001All right. On the agenda tonight, we have a number of special recognitions, which is always one of the highlights. Um, there's opportunity for public comment, but I do not believe that anybody has signed up for that. Um, we have a couple of reports. We'll have some board comments. We have old business on uh the policy for school libraries and media centers. That's the second reading, so we will be probably approving that tonight. We've got some new business and then a personnel report for approval. Establishment of our next meeting dates. Um Dr. Burroughs, are there any changes to the agenda as printed? >> We have one change. It's item 10 I. Change orders. We do not have any change orders tonight for approval. >> Okay. Thank you. With that then we will move to our special
002recognitions. And first we have the Zeta Youth Affiliates presentation of donations. Mrs. Jackie Wade. I'm speaking on behalf of Jackie Wade. All right. All right. For those of you who know Jackie, you know that I am not Jackie. I am Cliche Mlin. I'm the president of Gamma Alpha Rose Zeta of Zetafi Beta Sority Incorporated. These are our youth affiliates. We have uh our youth program and today they are presenting um sanitary products for our young ladies at uh Middletown High School and Reading Middle School. If you're not familiar with Project Period, thousands of of young ladies miss school every year because they just don't have money for uh supplies. So, we want to make sure that no young lady misses school just because she is on her period. And this is uh a program that
003we've been doing for the six years that we've been existing here in Middletown. [applause] with >> [applause] >> How are you? Thank you, Mr. Forston. My name is Ed Small. I'm the director of human resources for the district, and I'm here to present the Beats Maker Award recognitions. The Beatsmaker Award recognition goes to those members of our staff and community that exhibit the district beats, which are collaboration, communication, creativity, critical thinking, and engagement. We have five individuals that are receivers of this award tonight. Four of whom are here and one that could not be here. We're actually going to start with the one that could not be here because we have an individual here to accept the award on her behalf. So Katie exemplifies excellence by creating meaningful collaborative spaces that empower educators and leaders,
004strengthening connections and evaluating the quality of support for children and families across the community. nominated by her principal Aaron Kaplan from APC for collaboration, communication, creativity, and engagement, Katie Malone. [applause] Accepting on Katie Malone's behalf is Amy Mazinko. >> Amy, [applause] Amy, you want to take a picture with us? All right, next up. This individual demonstrates exceptional leadership by fostering collaboration and preparedness, ensuring her school community is equipped with the knowledge, confidence, and systems needed to respond effectively in critical moments. Nominated by Laura Davis from Old State Elementary for collaboration, communication, critical thinking, and engagement. Jennifer Zacheski. [applause] Congratulations All right. Next up, this individual brings people, systems, and purpose together in support of students and staff using thoughtful solutionsoriented thinking and meaningful collaboration to turn complex challenges into impactful action. Nominated by her principal,
005Shelby Gordon from Cedar Lane Elementary for collaboration and critical thinking. Kelly Moles. [applause] And I'm going to ask you to pause for a second because somebody giving her a really big round of applause in the back needs to be up here also. So I'm going to share with you about this educator who led the district through complex systemwide transition with clear communication, adaptive collaboration, and steady leadership. turning a challenging change into a model of success. Nominated by Nick Hoover from district office for collaboration and communication, the husband of Kelly Malls. >> That's right. >> Brandon Malls. [applause] >> [clears throat] [laughter] >> And last but not least, an individual that is near and dear to my heart because she's a part of my department. This individual demonstrates excellence through her thoughtful and creative approach to
006staffing, ensuring continuity, stability, and high quality instruction for even I'm sorry, for students even during extended teacher absences. Nominated by Brandt Perry from district office for collaboration, communication, and creativity. Michelle Babiars [applause] >> [applause] [applause] >> One more round of applause for all five of our Beastmaker Award recipients. All right. Next, we have ACA School of Excellence, Lyn Street. >> Good evening. Uh, my name is Lynn Streets. I'm the principal of Apicon High School. And on April 14th, we had the pleasure of hosting the secretary of education from the state of Delaware come to Apaconic High School to honor our school counselors, our workbased learning specialists, and our counseling secretary for the great work that they did this year for a launch into your future week. Uh this is a week that we devote to
007college applications, career exploration, uh military acceptance. Uh and they spend an an inordinate amount of time uh working with our seniors to fill out applications, fill out FAFSA, learn more about the military, play some fun games. I played an awful game of cornhole uh with the seniors. Uh, but it was a great week and I'm so excited that they got highlighted for the great work that they did. Um, so I'd like for Laura Sheridan, our counseling secretary, to come up as well as Whitney Jacobs, our workbased learning specialist, and Elaine McCall, our counseling [clears throat] department chair, who all did a great amount of work this week. [snorts] All right, now it's my turn. Um, tonight we get to recognize the superintendent student council. We'll actually have a presentation later in the um agenda, but
008tonight I'm going to rec I'm going to recognize seniors who have been on the council. Uh, the superintendent student council uh meets four to five times a year. It's an opportunity for me to hear student voice and also to inform them on what's going on in the district. We had during the um cell phone when we're talking about cell phone bans, we had many different discussions and uh back and forth on cell phones, grading. We've had a lot of discussions on grading. Um I get to hear how schedule changes and things like that impact them. I've I've really appreciated it. Um, we have some members that I'm going to recognize tonight that have been on since the beginning of the Superintendent Student Council. I hate to see them leave. Um, but they're going to go
009out and take over the world. Um, these students. So, at this point, I'm going to recognize first Gracie Madden. Um, she's been on the superintendent council since sixth grade. She attends Apple High School. Um, she looks to go to college for engineering. That's her pathway. and Gracie will be studying aerospace engineering at Virginia Tech. [applause] The next student is Gregory Earl. He's been on since sixth grade. He's a student at Middletown High School. His pathway is criminal justice and legal issues. This fall, Gregory will attend American University in Washington, DC as a politics, policy, and law scholar. He plans for an inter interdisciplinary course of study in communications, legal institutions, economics, and government followed by a masters in public policy. [applause] >> Last but not least for tonight, uh we have Ethan Frink. He has
010been on the council since 8th grade. He's a student at Miltown High School. He's an engineering and plant science pathway. Um Ethan will be attending North Carolina State University as a Park Scholar, having earned a full ride MER scholarship and will be studying environmental engineering. [applause] >> [applause] >> Next on the agenda, we have de Civics B. Mrs. Amy Litzky. >> Good evening everyone. My name is Amy Leysky. I'm the K through8 social studies coordinator. Um, as you know, we have some pretty amazing students and teachers in Epic Quinnick School District, and we're lucky enough to be joined by some of them tonight. We have a couple teachers here with us tonight, Troy Johnson and Bridget Betty. And they are examples of teachers who tried to provide meaningful learning experiences for their students outside of
011the classroom. And tonight, we're going to recognize some of those students um, of course, for their hard work and achievements. I'm going to pass the microphone to Troy Johnson. It's right here. He's going to talk a little bit about the Delaware Civics Bee and then uh Bridget Betty is going to follow up about National History Day. >> Hello everyone. These two students competed in the National Civics Beef for Delaware representing us through a series of multiple choice and essay style questions that represent our government history past intense. Our first one is Aush. She couldn't be here today um but she did a great job. The next student is Goko Padia. [applause] >> [applause] [cough] >> Uh, excuse me. Ne next next is only I'm sorry, we're not done. >> Good evening. My name is Bridget
012Betty and I'm an eighth grade social studies teacher at AG Waters. This year, I was happy to introduce National History Day to AGW for the first time as an after-school activity for students interested in honing their research and critical thinking skills. National History Day is an academic com competition for students grades 6 through 12. In this competition, participants conduct in-depth research on historical topics and showcase their findings and categories of their choosing in formats including trifold exhibits and documentaries. Over the course of the last five months, these students conducted research, compiled comprehensive annotated bibliographies, developed compelling projects, wrote process papers, and ultimately presented their work to judges at the state contest in April. Every student present this evening placed either first, second, or third in their respective categories. Four of these students have qualified for
013the national contest that will take place in June at the University of Maryland where they will compete alongside 3,000 other students from across the United States. I know they'll represent APO well. I'm proud to introduce Sai Anand Kumar who could not be present with us this evening. Air Dorm [applause] in the way. Keshan Locapali, [applause] Kashish Konathala, Vignnajith Gorola, [applause] Arjun Nalpe, and lastly, Kieran Locopali. [applause] That's [applause] Next on the agenda, we have the Math League and Math Counts, Miss Stacy Callahan. [snorts] >> Hi, I'm Stacy Callahan. I'm the secondary math coordinator. I'm very excited to um about to announce some math winners. We have tons of participation in math league and math counts across the district and we're very lucky that our team at AG Waters won a few of those contests. So
014I'm going to introduce Jason Lansancy and Net Sebastian and they're going to talk about some of our winners. [applause] >> Good evening. My name is Jason Lansancy and I'm an eighth grade math teacher at AGW. And this is Annette Dashiani. She's a seventh grade math teacher in AGW and we're happy to have the opportunity to talk about how proud we are of our students. Um, so AGW has a robust math community that consists over of a 100 students across three grade levels who dedicate their time after school to broaden their conceptual and procedural understanding of math. Students invest countless hours working on algebra, geometry, number theory, gosh, probability, statistics, so much different types of math. Um, we had the opportunity to compete in Math League, which is hosted by the Delaware Council of Teachers of
015Mathematics. We were in AMC8 this year, which is an international competition, as well as Math Counts, which is a national competition that's been around for 43 years. Um, in math league, the competition was held at the end of March at the Modern Maturity Center in Dover. For eighth grade, there were 30 total schools that had a 47 total teams involved, which 12 of them were invited to states and we took first and second place regionally and then we took third in the state. And then also for math counts, right, that competition was at the University of Delaware. I think there were seven different schools there with about 80 students and AGW took third place as well. >> We are very proud to introduce our scholars. Mahika Gandhi from Math League, [applause] Helen Holddron, who was
