are, but there are some that are. So, you do wait on some of those or some of that data, but but they're they are really good. I So, I would say quarterly as a long-winded answer
056to your thing to be able to look at that. >> Any other questions for John? >> Jesse's right. It is or John's right. It's a very complex sheet. In fact, when he sends me a copy, I he makes me make a copy because he doesn't let me fill in the official sheet. >> It is like I bet [laughter] it's 40 rights. Yeah. >> 40 40 I bet it's 40 sheets along the bottom. >> Yeah, it's it's >> And then you change one thing and it changes it. I mean, yeah, it's multiple. >> Somebody was a lot smarter than I was. Whoever created that. >> Well, I really appreciate all this. Thank you. >> Thank you. >> All right. Moving along to 4B, superintendent report. Okay. Well, I'm going to be a little bit shorter. Uh
057we we came back from a wonderful break last week. Uh I was reflecting on my way uh to to work on Monday. Actually, last Monday. It was the first time in my education career that we ever had a full week back after the break. So, uh it was an interesting it was an interesting it was a very long week. Uh our but our teachers did a a fantastic job. of our staff did an awesome job and our kids. Um it's it's so wonderful to have them all back in in our buildings. It gets pretty lonely around here uh with with nobody around. So, um just a couple updates for you all. During winter break, um we exhibited artwork at the uh Hails Corners Village Hall. We're really trying to work with the Hails Corners Hails
058Corners, the village of Hails Corners uh to really build a strong relationship. And so one of the things that um President Besson and I have been working on is how can we decorate Village Hall with student artwork. And so we did the first one um over the kind of the holiday here uh with some things from Hail's Corners and um and Edertton. And then we're already working on so that that one is done now. That display is done, but we're going to do some middle school and high school work for March, which is um um National Youth Art Month. So So that'll be neat. We also um Adam has done a great job networking with some of our local businesses and we're going to be displaying artwork uh at local businesses for art month as
059well. So, we're excited about that just to have our kids awesome work out in our community which is going to be really great. Uh speaking of our kids and their artwork, the high school had a wonderful art fair art show last week. they uh if you if you were able to get here, that whole hallway and then you saw some of the stuff in the library that's still up there. It's just the work that our kids do is is just really fantastic. And I was telling some of the art teachers that it's really neat to be able to I I stop into the classroom every every now and then when I'm, you know, on my walkthroughs or or whatever and it's it was neat to see all the finished products because some of the stuff
060is just incredible. Um, last week also our teacher Olivia Becker invited some local business professionals to come and participate in a job interview uh simulation for her students. Um, they were they were able to give some feedback uh to each of our students and then practice like a little bit more real life job interview with uh different business owners. So that was a a really a really nice event. And then um last thing, I I I kind of highlighted it in in our board update, but I just wanted to let you know that on Friday, we we found out we received um the silver AP honor roll distinction for the 24 25 school year. So, this is the same recognition level we receive received last year. Um Cindy and I talked and we're hoping to
061get gold next year. She's they've got plans to to make that happen. But um so some really great stuff uh and a and a wonderful break for all of our our staff and our our students and their families. So that's what I have for you today. >> Is this the third year then of silver AP award? [clears throat] >> I believe so. Yeah. Third in a row. >> Yeah. So we're going to get we got to get move up to the next level here. >> Silver's really great though. So three years in a row is still impressive. >> Yeah. Thank thanks. Yeah. We we'll get to we'll get to go. I'm confident. >> All right. We'll move on to five discussion with future action. A student open enrollment for 2026 2027. >> Sorry, John. My
062my presentation was a lot less than yours. So, the view on this table is so much better. [laughter] So, uh Kathy heads up the numbers. That's really the the the one thing that we're sharing tonight or proposing to you tonight is uh is the number of seats per grade level. Um that's what DPI says that you have to approve by the end of January. So these are the uh these are those numbers. Um they're based on you know that spreadsheet is a is a mathematical formula that we use for historical but it's not perfect. There [clears throat] are anomalies. We saw that uh last three years in in 4K. We went from 106 I think to 87 back up to 118. We just you know but mathematically we didn't see that coming and we've also
063made some adjustments in when we were down that one year to to communicate better and to do those things to reduce those anomalies but um but it's not perfect. [clears throat and cough] Um it provides you know the recommendations based on that. Um we're always looking to get better and and and continue to to look at our our policies and our procedures for doing that. So we'll continue to continue to do that. Um we we do prop the numbers we propose is really based to do optimal class sizes or optimal class sections and class sizes. Um it's the we know we won't fill all of the seats. It's about 45% historically about what we open versus what we uh what we fill. Final open enrollment applications are due on April 30th. So, we'll obviously have