016unable to join us this evening, Ian, sorry, Ian Wei for Math Counts, who was also unable to join us this evening, Lynden Dong for Math League and Math Counts. [applause] Gigarell Jin for Math League and Math Counts. [applause] Abigan Pak, math league and math counts [applause] and Sana Singla for math league and math counts. [applause] It is an honor for us to work with these dedicated students and we're excited to see their successes in the future. We want to thank the Apoquin School District School Board and our secondary math coordinator Stacy Callahan uh for their continued support for allowing our students these amazing opportunities. With your support and funding, we hope to continue expanding our program to give even more students these opportunities. Thank you so much. [applause] The recognitions always are, I think, the
017highlight of our agenda. The our our students continue to amaze me in this district. Um there is no one signed up for public comment this evening and so we will move on to reports and the first report we have is from the superintendent student advisory council. We have uh AG water students Guriv Marac and Tashabi Caser ready. Hopefully I was close. >> Hi everybody. about what happened in our 2025 2026 school year. Next slide. On our agenda today, we are first going to be giving an overview of the school year. Then we will get into a review on the yonder pouches. And then we will talk about the literacy push at PGW and then we will go into proposed improvements and additions we have for our school. Next slide. Um we're just going to do
018a year overview starting with um student engagement and extracurriculars. Our clubs are offered to many students with different interests. There are academic focused clubs such as TSA, debate, FFA, BPA, math league just like the awards presented and NJHS. There's fun focused clubs where students can relax and deconstruct like Lego club, game club, theater, and some of the sports in our school are field hockey, track. There's actually a cricket club, volleyball, and basketball. We have an inclusive Bridges program which is offered for students who enjoy challenges and display academic excellence. Bridges is a math, ELA, science, and social studies program where each marking period students are offered the opportunity to create a bridge project in subjects they choose to join. If they complete the project with a grade six out of nine or higher, they receive
019they achieve a certificate in the marking period ceremony. Awards ceremonies are often often offered every parking period. We didn't have one for the second marking period because of all the snow days that occurred. So therefore, we had a combined award ceremony for both the second and third marking period. These ceremonies recognize students who have achieved high honor role, student of the month, bridge completion, sports standouts, and career and technical organization awards. Specifically for eighth graders like us, AGW has been offering a lot of high school preparation programs and support. Almost every Monday during Compass, the eighth graders are given some lessons related to high school. [snorts] Whether that be exploring different parts of high school, course selection, or pathway selection. >> Next slide, please. >> Wander pouches. So, first we'd like to talk about the
020effectiveness of Wonder Pouches. Yonder pouches are for surely cutting down cell phone usage in our schools, but not exactly how they were meant to be. Um, not many kids use the pouches in our school. Many just leave their phones in their bag or don't lock their pouches when they use them. But the the phone we don't see phones used in the classrooms or in the hallways anymore because kids are scared of getting in trouble. The main problem why students don't use these pouches. For AGW in specific, the main worry is for students is the unlocking process. At the end of the day, many student there are like very few unlocking machines. There's like three for the whole eighth grade. So, three for each grade. And which makes the process take a lot longer and some
021students are worried about missing their bus at the end of the day. And also students are constantly like pushing each other to get to the unlock to go to their bus, which is not exactly safe. And our solution is if we could start the unlocking process a bit earlier in our schools and then there wouldn't be kids wouldn't be in as much of a rush to unlock their pouches. And also if we could get more machines for our school because if there are more mach machines like one in each classroom, students won't be there won't be as many students fighting over the same one. And I feel like these if we implement these, it'll influence more students to use yonder pouches like they're supposed to be used. >> Next slide. >> Um, literacy push. Alfred
022G. Waters has actually enforced a literacy push due to our outstanding scores in DESA English state testing last year. To maintain these same scores, a literacy push, like I said, has been enforced through different ways. For example, in each class, we do more reading plus writing. And every Tuesday during enrichment, we read a book and are answered questions in the 30 minutes we have. The goal is to help students become confident readers and writers and prepare them for high school, college or their future careers. We believe that the literary literacy push is in fact working and is helping students engage in more reading and writing. On the other hand, some students might find the extra literacy push difficult or overloading from the current workload, but there haven't been any concerns reported so far. A way
023we can strengthen the literacy push at AGW is through competitions or reviews of books. Students can compete to read books from our library and then answer questions about the book they read like we're doing in Compass right now which they can then earn PBIS points and then we could have a leaderboard so whoever has the highest points can win a prize. >> Next slide please. Uh and lastly our proposed improvements and additions for our school. First, our first proposal is an opportunity for eighth graders to take an English one course along with their eighth grade standard ELA class, maybe during enrichment or compass time. We used to have this opportunity in AGW, but it's no longer offered. And this opportunity allowed students to finish English one in 8th grade and go straight to English 2
024during high school if they choose to go to Appalconic High School. Next, we could also have advanced subject advanced classes for each subject. Currently, we just have advanced math classes. So, students have the opportunity to take regular math or advanced math. But we believe if we could implement this for all subjects, it would be best because students would be placed in classes that have more people of their own skill set, so they wouldn't feel inferior and could interact more with their peers. And our next proposal is making e-haul passes easier to make because it can be a distraction when a student is constantly just trying to make a pass the entire class because many students just spend their entire classroom time trying to make an e-haul pass and trying to go to the bathroom which
025they don't really focus on what's actually being taught in the school or in the class. [snorts] Um, kids are so caught up with making a bathroom pass or want waiting for someone to come back from going to the bathroom that they end up using more time making a pass than actually learning. And lastly, we would we could have a catchup day for students every two months or like at the end of a marking period. So, this gives students a chance to catch up with any activity if they miss school for absences or anything. And it allows students to some more time to focus on classwork and ask their teachers if they have any questions. >> Next slide. >> Any questions for the board? >> I don't have any questions. I want to say phenomenal job.
026Everything that you've stated I have actually experienced. I have a eighth grader and uh one day he was texting me. I was like, "How are you texting me?" He's like, "Oh, I didn't put it in the pouch." I said, "Why?" it's like it's too hard to take out at the end of the day. So, uh your um feedback today made me really believe him because I was like, "No, you just didn't give it up." Um but two, the literacy program that your school has implemented is phenomenal cuz I I can tell by the way that you all have sped through this PowerPoint. Um you did a great job. I mean, you speak so well and um no fright. So it it's working. I mean this whole thing was great. Even with the suggestions on how
027to improve my my son again somehow is always trying to go to the bathroom. >> We don't even go to the bathroom that much at home. So you know it it needs to be something you know stated for that as well. And lastly he did miss school um he he went away um over the past weekend. And I'm like, well, when you going to make it up during lunch? And I feel like he [laughter] still need to eat, but he still had to take a test. So having that miss work time would be good, too. So great job. >> Thank you. [applause] >> Well said, Michelle. >> All right. Next on the agenda, and he has a tough act to follow, is our superintendent with his report. >> [laughter] >> All right, thank you everyone.
028Um, this month is a big month um for schools in recognition. Um, May is better speech and hearing month for our speech pathologist. May 1st is National School Principal Day. May 1st is also school lunch hero day. May 4th through the 8th is teacher appreciation week. May 6th through the 12th is National Nurses Week. May 5th is actually National Teacher Appreci Appreciation Day. May 6th is National School Nurse Day. And May 18th is National Speed Pathologist Day. We want to thank number one, we want to thank our teachers and all of our staff. Um, we also want to thank our community and our families who support the um, teacher appreciation week. I know a lot of our teachers there, if you travel through the buildings last week, there's a lot of food and things like
029that in the building. Um, so we're very thankful for all the support. We currently have 15 full-time teaching openings um, and five full-time par openings. We have grown 228 students uh since our September 30th count. To date, um we've what's that total? >> 13,186 students at this point. We have filled 588 positions. Um to date, remember that's both internal transfers and external hires. as compared to last year we were at 677. That is all I have for tonight. Any questions from the school board? All right. Thank you. Hearing none. Next we move to the code of conduct update. Dr. Posel. All right, good evening everybody. My name is Sam. I'm the supervisor of student services here at the district office. Um, tonight I'm going to share some of the updates around our code of conduct.
030I'll take you to the next slide. Um, every year we go through this process of review. Um, we gather as a team. The team is comprised of teachers, par professionals, principles, assistant principles, board members. Uh, we try to get together and talk about our code. Questions are sent out ahead of time. Participants participate in a survey ahead of time and and like I said, we try to gather as much information, what's working, what's not working, what gaps might exist um within our current code. Uh and generally speaking, just have a discussion about about our code of conduct. Um we've met three times over the last three months, once in February, once in March, and once in April. And I feel like we've landed in a pretty good space. Um and There aren't as many updates
031as there have been recently because the department of ed in the last couple years has changed a number of codes associated with um offenses in our code of conduct. Uh but there were some areas um and I can just speak for myself having conversed with deans and our assistant principles and principles at schools, the more conversations you have, the more you start to hone in on where there might be a gap or where an offense occurs. And it could be categorized in multiple different areas. Um and that's where our matrix comes into play and whether movement should occur in the matrix. So that's some of what you're going to see. Just general summary. Um some attendance requirements. I think that's probably the biggest change that you'll notice this year. Uh class cuts and absence rules
032is another thing that I'm going to touch on and expand on as I go through the presentation. Uh inappropriate touch, employee victim, careless and reckless behavior. These are movement in the matrix. and then an addition of instigation student to staff is a completely new offense uh in our code of conduct. So first starting an attendance requirement uh this has been something particularly around postcoid where we all know that students are not attending school at the same rate that they were precoid um and we've seen a decline over the last few years like I said postcoid uh like most of our Newcastle County school districts there's a threshold that many of them have in their code we've been talking about I know when I was a high school principal at Aquinic High school along with Dr.
033Connley and she was at Middletown High School. We've been talking about can we add a threshold to our our code of conduct um and attendance requirement. So you'll see this was discussed at the panel as at the code of conduct team meetings. Uh we landed on an 85% requirement and that 85% requirement works out to about 25 absences as you look at K to 8 and about 13 absences as you look at 9 to 12. Um now how that's differentiated attendance is done differently at the elementary and the middle school level than it is at the high school level. Attendance is a portion of the day in an elementary school. Um it is done by period at the middle school but classes meet generally speaking every day at the middle school. At the high school
034classes are every other day and that's why you see the difference in the 25 to 13 um disparity there. But we are looking at an 85% requirement. Students may be at risk for promotion. um if they eclipse those days, high school students course by course, if they eclipse 13 would be potentially in nonredit status. [snorts] >> So students who exceed those thresholds um will need to participate in some type of recovery option. Uh we do have a meeting scheduled with high school principles as a starting point uh on Monday the 18th and we will be talking about the procedures um that are going to be in place and created for students to earn time back uh again. So we aren't in necessarily a space where students aren't being held held accountable for their their classroom
035attendance. Next slide. [sighs] These are a couple additions as well. Um the first line there, the 10-minute rule. The 10-minute rule was previously in the code. It came out last year when the new language was released from the Department of Education. Uh the team asked for that to go back in. Basically, it states that if a student is out of class for more than 10 minutes, uh they can receive a consequence or a referral for a class cut or skipping class. The second is an addition of a 15minute rule, meaning if a student is absent for more than 15 minutes of class, they may be considered absent from that class altogether. Uh, I will say that is primarily going to be associated with our high school population. Um, with that said, students arriving late to
036school. School starts at 8:20. They may not arrive to school until 9 or 910 um, and have missed a significant portion of the course. This language allows us then to move forward with a potential absence for that particular period. Next slide. So, here are code infraction updates. Uh the first one that's listed here is inappropriate touch employee victim. You'll notice that that is just K2 students that this change has occurred. Um in the in this year's code of conduct, inappropriate touch student to student and inappropriate touch employee victim, the matrix is the same, which isn't in alignment with the rest of our code of conduct violations where it's student to student or student to staff. So we've we've bumped up the K to2 offense for employee victim one step and it starts at step three
037and goes to step five. Now again that differentiates between the two. When you look at the next slide you'll kind of be able to see what I'm talking about. Um but it like I said going with the theme in our code we wanted to continue that throughout where there was a step increase from a studentto student offense to an employee victim offense. Uh the next one is an update to careless and reckless uh specifically for middle school and high school students. Um that was increased one step and the reason for this and the reason it came out in the discussion is because we have two offense codes that we typically use for for horse play or hands-on behavior in all of our schools. And it's usually inappropriate touch or it's careless and reckless. And we
038found throughout the course of the year that we were classifying some offenses as inappropriate touch because it was pretty severe, but it really was just horseplay and it should have been careless and reckless, but it was more than what should have been a step two offense kind of thing. So, we upped the careless and reckless at the middle school level. We bumped it up one step to try to close the gap between inappropriate touch, student victim, and careless and reckless. And last slide and this is the last update. There's a new infraction this year uh that the team discussed on multiple occasions and it is uh instigation student to staff. Basically it mimics the same language that exists in our current code instigation studentto student. Uh and if you look at the matrix you can
039see that these again studentto student versus student to staff. um everything is kind of jumped up over a couple steps in some cases, particularly at the high school level, um where offenses like this are are considered um very significant. Any questions? >> Yes, sir. Uh I think it was a year and a half, two years ago now we instituted that visitor/parent code of conduct. Is that folded into one code of conduct or is it a separate code of conduct? It >> it remains a separate code. >> Okay. >> Yeah. >> But we make visitors and parents aware of it. >> We do I can tell you um in my current role, we have used it a few times in our schools this year when we've had to meet with some parents. Yes. Does anyone else
040have any questions for Dr. >> Pro? I do. >> So, um, first I want to thank you and the committee for doing all their work. If you look at that first slide and you see the diverse group of people that got together and to witness that firsthand to watch everybody just bounce things off together was a great job and you guys should be applauded for that. Um, I think CO really hurt us a lot. Um it's great to see us getting back to accountability as far as attendance. You can't teach kids when they're not in school. So I appreciate that. But my question is um this whole does the district [cough] um nuances and and and uh different readings of the code of conduct, not just from school to school and class to class. And
041if if you see those challenges, um do you have ideas on how to monitor the fairness and equality of of this new uh code of conduct of this new uh attendance policy uh being seen through? And if so, what is it? >> Well, certainly variance exists across all of our systems. We're deal we're in the business of dealing with people, right? Um interpretation. We hope that the procedures and the protocols that we create that we create are solid, easy to follow, simple to follow, and very clear so that we can send a clear message from a district perspective down to schools and into teachers and into the classroom that these are the expectations and the guidelines that we're living by. At that point, it does move on to managing, keeping an eye on, checking in
042regularly, and making sure that things are going the way that we think they should go based on the policy that we've created or the reason that we created that policy in the first place. So it is a management thing. Obviously when anything new comes along you it's a new policy. It's a new procedure. Um we're again working on creating how students are going to recover that time um that they've missed if we're going to hold them accountable to it. Uh but but there's a management aspect that goes from the district perspective to the principles to the classroom. >> Thanks. Mhm. >> Any further questions? Are we being asked to vote on anything with respect to this? No. >> No, sir. >> Okay. So, this is just an update to the code. >> Thank you. >>
043All right. Thank you everybody. Have a good night. >> Okay. Next on the agenda, we have the construction update. Mr. Hopkins. >> Good evening. Okay, we'll start with reading. We're still working out of reading. You can see here we're we're still pushing in the back. We had some unsuitable soils out here in the top soil. We had to have them strip that off, redo it, come back. So, it cost us about 3 weeks. Now, the sod will go down. Not next week, but the beginning the beginning of the following week, we'll start to run the sod. All this has been cleaned up and is in good shape. We're sawed out to here. We're giving the school a little more area to have movement to play around. We still have some repairs to make to the
044surface of the uh basketball courts, but right now we're getting ready to all the fencing is getting ready to come down and the sod's getting ready to complete the project other than just, you know, the courts here getting some of the some repairs to the surface. Let's see. Summit campus. As you can see here, we're we're starting to push the roads and everything into the back. This is the loop that comes around in front of the elementary. But this gives you an idea. Construction entrance comes in. Everybody comes around the back and heads towards the construction site. This way over here is where some of the what we call storm tech, which is these things here. They're for storm water management. They go under the ground, these cells do, and the water gets pushed into
045there and then dissipates into the ground. So we don't have as many ponds to maintain and things like that. Saves the district money over time. Good, Steve. As we're coming around, this is the loop road that's coming in front of the schools now. So this will come in front of the the high school here and the middle school here. They're cutting this road in. This is is kind of a construction entrance as we need it. This is our main road in and around the back. You can see that they have the stone run all the way around. are setting all the structures for all the storm water coming back into this area here. This is the construction trailer, but this is the pad they're starting to put down for the high school. So, right now
046they're starting to bring that up and and and roll this down in preparation for concrete and all the underground work that comes with it. That's Steve. This is just kind of some more of the same area here. All the structures are going in. The electric's been run all the way down this side. This is all the structures that actually will end up going into the project. But the lights are going to be able to be run down this side. All the electrics in going down this way. As you look towards the back, this is kind of a big pond that's going to be in here. Or or no, this is a another Storm Tech. This is a pond here. This is this is Storm Tech here that they're digging down now. They'll take these cells.
047They'll go into that hole and then they'll fill it up with stone and whatnot and put it back. There'll be a parking lot on top of that. You won't even see it, but it'll still take all the storm water from the school. And there's another one back here that's being put into these cells are going in. This back here is a mining area. It's probably down about 16 ft where they're taking the soil out of here and bringing it up and making the pad out of it. So, we're like neutral on the site. We're not bringing everything in. We're using everything off the site. [sighs] This is a look from the back of the property coming in this way. As you can see pond here, they're just stockpiling dirt here to be able to bring
048up to the pad at at some point. This this will go away and this will be an athletic field. A baseball field to be an athletic field here. And this will be tennis courts when this goes away at the end of the job. Just kind of a look in this direction here. That's that stockpile I was talking to you about. They just keep tracking it up and bringing it in here. This is another stormwater temporary pond. This goes away, becomes a baseball field. This fieldhouse will be in here and the athletic fields will be here. The two turf fields will be in this area here. Just a view from the other side coming in your storm techch area here where they're getting ready to start digging that out. And this goes in Green Giant Road.