064a very good idea how many applicants we have um at that time. Uh at that point, we looked at the applicants. We look at current resident seats um and where we're at as we continue to um verify current students coming back. So, uh we're very conservative when we do this. We don't want to open up too many at a grade level um because if whatever whatever you approve at the end of the month, we have to open at least that many seats. We can open up more later, but we can't open up less than what you approve. So, we are conservative. We want really want to try to keep um we look at we spend a lot of time with principles and with Brady uh and and other other members to really look at, okay,
065where do we think we are? Where do we think is realistic uh to get to to see where we can get optimal class sizes. The last thing we want to do is say we're going to open up 25 seats and and in order then we have to hire another teacher to fill that section and we only get three. Well, now we have too many for, just as an example, three sections, but not nearly enough for four sections. And so, we're really conservative. Now, if we get 30 applicants, now we talk about that and and have those conversations, but um but going in, we are very conservative about that to to make sure we're not overcommitting costing the district um more more dollars that we maybe would need to do. So, um obviously a fine line
066there. Um it's it's not a perfect system. We we like as I mentioned, we we talked about it in the past. We've done we've done pretty good to be honest with you how this but we're continuing to tweak it, but we it's been a pretty good system so far. We obviously have some bumps here and there or things we didn't expect, but um COVID or other things, but but it's worked pretty good. So, um we also are not opening any special education seats based on our current case load, which we we haven't for a while. And so, that's continued based on Jackie's research. Yep. >> Uh, any I'm missing any to add? >> No, I think you know, John hit it. We're trying to be we're trying to balance out making it be as we
067know the benefit and the the, you know, the having a lot more kids in our buildings and uh all of that, but then also trying to be as fiscally responsible as we can. You know, as John said, we don't want to. It's a really a fine line of of playing a or watching a numbers game. And as he said, if we if we get to a point where we see a lot of resident more resident enrollment and then a lot more or a higher student open enrollment, then we'll we'll consider we'll bring back to you the possibility of, hey, we need to add we we think it would be best to add more seats. But we we felt that the the number that we're bringing to you guys puts us at that sweet spot that
068we like to be at >> questions. I had one question. So for um eighth grade, I'm looking at this sideways so bear with me. This the attachment ones that there that one is has more open than the other middle school seats cuz that gets it ready for the optimal class sizes in the high school. Is that why there's that difference between eighth compared to sixth and seventh? >> Well, go ahead. >> Well, part of that again, that's where this is a a mathematical part of that is is if you look at column D where we're sitting with with 179 currently in seventh grade based on ma mathematical historical data, we should be at 185 for that. But then again having the number of sections that we're having where we feel like we're going to fill.
069So again none of this is perfect but this is based on the mathematical but it's not it's really based on on on the seats for the number of sections. >> Okay. So that's like why the optimal student count in eighth grade is more than sixth and seventh because it funnels into the the size difference optimally in high school. Am I understanding that correctly? um >> that like sixth and seventh have a different optimal student count cohort than eighth grade, but eighth grade is the same as the high school. So is it like to get them in so that they're we have the class sizes to shore up the high school optimal? Yeah, >> the number is strictly the number of seat the number of open seats available >> based on the number of sections that
070we have and the number of seats that we feel are available based on historical content. So >> is this that the optimal class size for eighth grade is different than the optimal >> right and that's that's based on the it's based on the sections and the amount of kids we have current. >> Okay. So, we took the we took the current >> just so it's a [clears throat] coincidence that >> that class is a little bit lower. So, we took that and said, "Well, >> Got it. >> We'd like to get it to this [laughter] because I don't know that we're going to build it to this." >> That all makes sense to me. I just was curious. So, it's just a coincidence that it got it. >> Again, as we know throughout the the
071district, right, there are certain grade levels that are >> kind of those bubble classes bubble >> and there's so there's a couple >> because they're over 175 already. So, Got it. Okay. Thank you for that clarification. >> So, I'm I'm glad at this time we're not we don't have any seats open for high school. [clears throat] That's good. I think >> um and can you tell me how many graduated out last year? >> How many >> open enrollment seats graduated out? >> Uh I don't know if I have >> Oh, actually I think I didn't um >> 45 seniors last year. We're old. >> 45. Yep. Yep. Yep. >> Thank you. >> Any other questions for John or Brady? >> All right. Thank you very much. We'll move on to 5B, Costa Rica trip, summer