049We're starting to get along there. You're going to see the edspec tonight on this. This is Abbeby Creek. This is the development that they're putting in on this side. This is Chapel Creek. The work started here. It'll fill all the way in and goes down into here. Our property is right dead in the middle of that right now. Artisians come in and they've run their water line in this way [clears throat] in in preparation for the work in the telephone poles. Our road will actually kind of soften out. This hard curve will go away and it'll kind of follow that line there. >> Are we responsible for that road or is that part of what Abbeby Creek and the other subdivision are doing? >> Just in front of our property. >> Just in front. >>
050So just in front of our property. We'll we'll connect up to to to the improvements they do here and the improvements that they've started here. This was part of St. hands, but they'll continue this improvement down and this will mimic this coming this way and then we'll pick it up in the middle, which is a considerable savings. >> Do we have Right. But do we have We don't have an approved subdivision plan yet or anything, right? >> No. >> Okay. So, the exact shape of that road, contour of that road is still not fully finalized. >> We have a pretty good idea. uh our our civil engineer has done a lot of it and and they've kind of coordinated with Abby Creek and Chapel Creek as to what their their area is and then what
051it looks like. We've submitted down to Delta now for review, but we have a pretty good idea of what they're going to want to see and we you that's why Artisian went in where they did. We kind of gave them the parameters of where we were coming to. >> Right. So, so dumb question only a lawyer might think of, but if we're moving the road, I'm going to say closer towards our property from where it is. What are we planning on doing with the area on the other side of the road? Are we going to >> Well, this we're basically going to lose it because this road's actually going to come in. It's going to get wider, right? So, it's just going to get wider here and and we'll just end up losing that. That's
052really not going to be anything we do anything with. It's just going to be >> there. You know, we'll probably have a spit of land on the other side, but it's not really like anything you can do anything with, >> right? >> Not not not that I can imagine, >> right? Okay. >> As you can see here, this is just another look of Abby Creek and Chapel Creek and how it comes down here. And this is the other development off of Level's Road that they're starting to put in this way. And it will connect up to their sewer. It will come right straight through us here and then connect up, which was another savings. This is kind of the preliminary look of of of what we're looking at. That's that softening I was talking about
053here. So, you're going to lose a little bit there. And this will be an entrance in to come in and hopefully for future ECC and this will be an entrance in that would come for the back of the bus slot coming in this way. This is looping around for student drop off to the front of the school. And that's what we have for now. Any questions? Does anyone have any questions for Dr. or Mr. Hopkins? Hearing none. [snorts] Uh we move on to board comments. We will >> thank you. Yes. Uh we will start with Mr. Abrams. >> Good evening everybody. First of all, I'd like to thank the two ladies who spoke this evening from your presentation was well thought out, well planned, and well presented. um do not appear to be nervous at
054any time. You we so thank you for coming. More importantly, thank you and for providing solutions to a problem. Um second, as everybody's aware, today is our schoolboard election. I want to thank everybody who took the time to go out and vote. It's important that everybody does that. And thirdly, just remember to the candidates, win or lose, ultimately it is your responsibility to pull in your signs. last uh year I think we had signs up for days. So let's try to get that cleaned up. My last point is I just want to thank the parents who work tirelessly behind the scenes on committees. I'm sorry, Mr. President. And last week at our financial advisory committee meeting um we met uh everything went well. More presented uh some new things the way she's looking over reports
055and how we're moving forward. There were no unresolved questions. Everything went well. >> Thank you. Thank you, Miss Dit. >> Good evening, everyone. I want to say um thank you to all the teachers for their unwavering support for our students. Um whenever I think about my son coming home, my children, and the amount of time that they spend at school, you guys are really with them more than we are. And for that, I just say thank you cuz I know my son, [clears throat] he's a piece of work. He's eighth grader. So, you know how middle school is. So, thank you for all that you do. For all the um teachers, admins, community members that were out today um voting. I thank you for your support for all the candidates. Um jumping in the race
056is not an easy thing. So, I wish everyone the best and um I look forward to speaking with you next month. Thank you. >> All right. Thank you, Mr. Higgins. By the way, I want to say how pleased we all are that you're actually here. >> No more pleased than I am. >> Folks may recall that uh at last month's meeting, Mr. Higgins was in a hospital down in Alabama, right? And but he was able to participate and that was great. But we're really happy that you're now here with us. >> Thank you. And uh and thank everybody here for their support. Um the school board, Dr. Burrows, um I just can't uh express how much it means to me uh for your help, support, and working with me through it. Um wanted to uh
057thank the uh the student advisory council um specifically Gracie, Gregory, and Ethan. and how much we do appreciate the students for giving us their insight and uh wish them well. Um plus the younger folks, the two young ladies that uh presented their their perspective from AGW. Um it was you know just to reiterate what everybody said how impressive they were um and their insight uh is so valuable. Um congratulations to Civic Singby um National History Day. Good luck in uh in nationals and the man's league. Um just want to throw out there like everybody else said, good luck to our candidates. Uh just running last year. Um it's tough. Um and uh appreciate um everybody out there that votes and um you know, win or lose, appreciate everybody that ran. Um we definitely need good
058people and it seems like we're going to get some good people regardless who we get. So, thank you for that. Um, and lastly, uh, just a reminder, we have, uh, bagels with a board member tomorrow morning at 8:30 at Manhattan Bagels. That's with a board member, not from a board member. So, come on by and talk, but buy your own bagel. And, um, that's pretty much all I got. >> All right. Thank you, uh, Dr. Graham. >> Yes. Thank you. Good evening, everyone. Um, so I would just like to start by echoing the sentiments of my fellow board members as it relates to the student presentations tonight and the feedback. Um, and certainly want to reiterate the importance of providing solutions. My goodness, that is so I very much appreciate that. Um, for kind of
059concerns that weren't even on my radar. Even though I have a middle schooler, uh, I didn't realize that some of these challenges are occurring. So I thank you not just for highlighting them but also for providing um a possible solution and so great job on the presentation. Uh your confidence definitely shows through. Um and then secondly uh just also wanting to acknowledge all that have taken an active role in our election process um every year but specifically uh this year as Dr. Burrows quoted earlier, we have over 13,000 students and so obviously a pretty significant student population in which we are responsible for and that we work from the perspective of doing what's best for all students, right? And so coming into the board uh with that context is always very helpful and I think
060um when you serve on a board obviously you have your perspective but I think it has to always be a collaborative effort in order to move things forward. And so I just wanted to just kind of note that and highlight that as we look to uh receive our results later this evening. Um as we know this process does take courage, transparency and humility. Um and then secondly, I also wanted to acknowledge the work of the code of conduct committee. Um albeit long, right? So at the beginning of the year, we all kind of sign off on that document um arbitrarily until we kind of need it, right? And so there's a lot of work that goes into um that document and I think if I speak to it from a board perspective, it certainly serves
061as our compass when we are faced with difficult decisions and we need to make decisions um as a board when um problems arise. And so I appreciate the work of my fellow board members, Miss Dit and Mr. Higgins, along with the entire committee um for their work on the code of conduct. And then lastly, um I look forward to rounding out the rest of this school year. I've been a little delayed in some of my school visits, but I plan to make rounds uh later this month and at the top of the at the top of June, of course, um so I can participate and see some of the fun social activities that are going on as the year concludes. And so I look forward to seeing some of you. And then lastly, um I
062think the event that I probably enjoy the most um is graduation on June 6th. And so we look forward to acknowledging our graduates of 2026 as well. So thank you. Have a good evening. >> Right. And so I I will echo the comments about the student advisory committee from AG. waters and uh very impressive report. And then I will also observe that June 6th, which is a Saturday, is our three high school graduations back to back to back. I will wear a green tie, a blue tie, and a red tie depending on which graduation ceremony it is. It is, for my money, the single most important day on the school calendar because ultimately that's what it's all about. You know, we have kids start in kindergarten. They stay with us all the way through to
063high school graduation. And it is really an amazing amazing thing. I know it's more amazing for for parents and family and students perhaps than the school board, but that's why we do this. Um I may have some other remarks later on uh before we adjourn but uh I will exercise prerogative of the chair and we will move on to old business the revised policy 4110 school libraries and meteor media centers second reading for approval Dr. Feathers. >> Good evening everyone. >> Good evening. Oh, I am here for the second reading of board policy 4110 school libraries and media centers. So, just as a reminder, there is a review process uh when we take a look at board policy and these are the folks that were involved in the process. The reason for the review was
064because of House Bill uh 119 and it states that each local education agency shall develop and implement policies and procedures to review objections to library material in a school library. The policies and procedures developed under this subsection must do the following. One, establish a uniform process to submit an objection to library material in school library by a student, parent, or guardian of a student enrolled in a public school or school personnel. Two, require that library material under review due to an objection remain available for use by students and school personnel until the review process is concluded. And three, establish a reasonable timeline to conduct and conclude the review process. So, as a result of House Bill 119, the committee reviewed board policy 4110 and we made uh the updates to reflect the requirements in the
065House bill. So, we removed the outdated challenge materials process and we added the addition of the eligibility and sub submission of objections. I've provided everyone with a copy of the updated uh policy and no changes have been made uh since our last board meeting. Are there any questions? >> Does anyone have any questions for Dr. Feathers? >> I just had a comment. Um as a consensus to all the school districts, uh this state law was not received well. Uh but I and we appreciate all the work you guys did to adopt the the the law into our policy. Thank you. >> So, at this time, we're seeking approval for board policy 4110. >> The chair will entertain a motion regarding revised policy 4110. >> Mr. President, I move to approve revised policy 4110 score libraries
066and media centers. >> Motion by Dr. Graham, second by Miss Dit to approve revised policy 4110 for school libraries and media centers as presented. Any questions, comments, or discussion on the motion. Hearing none, all in favor signify by saying I. I. >> I. >> Any opposed? Motion carries. >> Thank you. And thank you to everybody who had a role in that. >> Next on the agenda, we have new business. And the first thing we have in front of us is our April 14, 2026 board of education meeting minutes for approval. >> Mr. President, I move to approve our uh board of education minute meeting minutes from April 14th, 2026 as presented. >> Second. >> Motion by Dr. Graham, second by Mr. Higgins to approve the April 14, 2026 board of education meeting minutes as presented.