072of 2027 proposal. >> So, I'm going to invite Cindy and uh our staff members up. Um, as the board knows, the if we're going to have an international trip, uh, they they the board has the final approval. Um, we've we've reviewed this. Um, thank you. >> Um, >> we Yeah, we've reviewed their their thing and we we believe it's something that we recommend that the board approved, but we wanted uh them to come and and share it with you. Uh, and then, you know, next time you guys can work on approving it. Again, we haven't started anything with this trip. It's this is just the first phase and nobody's going to even we're not going to communicate anything out until after the board would approve it next time and then these two can start their
073amazing work on putting it together. So, I'll turn it over to [clears throat] you chat about a little bit. Thank you. >> Hi, I'm Kaya. I'm one of the Spanish teachers at the high school. >> I'm Amanda Weir, Spanish teacher at the high school. Um we just got back from our first Costa Rica trip um this summer in June. We took 17 um kids with us and we decided to do the same um company and the same trip um similar to the same trip again um because we had um a really great time this summer and we wanted to do it again um we thought it was a great opportunity. So purpose of the trip um is language immersion um which makes it a little bit different from other trips that students may go on
074where they may be cultural immersion. Ours is both cultural immersion and language immersion. Um cultural competence, developing independence for the students and being able to travel away from home for some of them the first time. Global awareness and embracing challenges. And those are pictures of our trip from the summer. [clears throat] Um, our goal is to recruit at least 24 students, but we're flexible with that number. Um, we did not hit 24 students. The last time we had about 24 students um, interested and then they did not commit. Um, so that just means that um, we have a small group supplement and that would be up to $300 per student and that would be if we had a very small group. Otherwise, our our small group supplement was I think $100 >> 125 >> um
075per student um was 17 students. So, it was still um the lower end of the number that we were given. Um but we will try to recruit as many students as we can. Um [clears throat] >> is there a base number of students you feel you need? >> Um not particularly. It's six students per chapron. So, obviously six is the very minimum number. Um, we felt really comfortable and confident with our group of 17. It felt like a really good number. Um, so we definitely would feel comfortable with more or less than that number. Again, >> I saw in there that you would partner, you could possibly partner with another. >> It was an option that was afforded to us the last time. We did not feel the need to take advantage of it. Um,
076it's kind of a hitand- miss. um you'd have to find another group that is willing to join with our group that is going at the same time and doing the same program. So it is an option if needed if it's so for whatever reason we have a very very small group. Um with 17 we did not feel that that was the case. >> Thank you. >> Um this is the program we went through in June. Um this is the same program that we want to go with again um [clears throat] in 2027. Um they were absolutely amazing. Um in country, out of country, even with all of our craziness that happened with our flights, um they managed everything for us. We did not have to deal with flights at all. Um and so we feel
077really really comfortable and safe with them with us being in their hands. Uh the current cost estimate for the summer is uh around $3,000 for the program. Uh which is lower than our last program. Um but there is an additional flight cost and that could range from about $900 to um $1,200. And that is a change where they used to put the entire cost together. So that's why that number will look different than last time we showed this to you. um this uh summer this year they changed it to be separate from the price of the trip um to adjust for inflation and very volatile um uh flight [clears throat] costs. So they will solidify and finalize the flight cost 11 months before the actual trip. That's something new. [snorts] Um we plan to do
078a lot of fundraising so that the trip is more affordable to students. Uh there's also this early bird discount. If students enroll before June 15th, um that's $200 off of the price and then they are also able to apply for scholarships and financial aid through experience. >> Two of our students this past summer were able to take advantage of the financial aid and it can cover up to I believe it was 60% of the cost of the >> 60% and it's for families who are making 60,000 or less. Um student criteria. Um this will be very similar to what we did last time with a little bit of a change. Students who are going to be entering 11th, 12th grade or being recently graduated seniors. So they will graduate in June and go on the
079trip with us in June, which was again the same as the last time we offered this. Um the only difference this time will be we will be inviting our current Spanish one students to take advantage of this trip. Whereas we said last time they had to be going into Spanish 4 or AP or graduating. This time we are saying students who are Spanish one this year um would have the opportunity to go with us um because they will be going into their junior year um and they will be then in um in Spanish 3 4 AP for the next school year. [clears throat] >> Yeah, we've already mentioned we need um six students per chapron. Um, so we took three last year. >> Um, so we're the base chaperones and then we plan to possibly