067Any questions, comments, or discussion on the motion? Hearing none. All in favor signify by saying I. I. >> Any opposed? Motion carries. Next on the agenda, we have the March 2026 revenue expenditure report for approval. Miss Stewart. >> All right. Good evening, President Forson, members of the board, superintendent. I will present be presenting the March 2026 revenue and expenditure report. Next slide. As you know that this report is like an all-in-one report that encompasses our revenues, expenditures, and our internal accounts. Next slide. We're going to look at our discretionary cash flow. As you can see, when we're comparing from March of this fiscal year to March of the prior fiscal year, we are down about 2.3 million in our monthly [clears throat] expenses and we're up in our end of month balance of about 7.4
068million. that attributes to the austerity mode that we are in as well as the timing of the cash receipts received. Next slide. That is our local salary tracker. So for the month of March, our salary was about $5.8 million in spend. Please note that in the March 20th payroll, that was the EER winter athletics and also nutritional local increases and retros. I will point your attention to our percentage as we compare the 19 pays from last from fiscal year 25 to this fiscal year. We're about 75% in our spend. But I do want to note that when we're comparing and looking at our salary that we have budgeted for 26, we're actually about I think it's like 72 or 73%. So we are plugging away safely there. Next, >> so I'm sorry, can you make
069that point again? So for fiscal year 26, which is the fiscal year we're in, right? >> Yes. >> So there have been 19 pay periods so far, the total 43 million and change. And the percentage you say 74.9693% overall, but then you said something about it's really 72%. >> Yes. So essentially that's 75% if you round up that's in comparing to 19 pays from fiscal year 25 to the 19 pays fiscal year 26. But when we look at what we budgeted for fiscal year 26 in salaries to what has been expended as of March 31st 2026 we're at a rate of about 72 to 73%. Comparing to our budget to actual this year. So, we're 3/4 of the way through and so in theory that would be in 75%. But we're really at 72%. So,
070we're we're running a little bit below where we budgeted on the pay. Is that >> That is correct. It's like 72 or 7. >> And so, based on the remaining pay for the rest of the year, then are you anticipating that we'll come in under budget? >> It is anticipated. I don't want to fully say that, but we're in line that we'll have some type of savings there if we're trending in that way. >> Okay, >> next slide. >> Thank you. >> All right, so we have our property tax receipts. So March revenues that we received 1,352,000. Next slide. Um again, this is our receipts continued. As you can see the discretionary revenue, non-discretionary revenue and other revenue what those applicable amounts are and for each that is the state and local portion of that.
071Next slide. March expenditures. This is a pretty much a snapshot of our operating unit and program code summary report that we received. That first line that you will see is that's in all white encompasses everything that we have. So just as a reminder that's our discretionary, non-discretionary cafeteria, tuition tax, um capital and debt service. So that's all encompassed there. But the green highlight is what you should note that because that is our true discretionary. So there you can see um what we have expended as of March as well as what we have encumbered. Next slide. >> Well again let's check. So our overall budget which is capital and tuition which is special ed and minor cap and op that all adds up to 329 >> correct. >> So then the next line that says 79278665
072that is what the remaining budgeted amount for the rest of the year. >> No that is our discretionary funds. So that's our budget for all of our discretionary funding. So that 79 number is a portion of the 379. >> Correct. >> So then when you get to incumbrances only 3.7 million and then from discretionary 1.4 again what do you mean by incumbrances? >> So encumbrances are essentially purchase orders that have been processed that sets aside a certain amount of money that you pay invoices against. So we're know let's for example and I'm just going to use this just for a simple example. If I know that I'm going to you utilize e marketplace which is one of our payables portals for copy paper and I want to set aside the budget already $5,000 for copy
073paper then I'm going to do a purchase order that's going to be open for $5,000 to spend for copy paper. So it pretty much helps with better planning and budgeting when you're setting aside that allocated amount. So in a way then isn't it almost a came to accounts payable. I guess we haven't received the items yet. So it's not a true account payable but but it's basically we're going to spend this money on certain particular items and that's why it's called >> that's correct. Most of that happens with our operations when it comes to our utility bills or our energy bills. our operational costs that is a set aside. As we go along, we may have to increase the purchase orders or the open POS so that we can continue with the accounts payable process.
074But again, it's meant to be a set aside. And in our internal process, we do look at that because one of the things about purchase orders is that if you don't spend down all the money, um essentially you're setting aside more money potentially than what you really should. So we do have on my team there is someone that takes make sure that they keep a pulse on purchase orders as well. >> Just again sorry >> no you're okay. >> Um on the expenditures column so on the top line we're showing 28,715 275.85 that is our total expenditures through the end of March. >> Correct. >> Okay. And then the line beneath that, the 55 million, that is the total expenditures of what we're going to call our discretionary. >> That is correct. >> And so
075then the last line is just our remaining balance overall in discretionary. Um I think it would be helpful and maybe it's coming up on a on a chart. I mean, so we show our remaining balance, but what is that remaining balance? How does that compare to what if we were just meeting compared to our budgeted remaining balance. In other words, is that higher, lower, or what we projected to be our remaining balance at the end of March? >> Can you ask your question again? I'm not sure if I'm understanding your question. >> So, I know what the actual remaining balance is. My question is, what do we project the remaining balance to be at the end of work? So, right now, we've got 116 million 61,726 in our remaining balance. But when we did our
076budget at the beginning of the year, you know, we budgeted for each month. >> Correct. >> What did we think the remaining balance would be? >> So, there's no projection that I do monthly to project out what we're going to end at the end of March or February or January. you just keep a pulse to make sure that when you are um when I'm looking at these reports that no one is going over budget or when I'm looking at the payables and making sure hey if there's something that's a high dollar amount looking at the budget to make sure there's money available. Um, but essentially if there is a budget amount, this is just pretty much telling you what we have budgeted, what we have encumbered as that set aside of what we know we're
077going to pay until the end of the fiscal year and then the expenditures which are actual expenses that have occurred. And that just gives you your remaining balance. But there's no, if you're asking for monthly projections, I don't do monthly projections. I essentially um at certain time periods of the year I do do my own internal projections in that for example um the end of the year like December I may have a point of contact for that or when we come into the spring I may have some projections there but this being my first year I'm not fully in it to actually do solely what you are requesting but there is a pulse that I do keep with the superintendent when I meet with him so that we are running on target. >> Look, and
078the reason I'm focused on this is because I want to know. So, this is we have a remaining balance of 116 and that's through three quarters of the year. It is more than 25% of our total budget. So, on the one hand, it feels good that we have more than 25% of our budget still, I'll say, in the bank. But on the other hand, I have no idea what the timing is for additional expenditures the remainder of the year. And so what I'm looking for is how do I know if that $16 million number is a good number, a bad number, a low number, a high number. >> So can I jump in? So if you look at the financial position report which what we'll cover later on um it it's tracking the financial position
079report's tracking if revenue is what we projected to be and also if we expended out our complete budget that's what our carryover is going to be. So if you look at the financial position report that'll give an indication of kind of where we project the end of year if we spend everything that's budgeted and the revenue is exactly what we projected as well. That's the indicator at this point. >> So what you're telling me is we're on we haven't gotten there yet. >> Correct. >> I will be patient. And what I would like to add to that because what you can assume why I'm pointing out discretionary is because that's really the bulk of the funding that we really need to pay attention to. All the other items are already allocated for what it needs
080to be allocated for which are our federal funds. That's our grants. We can't just use the grant money like anything. Non-discretionary is for what it's stated for. Capital is what is stated for. So that number of the um pulling that out with discretionary that's the one that we all the underfunding types you can't you can't use nutrition services to supplement instructional supplies that's not going to happen. Um, so that is also another indicator to look at when you're looking at the budgetaries of our >> teachers, our staff, and everybody else, right? That's not part of discretionary >> salaries. Discretionary. Yes, we do have division three discretionary local salaries. So that is part of that >> division three, but that's not is that our teachers or is that >> that's the salaries for the district. >>
081I'm sorry, what was that? >> Salary for district. sellers. >> Okay. >> So then I would assume that part of your reconciliation process is the true up that will allow for you to say, "Hey, this purchase order is still out here for the 5,000." >> Correct. >> You haven't spent it and now it's just carrying over, but I need you to spend it because it's already been allocated. >> So it's already been allocated. So then you true it up month over month. So then you kind of know what the >> what hasn't been spent. if you will. Okay. So, that I think that's the reconciliation of the budget um that I think Richard may be um trying to get to. And so, it's that month-over-month comparison. And I think the key in that is the
082process of a true up, right? And so, how you reconcile those numbers, right? And so, that should give you I'm assuming that gives you the confidence to know >> whether or not your expenses are in line. Yes, you all are on the right path, but I need more time as being a new director of finance when I'm looking at the flow of our financial our financials. There was a lot of things that we have to do as far as tightening up our internal controls and things of that nature that I know will work to assist me in that the following year, but just getting started with what we're doing. We are on the path and my team, there are people on my team that look at that. um I work together with different departments and