080if we have more students ask um our other Spanish teachers to join if not administration possibly. >> We haven't talked about that. Yeah. Um, and we also do training along the way. So we have students um get supplemental uh materials and do exercises scenarios so they feel comfortable communicating the language and managing different situations in the country. Experatas also sent us to um Minneapolis last year last January for a specific training for teachers to train us of how to be successful on these trips and for different things that we might encounter. It was useful. And that's it. Is that it? And a question. >> I just have one question. I think it's really cool. Uh how I don't think I see in here. How long do do they go for? Cuz they're like in like
081it's kind of like don't they have like host families or >> We did. >> Oh. Um this summer we did the program that was supposed to be three days with the host family and then our flights went crazy. We ended up having one. This next trip we decided to not do the host family experience. it would be a total of nine days as we are looking at right now. Nice thing with Experatas is we know what we liked and what we didn't like and we [clears throat] have the ability to add activities, take away activities, expand the trip, shrink the trip. Um so we're in the work of um the process of talking with the program to kind of tweak the program the way we want it to be, which is nice that they give
082us that ability with this program. >> Thank you. Is there some sort of guide for kids who don't have a passport and what they need to do for that? >> Yes, I would say 50% of our students did not have a passport when we went. Um, and it was not a problem. The process was was actually pretty quick. >> Um, but we started it really early to make sure that everyone was good to go far in advance. >> Sounds good. >> Yes. Thank you guys for starting so early. >> Other questions? >> Thank you very much. and thank [laughter] you for being patient with us while we went through all the wonderful budget information. >> Well, thank you for listening. >> All right, we will move on to 5C consider policy update 35.1 first read.
083>> Yeah, so this is a first read. Uh as you all know the the NEOLA provides us with policy updates uh twice a year. This is the first This is the first time through update 35.1. The policy committee had a look at it. They asked u some questions that we got some answers to, but overall there's not a ton of significant changes uh for the 35.1. Uh a as usual, if you guys have questions between now and [clears throat] next time, please please please by all means just email me and um we'll we'll get those questions answered uh for you as soon as possible. >> We're good with that one. We'll move on to 5D. Consider updating Nola student support organization policies first three. >> Yeah. So, as part of 35.1, every every time Neil
084puts out a update, they'll update a certain set of policies usually based really focus on that based on what's going on across the state or the country. um they've been seeing a lot of student support organization, you know, like PTO's or booster clubs or whatever that are maybe not managing their finances as well as they could. Uh which then ends up though the district isn't responsible for it, it maybe ends up bringing the district into lawsuits and those kinds of things. Um so their focus this time was around some of the student support specifically student support fundraising um policies. So those um particular policies we just decided the the committee decided hey we're going to we're going to pull these out just so you guys can talk [clears throat] on them. There's some um just
085changes on reporting where the district gets a little bit more awareness of what's going on um behind the scenes. all of our PTO's and clubs do all this on a regular basis. Now it's just bringing officially kind of giving it to us so John and I can look over it and be like okay everybody's in a good spot. We've already started Brenda, John and I um working on okay what what what would the reporting tools look like? How would we how do we be able to do it? We're if you guys do approve these, we'll meet with the the presidents or the committee leadership committees of each of our support organizations to kind of talk about how can we do this together to make sure it doesn't uh happen. So that again, that's the first
086read on that one. So we'll [clears throat] u any questions that you guys have throughout the next couple weeks on that one, please don't hesitate to come. >> Yeah. And this was a little bit more of a robust change versus what we previously done. we um hadn't had formal um like huge formal policy on oversight and this provides more specific criteria on oversight of these of these organizations. Um but we talked about how it did feel like to to protect the district that we should it was recommended to um pass these this time and then give them a little bit of grace period to make sure that they can get up to date on all this oversight pieces. in our current oversight is our principles. >> Yeah, principles uh as much as possible, but you
087know, it's nice to have it kind of centralized. U you know, John myself have a little more John especially has a [clears throat] little bit more financial knowledge around that kind of stuff. >> Great. Any other questions on 5D? Not we'll move on to 5e. Consider policy 7510 use of district facilities revision first read. >> Yeah, this one is just a again this wasn't part of the oil policy updates. This was a part of a policy update that we actually ran into this last year when we were um renting our facilities out. There was a situation where a potential renter had some um we had been noticed some things that were happening and we ended up we ended up working it out really well with them. But in working with our legal council, we realized