083different um personnel that assist with this. So I have been doing um some kind of like internal things uh that I do share with the superintendent. But to your point that is correct. But purchase orders even if you don't use it is good to keep a pulse because you can run into an issue where let's just say you set aside a purchase order for an electricity utility and we no longer have to make the payment. Well, let's just say we don't have to make the payment for the remaining three months of the year. But if you still have that encumbered, you're now going to in a sense kind of like overextend your expenditures when you shouldn't be. So purchase orders kind of help you keep a pulse of planning. Um hopefully, you know, that's something
084that we can look forward as we we move forward. But I will assure you I am keeping a pulse on the finances. >> Yeah. I think and and again I think in that same example when you reconcile it or true it up at the end of the month you'll see that you'll say this 5K has been spent or more than 5K has been spent t timeout right so yeah I'm I'm aligned with you thank you >> no problem also with this report um I don't show a lot because it's multiple lines but you all do get the backup report for it so you can clearly tell what line is either overexpended underexpended what you see a lot of we still are doing code cleanup because one of the changes that we made for the 26
085budget is trying to align things appropriately. So if it's negative and one a program code that just means that it's probably needs to be recoded to the correct program code. Um and so we're doing those types of things as well. So we have internal accounts and what you would see here is pretty much a snapshot of our internal accounts. This is our school funds online and the month to date for March 2026 in front of you. And next slide. This is just our fund balance projection still at um if we ab ab ab ab ab ab ab ab ab ab ab ab ab ab ab ab ab ab ab ab abssorb all of our funds um and use all of our budget we are potentially looking at a $38,000 fund balance and our discretionary state
086and local carryover and then about a $7,600 fund balance in our tuition tax. Next slide. And the next slide just reiterates um us being uh continuing to be in austerity mode. Um consistently communicating that throughout the district and going through the process of reconciling and cleaning up the budgets with recodes. >> I'm sorry I was a little slow. Can you go back to the previous slide real quick? The fund balance projections. >> Yeah. Okay. So when we look at this then like I'll say exactly halfway down the columns it says projected discretionary state and local carryover. So that's 4.293 million. Then you've got less one month payroll. So that's the amount that we need to have in order to satisfy our obligation to the state. Right. >> Correct. >> And that's 4.2 million. And then
087you subtract out some other things. So, as I read this, this this suggests we're going to exceed what we need by only by 38,000. So, we're going to exceed the amount that we need to have in our carryover, but just not by a lot. >> Correct. >> I But I want to note that's if our revenue is what we projected our revenue to be and we expend everything in the budget, >> right? So we we don't have to spend everything if we don't get all the revenue. >> We're in austerity mode. And our revenue, if you saw, well, yeah, our revenue, we're at 99.8% of our revenue that we projected that we would have. And we still have three months of revenue to collect, which aren't they're not going to be like the January revenue
088we got. And we also have our second senior tax credit. And that's money we get from the state because they get a tax credit on their tax bills. >> Correct. >> You said we [snorts] have how much of our revenue in the door? 99.8. >> I believe that's the percentage. 99.8% of our revenues in as of the end of March. >> Okay. >> 99.8% of our projected revenue. >> Correct. Our projected Thank you. >> So if we get more then we'll go over projections. There's nothing wrong with getting extra revenue, of course, but um >> and then the 38 shifts upward. >> Correct. >> Yeah. >> Okay. All right. So, thank you for indulging me. >> No problem. My pleasure. Does anybody else have I asked a bunch of questions, but does anybody else questions.
089>> That's not Oh, >> go ahead. Go ahead. >> Okay. So, I [clears throat] think you answered uh questions through email uh for me earlier, but I just want um just to get clarity on one of them. So, you had the different buildings expenses and some spend 31% of the budget, others as much as 65% of the budget. Can you explain to me here like why why there is such a discrepancy between one building at 31% and the other at 65? >> Okay. Yes, I can. So essentially there's no discrepancy. The communication has been put out districtwide that we are in austerity mode. Leave as much money on the table as you can given our financial situation. when you're looking at the budget, um, everyone is collaborating, working together to make sure that we're in
090a better financial situation that we are in. So, I wouldn't count that as a discrepancy. I would just count that as everyone working together as a team to address the financial issue that we're currently in. >> Okay. So, not to single anybody out, and I won't, but So, would it be fair to say a building that's spent 31% of their budget >> is digging in a lot deeper than a building that's spent 65? Or is that not fair to say? >> No, that wouldn't be fair to say. I would not say that. Everyone is purchasing what their needs. Now, everybody's needs. We got 21 schools. That need is going to vary across the board as well as departments. But everyone, what I am seeing is everyone is having that mindset to make sure we stay
091in austerity mode and that we're leaving funds on the table. >> And I think as the board is has all reflected how much we appreciate our principles and our vice principles and teachers for going through what must be such a hard year. >> So, I wasn't trying to knock anybody there. I was just trying to get clarity. Thank you. >> Questions. Okay. So, to approve this report, >> Mr. President, I move to approve the March 2026 revenue expenditure report as presented. >> Motion by Dr. Second by Mr. to approve the March 2026 revenue expenditure report as presented and I forgot to ask but I assume this was approved by the financial advisor. >> That is correct. >> Clarification. All in favor signify by saying I I motion car. [sighs and gasps] >> Oh yeah. >>
092Mhm. >> Okay. Okay. Next on the agenda, we have the March 2026 internal accounts report for approval. Miss Stewart, >> she presented it. >> Yes. >> I thought it was like the next page. Okay. I apologize. So, we do need to approve the internal accounts report though. So, the chair will entertain a motion. >> Mr. President, I move to um approve March 2026 internal accounts report as presented. >> Second. >> Motion by Dr. Graham. Second by Miss Dit to approve the March 2026 internal accounts report as presented and as recommended by the financial advisory committee. Any questions, comments, or discussion on the motion? Hearing none. All in favor signify by saying I. I. >> Any opposed? >> Motion carries. Next on the agenda, we have the fiscal year 26 budget amendment number two for approval.
093>> All right. So, kind of want to come to the screen with this one. Um, fiscical year 26 uh budget amendment two. In this amendment, there's going to be four different updates that are needed for the fiscal year 2026 budget. Next slide. All right. So, the first update, we received final adjusted allocations for our federal funds for fiscal year 2026. Um, and so there were increases in most and [clears throat] decrease in one. And essentially we have to increase or decrease the revenue side as well as the expense side and we plan to do that through program code 95,000. What I do want to draw your attention here is in title one I have the note essentially and I'm not sure how this happened. We quoted a number in our budget of 1.68 million for
094title one but that number was not correct. The number should have been 1.578. And so essentially the decrease has to be the full differential which is 119,000 but the true reduction in title one funding is 16,291. Please note that the district was following the 1.578 that was allocated not the 1681. So that may have been like a typo or um when it came to um bring forth the final budget. But then we have title two, title three, title four, IDA part B, IDA part B, preschool and Perkins that have increased some. So we have to make those adjustments. Next slide. >> Well, wait before we move on. So number one is I'm going to say relatively modest. Number two is $170. Number three is $92 or part C. D is $541. E is, am I
095right? $126,18. >> That is correct. >> And so I mean, so is that an expense or is that revenue that we're >> both? I don't know what you mean when you say both. >> So when we received the final adjusted allocations, this is what was allotted to um Apricorn School District. So essentially, let's just say because I don't know the amount off top of my head. Let's just say we received in our first allocation IDA $1.5 million. Well, after the federal federal funds, it was a reconciliation that was done. It landed at we should have received $126,000 more. Okay? >> So, we have to do the adjustment. >> This is an increase in the amount of money that we're going to receive. It's not an increase in the amount in an expense other than once
096we receive the money, we're going to spend it on something. Is that >> That is correct. >> Okay. All right. [snorts] Well, always good to get more money. Um and so I assume that's the same with F part B preschool increase by but they're only $1,100, but again, we're getting a little bit more from than we originally thought we were going to get. >> Correct. >> Okay. Thank you. [snorts] >> Next slide. All right. So, update two, this has to deal with summer camp. Um, I've had numerous conversations around summer camp and summer school. And so, the the goal is to make sure that we are allocating properly because there are two different things that are going on. And I will explain both of them to you. So, the first one is a summer camp
097allocation. Right now in our budget, it's $82,000 that we have set aside that's in curriculum um with a program code titled summer school. But what we want to do is to move that into student services because it truly isn't summer camp, summer school, it's summer camp. So it should be in the operating unit student services with a program code that actually states summer camp. And so just so that you all are aware, we do get full registration for summer camp. So, in our revenues, if you go back in the budget book and look at the section that is our discretionary revenues on the local side, you will see a line. Unfortunately, again, it says summer school, but it really is summer camp. Um, so what this will help us do is to truly track what
098our full summer camp expenses are to see if we actually are we have the correct registration fee amount that we are charging. So, that it really should take care of itself, so to speak. So, that's the update for summer camp. And here's this for summer school. Right now, $40,000 is allocated for this, but it's under um extra time, the operating unit, extra time with a program code high school enrichment. Um but it should be allocated under curriculum and instruction with a program code summer school. So, essentially the 40,000 is the full local dollars that we're doing. However, there is some registration fees that are collected with summer school. So, what we are also trying to do here is to get the true charge as well, how much it costs with summer school and to continue
099to make those wise financial decisions regarding that. >> Wasn't paying enough attention. What's the difference between summer camp and summer school? >> I'm going to lean on to my assistant superintendent to assist me with that question. [laughter] Oh, well [laughter] I don't know. >> Oh, someone >> because she is phoning a friend for the record. >> So, summer camps are camps that our staff put on uh that parents can register their children for to attend and there is a fee to attend the camps and the camps are occur during one week. Summer academy is where we provide remediation and enrichment opportunities for students. >> All right. You said summer academy summer school. >> Summer school. Yes. We Yes. >> All right. Just want to make sure we're all on the same page. So >> summer