088in our policy, we didn't have in policy our ability to cancel if somebody had um rented our so like let's just say this isn't I'm not talking general, but let's just say somebody rented our basketball courts for you know the whole season and then all of a sudden every game they're getting in fights and or you fans are messing up our bathrooms or what, you know, something like that. That's not what happened. I'm just, it's just an example. But we didn't have any policy language that would support us and saying you can't do that anymore. You can't you can't rent this anymore. Um, so our legal council just suggested we add those two little there's there's just two sections to the policy, uh, two two comments. And then at the same time, we've also drafted
089some new um contract language for when people do use our facilities. Uh so it's really clear on what we expect and what they need to be able to do. So um again, first read. So any questions, feel free to to reach out. >> And this is an update from our legal council, [clears throat] not Neola. So that's why it says the Whitnol School District at the bottom. >> There are no other questions for 5e. We'll move on to 5F. Consider policy 7544, use of social media, first read. >> Yep. And this one is just a use of social media for students and staff uh within classrooms and things like that. Uh interestingly, we we get Bren and I, we look at the things we're supposed to communicate out to parents at the beginning of every
090year, and one of them is our social media policy. So, we went to link our social media policy and we realized we didn't have a social media policy. Uh, so we it's it's one that was um in draft form probably from several years ago that was just kind of sitting there and uh never got moved through. Uh and so we decided well we I think we should probably at least move through. So we worked with our Neola representative to um draft this policy. Uh and again um the policy committee had got their I was on it um over the break in last week. So I don't know if you have anything else. >> I just have one question about this one. It says in there [clears throat] I don't paragraph like that we would then
091have to like do education uh federal law mandates that the district provide for the education of students regarding appropriate online behavior etc etc. Would that be something that would be covered as like they are acceptable? I mean it's mentioned in there >> acceptable acceptable use. >> So there wouldn't need to be like a new class or >> so that scenario is interesting. Why didn't Neola catch that? >> I don't I don't I don't know that Quint. Uh it's a it's a great question. Um >> because there could be other policies that we need and we don't know that we need. >> We've got everything. Again, this one just happens to be a hey you guys you should every year we get the communicate these things to families and they one of them is your social
092media thing or now I don't I don't know that we specifically have to have a social media policy but that's the recommendation to to have it because social media as we all know is taking on a new life. The one thing that I had brought up as a concern with this one was just making sure we know which accounts all fall under this because obviously we have the Whitell school district account. But then as far as like clubs or sporting accounts and what's an official account versus what's an unofficial account and making sure that both um we as a district know that but also staff members know that as well. >> All right. There is nothing more for 5F. We will move on to six action. A 2026 2027 school year calendar. >> Okay. I
093have a motion to approve 6A. >> So moved. I second. >> Any discussion? >> Is anything changed since we viewed it the first time? >> Nothing changed. >> Okay. >> Any other discussion? Seeing none, all in favor? >> Opposed? 6A carries. We'll move on to seven announcements. Anybody have any announcements? I will say that there is a middle school PTO meeting on Wednesday uh at 6 p.m. in the STEM space. And then the other piece of that is um I know it's not in here, but if you have anything for the resolutions um at the convention, let me know. Um, we got an email about a different school district trying to they want to set up something with WASP where you can be a limited member where you would pay less fees. Correct me if
094I'm wrong here. You pay less fees, but you'd have no ability to represent your district on the resolutions. And I believe the idea behind it is there are some resolutions that this district does not agree with that I guess no matter what the decision is that they they don't want to put their name behind it and that's why they want that option. Um from what I've seen from my previous experience I don't think that that'd be something that we'd pursue. I think we have a pretty good relationship with WB. But if you feel strongly about that, let me know and I can get you more information. >> So, what is what is WCB suggesting? >> I didn't see I didn't see their response. I just saw the message from that district. >> It's an interesting
095um question. The So, we got an email on Friday, late Friday afternoon about this resolution or this it's not a resolution actually, it's a B changing the bylaw so that they can, you know, do what Jesse said. I I talked to Dan uh I can never pronounce his last name, Dan R, the executive director this afternoon, and he said, you know, >> Ross Miller. >> Yeah, Ross Miller. uh he said it's it's something that they they filed it within the appropriate bylaw time frame to change, but I don't think he he you know his his stance was kind of we're we've got to put things out there that our members are suggesting and so that's where where they're they're kind of at with it. I he didn't want to commit one way or the other
096to supporting it or not supporting it. It was just a Well, I guess we'll let the membership decide what what they want to do. So, that that's kind of the discussion we had with about it with him. Uh, and again, Jesse and I again, we just got the email at about 4:00 on Friday, so that's why we're kind of keeping it as an announcement. Well, I mean, if that's the only reason why that they would want to reduce rate, >> then everybody's going to say, "Why would I send Jesse there for three hours of entertainment, right, >> and, you know, save him his time? He can go collect more gadgets at the at the fair." >> True. >> And uh >> that's why I go early, >> right? And and pay less. >> I mean,
097it come on. >> Yeah. I think that part of it though is that there have been some districts that have been withdrawing from WSAB and this is if an opportunity for all Wisconsin districts to participate in WSAB again as an option. So I'm not against it. Um I think that if that's what the most of the members want, I I think that there is more to learn from each other when everyone is at the table. So that's my two cents. >> I think it would have been more helpful if there had been more lead time up to this and more ability to dig into what the actual reason is versus going there and then having them say, "Well, here's the reason." Okay. Well, that doesn't help me because I'm representing all of us, not just
098myself. So, >> yeah, it was in my my call to Dan this afternoon after seeing it. I didn't see it until this morning, but um it was interesting because it came from someone in a uh a board member from another school district, not from WASB. So that's why I want to call them and be like, what is this? What's going on here? You know, is it is this just something that somebody found the superintendent email list that's public, you know, access and sent it or is it something actually that the WASB is aware of or doing? He said, "Yeah, we're aware of it." just clearly not publicizing too much. >> So I have two questions. One is if I'm understanding basically the school district says I want some of the stuff WASB offers but we
099don't want to participate in the the delegate stuff. >> That's my understanding of it. >> Okay. And then the second question is is then are the delegates voting on this on >> Tuesday Wednesday whenever that is >> they would change this. So it's up to the delegates. That's why it came. Got it. Okay. >> So the members the representation from each member district will be voting. >> Yeah. It came to me and I shared it with Jesse. >> Got it. Okay. >> I would be concerned with what Quinn said just because I think the advocacy arm of WSB is really powerful to give us a voice and I would be worried about people paying less and opting out of that piece and that concerns me. >> I'll say I don't have a real strong opinion,
100but I'm not I mean, if WSB wants to collect more options for fees, I mean, I don't personally care. Um, and I could see if they're Yeah, I don't think you should be forced into the particular advocacy point of view of WA, but I don't actually care because the money doesn't come to us one way or another. So, it doesn't reduce our fees necessarily. So, I'm surprised they would. >> But then you vote no. every district would have the option to take the lower >> amounts not just them >> if they don't want to be in the so it would change the entire membership structure of WCB and that sounds like that's why they're proposing a bylaw >> and it's not the and it's not coming from WXB it's coming from a member who want
101probably wants the reduced fee >> yeah which all of the I mean all the resolutions come from members >> I mean it's a lot like the S SWSA where we have a wide range of districts in SWSA and there are are more conservative districts, more liberal districts, more medium and so that they the wording when they put out when our uh when we put out our um advocacy has to somewhere be some in some and I've been there that they won't touch some things because there's many members that just are not for that and for the good of the whole they stay away from it. So, [snorts] I'll say I defer whatever you want to do. >> Yeah, again one way or another. >> It's more of a see what happens type of situation because
102of how late that came in. But I just figured I'd >> provide you guys with an update because of of how late it came in and how this is next week. So, any other announcements? All right, move on to eight. Does anyone have anything for meeting debrief? >> I do. I apologize for missing the walk around tonight. I wasn't in my calendar. I'm I'm kind of I live by that, so I'm pretty surprised. So, I apologize for that. That's the first one I ever missed. >> I'll just add how great the artwork was. We were going around to all the different school stations in the library, and I felt myself continually getting distracted by the student artwork that's all over the library. So, it was really >> It is pretty impressive. There's like a strawberry
103behind one of where it's like, "Oh, that's very detailed." And I'm looking, I'm like, "Wait, no." [laughter] >> Well, and just thank you to all the staff that stayed late and put in extra time. um for those presentations. Really appreciate it. >> So, have we ever offered or do our teachers know that they can enter stuff into the convention? >> Yeah, we just haven't haven't got any >> people willing to do it. >> Yeah. Yeah. >> All right. We don't have anything else for meeting debrief. Do I have a motion to adjourn the meeting? >> Second. [laughter] >> All in favor? I >> opposed meeting. Thank you everyone. >> Don't forget Don't forget your thing again. >> Don't forget your bag. >> No. >> Oh, come on. U A.