100school is summer academy. Yes. >> Okay. Thank you. Sorry. >> Okay. Thank you. >> See teamwork makes a dream work. All right. Next slide. Update four. This involves now this is something that we needed to shift um after we had discussion um of providing a middle school course recovery. So, I really want you all to know this is an estimated amount. I do not know if it's actually going to cost us $20,000. It may cost us less. It may cost us more. However, we're essentially moving funds from curriculum and instruction program code 99999 to extra time um that's now going to have a program code 95470 support services, but it's going to be identified for middle school course recovery. We did find out that we can utilize extra time funds for this. So, this will
101keep um help keep a pulse on what the true cost would be to offer this. Next slide. So, I want to draw you all's attention to this. This is the internal backup. I know when I presented the amendment first, the first one, it wasn't I mean it was kind of me just talking. I think it's important for you all as a board to know our internal controls behind this. So there's a spreadsheet that I have created that essentially I highlighted the one column you see budget amendment one then the second column you'll see amendment two. So I want to draw your attention there. Looking at the bottom this is the federal funds revenue side. So if you net everything together it's essentially an adjustment of $8,697. But you would know here where you see for
102example title uh where I'm at title three the $92 that has to be increased. Originally the final budget came in at $7,718. But then that last column you'll see fiscal year final adjusted budget. It's now going to be $70,810. So that keeps a track of um what we're doing and then also the breadcrumbs on why there was an adjustment with title one. As you can see, our final budget amount for Title One was the 1.681. However, it should have been the 1.578. Not sure what happened there, but we're making that adjustment to decrease it by the 119,000 because the final allocation for Title One funding was essentially the $1.562 million, which is really a true reduction of $16,298. Next slide. So, the next slide shows the >> Sorry, wait. Um, sorry. So, looking at that
103again, you said there was a net reduction of $16,000, but I'm looking at the right slide because it looks to me like the fiscal year final adjusted budget went up $8,600. Did I Did I miss that? It went from 5. >> You're referencing title one, correct? >> No. >> Okay. So, title one went down 119,000 to 1562, but the final final figure with all the nets went up about 86 almost $8,700, right? >> The lower left yellow column. >> That's the ultimate >> effect. >> So, the 8697 is the overall coming together. Yes. >> And that's going to be important when we go to the next slide because this is the revenue side. >> So, go to the next slide, Steve. Thank [laughter] you. This is the expense side. You see the 86.97. So that
104basically shows you as the board we adjusted revenue, we adjusted expense. Got it? Great. So when you're looking at the other components, the other three updates that was the 82,000, the 20,000, the 40,000. Let's just look at the 82,000 for summer school. Right now you see that as a negative. That's your first line. That shows you right there. Look at the column that says fiscal year final budget 82,000. That's what we budget for and this for summer school. But as the update says, we should have this in student services. So you see the reduction of 82,000 and now the final adjusted budget is zero. Look at the last line that says the operating unit 99970650 student services. It now has the correct title summer camp. You see that there was no in our final 26
105budget there was no balance but now with the adjustment it's increasing by 82,000. Now our final adjusted is 82,000. So there's a wash between the 82,000 the 20,000 and the 40,000 because we're changing the operating unit and program code and moving it to the correct operating unit program code. So this is also in line with um what I plan to continue to do for 27 to make sure that things are allocated where they need to be allocated for so we can ensure that everything is being coded properly. That's the budget amendment for number two. Looking for your approval. >> So Mr. President, I I I I just have to take like a quick point of privilege. I think I'm gonna have to just lean on this like card of humility and say I'm I struggled
106with this this presentation on the budget amendment. Um I think I need a little bit more time to digest this. I get the numbers on the surface, but I'm just not there yet. So, um I'm just um >> we can we can certainly table this for a month. Is there anything magical about this getting approved tonight or can we table it to >> We cannot table it because if we table it, then that's going to push my team members behind with making sure things can be allocated. I mean, if you want to table it and I can still move forward with this being like a tenure agreement, I would suggest that. But I would not suggest you all tableabling it. If you need me to take one item and to explain it so you can
107get more understanding, I welcome you to do that. But I do not want to hold up my team members to doing their jobs. >> Um I so I understand the numbers on the surface. Revenue minus revenue and expense, right? I just I think that I just probably need a little bit more time to just kind of walk through this in a little bit more uh for lack of a better word, I'm going to call say detail. Um I was on pace up until summer camp versus summer school. Everything after that I kind of struggled with just in terms of digesting uh the information. So again, from the perspective of just a little bit of humility, I'm going to have to lean into that. Um the board obviously can feel feel free to bring forward um
108a motion as the chair request, but for me um I need just a little bit more time. I understand the position you're in, Miss Stewart, as well. And I don't I'm not asking for another month until the next [snorts] meeting, but probably just a few days uh to give me an opportunity to lean into this and probably have some um follow-up dialogue. Uh >> let me let me ask this. So, as I read the overall net effect of this budget amendment two, it seems as though we are increasing revenue by approximately a total of $8,697. And that's on the first sheet uh towards the end, the one if you go back two. >> Correct. And then on the next sheet we show how that 8697 is being expended. Am I correct about that? >> It's
109increasing the budget. So one thing you have to think about the budget amendment. Maybe this will provide some clarity. It's not that we didn't. The only item that's there is the 20,000 middle school course recovery. That was not originally budgeted. So because of conversation, we have to budget that. everything else that 82,000 and that 42 that 40,000 that is simply a reallocation [cough and clears throat] of operating unit and program code that is not oh well I'm pulling pulling 40,000 from special ed and trying to create that's not that that's not what's going on and the adjustments for the federal funds it's just saying I don't know who did the reconciliations and maybe Dr. others, you can speak more to that. We received a spreadsheet that said now you're going to get $710 more for
110title three and we have to do what we have to do to adjust the budgets. May I point something to you that when we were going to the financial situation, one of the things was the budgets were adjusted without you all knowing. This should have been going on already. So, this is just to let you all know what we are doing. So even though there's it's not a situation where I'm coming to you and say, "Oh my gosh, curriculum needs $50,000 to spend money. So I'm going to take money from special ed because we got $50,000 available." Because at that time I would have to explain to you why we have $50,000 available and spent to even give to curriculum and instruction. This is simply just adjusting what we have been told. So hopefully that
111may give you some ease. The only thing that we had to adjust which was the 28,000 for the middle school course recovery um that that's really the only pull but everything else is just simple reallocation and also addressing that increase when it comes to the federal funds adjustment >> the timing because essentially when we did this in the policy um I can't really make any moves until the budget is amendment by you and approved by the board. That's in our policy. So if you don't approve it today, that's going to hold up like I said my team members in doing and and to be honest I think that by federal we have to do something egrants to make those adjustments and things of that nature and as well summer camp there's things that they need
112to prepare for as well as summer school and so we got to make sure that we >> can you so let's do this Steve can you go back two slides >> yeah that's what I was going to ask >> too okay so on this slide which this slide uh internal backup to budget amendment number two. It shows title one, title two, title three, title four, IDEA part B, idea part B, preschool, adult basic, homeless, Perkins, career tech, and in the second yellow column down at the bottom, it shows what I assume is a net increase in the federal program funds overall of $8697. Correct. >> Correct. >> Okay. So the final budget for federal and this is all the federal funds we received >> correct. >> So the final budget was 5.397 and change and
113now with this additional 86.97 it's going to be 5.405790. >> That is correct. >> Now if we go to the next page this is a little confusing. This took me >> this is where >> this page >> shows expenditures but the lines don't match the income. I guess what I found a little confusing. I mean I see that it's 86.97 and income lines don't necessarily have to match revenue. Greg we got income coming in then we're spending the money but but basically the point when we get to the final budget it's 4.8929. 89299. So that's less than all the federal funds that we're bringing in now, which on the previous slide was 5.4 million, right? >> No. So I can explain I can explain that. So the section here where you see federal funds, >>
114that section does match what is prior, >> right? The top section where you see the negative 82 and then the last line you see a positive 82. That's a wash. I'm reducing current curriculum because we budgeted $82,000 in summer school, right? But it needs to be in student services. So I have to reduce the curriculum instruction operating unit and increase the student services operating unit to fully correctly allocate with summer camp. So that's a wash, right? 20,000 again, a negative 20,000. That's the middle school um course recovery taking that from curriculum increasing as you see where it's extra time 999202000 extra time support services middle school course recovery. You'll see a positive. Again, that's a wash cuz I'm just moving that money from curriculum and instruction to put into support services. The 40,000 there's 40,000
115um that needs to go into for summer school aka summer academy um curriculum and instruction. You see the positive 42 40,000 but right below it it's negative 40,000 because it's budgeted it's budgeted in extra time. Oh, I'm so sorry. [cough and clears throat] So, yes. So, we're reducing that to put it into >> and so I [snorts] guess yeah, I see the numbers on the second slide match the numbers on the first slide. There's two additional lines, adult basic ed and homeless, where there was no adjustment in the second column. So those lines aren't showing up on the second slide >> because the federal funds is the only section that is doing a revenue adjustment and expenditure adjustment. The other three updates are just doing expenditure reallocation. >> Right. So then I so I I
116I see that. So now my only other question so I've got federal funds coming in of 500 5.4 4 million and change. And then on the next page, I've got expenditures of 4.892. So is I guess my you can tell me the other $700,000 in expenditures isn't affected by this budget amendment. Is that correct? >> So you don't necessarily have to look at that bottom line. I can understand where that confusion comes from. I filtered this so it can only show the blank so it's just easy for me to put it on a PowerPoint so that I can explain it to you. So, if that threw you off, my apologies. Um, because if you you all did receive the full document, so you can go back to see the lines and where everything matched. But
117this is just really a snapshot of what was truly adjusted. So, looking at what needs to be adjusted to what is requested should assist, >> right? So the bottom line is that the federal funds that we are receiving total federal funds is going from 5.397 to 5.405 405, right? And then on the second slide, what you're showing us is that the total expenditures. Now, this isn't all just federal funds, right? >> Okay. I I see what you're doing. Let me add something, too. Like I said, it's a filter. This is just showing the 95,000 program code. If you go back to the initial first slide when I said the update number one, what I'm doing, I'm adjusting the revenue side and then I'm adjusting expenditure side through the 95,000 program codes. These federal funds have
118more than one program code. So again, it's a filter. So if you can go back to the report and see the full report, this is just to make it easier for you all to see. Um, [cough and clears throat] but if you have any suggestions on how you want me to present this going forward when I do amendments, just let me know. >> All right. So, so >> I'm sorry, Dr. Graham. I know I was going to say, Dr. Graham, are you feeling any more confident? >> Um, I think the filter context is very helpful to start there. And so let me maybe try to say this a different way because I think what is really tripping me up is we have the match of the 8,697 as it relates to the adjustments you have
119to make the 119 170 92 so forth so forth and so on. But on your first slide our FY26 final adjusted budget was a little over five, right? And then when I flipped to the next page, it was a little over four. So, in my mind, I was trying to reconcile the I was wondering why they didn't match. Um, which is why I'm like something's off here, but I think part of it may be the filtering that you mentioned. >> It is because the federal all the federal funds have more than one program code. I took it out of the 95,000 general just to make it simple. when we go back and we do an adjustment. But if you unfilter that, you will see the other program codes that align to that federal funds that
120would align to our revenues of our federal funds. >> So we would see that dollar for-dollar match. >> Correct. So the reason if that's why I pointed you to the 8,697 because I'll give you this. There was a change that happened with the IDA part B originally. I think it was like a hundred. Let's just say it was $124,000. They came back and the agency came back and said, "Oh, the new adjustment was $126,000." Well, when I looked with this with my financial analyst on the revenue side, I'm seeing $86.97, but when I come to the expense side, I saw 10,000 something. I said, "Oh my gosh, something is wrong." And so when I went back, I said, "Oh, I need to change that amount from 124 to 126." So that I pointed you to
121that because that number should be your end all beall. Essentially there there may be times where it's going to be a one-sided effect. Like for example last probably a couple months ago with amendment one that reduction in revenue the $40,620 that was just a revenue side not an expense because that was part of our state and local um revenue that was part of the midyear unit account. Why? Because we budgeted about 95,000 but we came in at about 54. So, I have to reduce that budget because you all approved a budget of 95,000 for migar unit account, not the 54,000. And so, that's one-sided because it's already lumped into our expenses as well. But when it comes to the federal funds, that's a one to one a true onetoone match. So, >> is the chair
122ready to entertain a motion? >> Chair is always ready to entertain a motion. as long as your status. I mean, >> uh, Mr. President, I motion to, um, approve the, uh, FY26 budget amendment number two as presented. >> Second. >> Motion by Mr. Higgins, second by Mr. Abrams to approve fiscal year budget amendment number two as presented. Any questions, comments, or discussion on the motion? >> Had one comment. I just want to thank you for walking me through this over email. Uh, [laughter] that's why I kind of was listening to exact questions that I kind of asking you. It is confusing and I'm sure you heard enough about summer camp and summer school to do you for a year or so. >> My pleasure to help. >> All right. Any other questions, comments, or discussion
123on the motion? >> No, I appreciate your patience um and indulging us as we try to understand this. And as you can tell, we all come at this, I think, from different perspectives. So, I appreciate your patience. I think your presentation tonight was probably 45 minutes or so. So, [laughter] >> no problem. My pleasure. >> Okay. Any further questions, comments, or discussion on the motion to approve the fiscal year 26 budget amendment number two. >> Hearing none, all in favor signify by saying I. I. I. >> Any opposed? Motion carries. Next, we have the financial position report for approval. >> Okay. So this report essentially um has been sent to the state. It was due on May the 1st. Um but this is part of the quarterly report that um I have to submit to
124the Department of Education. And this is for quarter 4 as of March 31st for fiscal year 2026. Next slide. So what I will Nope. I'm just going to leave with this. All right. So this is a snapshot of the report, the summary of the report. I want to note to you all the report assumptions that I made when conducting this report. This report was completed with a conservative approach projected revenues for April to June because that's what we have to project out. We have to show essentially um let me backtrack to kind of just walk you through uh essentially what we have to do is show our discretionary the actual unencumbered that information comes from the daily validity DGL060 actual unencumbered is the remaining balance that is on that report encumbered is what's in that
125encumbered column on that report so essentially they take that amount and then we project out our income from April to June. Um or I do this I have to do this monthly. So I'm projecting out for whatever that forward month is before this um quarterly report from April to June. Essentially I utilize what would be the remaining funds to receive based on what has actually actually been budgeted for 2026 revenues. I did the same thing for projected salaries and projected non um salary related expenditures from April to June. and it's based off the remaining funds assuming that all funds are going to be used um based on the final fiscal year 2026 budget expenditures. This report also um assume assumes expending all remaining discretionary state appropriated funds because we're also when it comes to discretionary
126you have local funds as well as state discretionary funds. And so if I can point to your attention the next slide and I'll bring this slide back up, but the next slide will definitely help. Um, important items to note. This report basically says that Aquin Bay School District is utilizing 96.68% of their projected available balance as of June 30th for one month local payroll. So that's we're pretty much consuming all of whatever is projected to be carryover. A lot of it is going to be attribute to one month local payroll. After one month local payroll, this report is projecting that we'll have um a carryover balance of $144,853.32 to carry over into fiscal year 2027. Based on this report, we need to continue to be in austerity mode. And also, this report, like I said,
127is provided to the Department of Education monthly. They are still we're still in that realm and area even after me submitting this report. We're still in that place of they're going to monitor the reports that I submit thereafter to make sure that we are going to be in a good financial state. So as of now my subm myself will continue to send this report monthly until the direct the department of education redirects otherwise. So Steve you can go back to the other slide. Any questions regarding this report? >> So if we go when I asked earlier when I was trying to skip ahead when we did the March 2026 revenue and expenditure report and we had the March 2026 fund balance projections we showed projected discretionary state and local carryover of 4.293 80650. We subtracted
128one month payroll of 4.2 which matches the projected one-month payroll here. Then we did a budget amendment number one reduction of 40,000 and that left us updated discretionary state and local carryover of 38,000. But now we come to the actual estimate and it's 144,000. So, I mean, that's a $106,000 difference. Where does that come from? >> Essentially, that comes from the forecasting assumptions with what I actually have for March 31st, as far as what we're moving forward to. When I'm doing that monthly report, I really compared it against what's in our budget, our actual budget. This position report, I'm comparing it what's in our actual reports. um and kind of making sure that I'm conservative in that approach. Um so it doesn't necessarily alarm me that we're a bit up from that compared to that
129report, but I kind of am using the monthly financial position report as a solid what's in our budget book versus this is not it is budget book, but it's kind of based on actual adjustments and um what actual amounts that are in that daily validity. Yes, both are used, but there's no real comparency on the increase or decrease. It's just those projections that are noted in this report. >> Well, okay. But I've got the slide that's up on the screen that shows 144,8532, which presumably is what you would propose to send to the state. But I've got an earlier slide in the March 2026 revenue and expenditure report which says in 100 instead of 144,000 it's going to be 38,000. So why am I not reporting the 38,000 to the state? When I'm looking at
130the monthly report that we're doing, I'm holding steady on what is actually based on what we budgeted in our final budget. So essentially that's accounting for um like the budgeted revenues that we have. The budget was actual budget here. What I'm also what I'm looking at is when we're projecting income for example that's the actual income that we're having for um I believe what's left as April is April May and June and then with the senior tax credit there's some adjustments like um [snorts] nuances when I'm doing the calculations when it comes here it's not necessarily a one to a one to one with what I'm assuming how I'm going back to identify that, but I can understand where you would feel that this should align with that. But essentially, I'm looking at that as
131that that standard that we're looking at when we're coming to monthly. This is going to be the quarter that I did look at everything to go through and make those assumptions and those projections. So, it could be just a bit off based on what I may have to project out actually versus what we keep standard in our monthly report. So, again, I know that that does not fully make sense and I take full ownership of that, but that's why I'm standing strong on being this is my first year. I am not confident to pull out. I'm not worried about an upshift because essentially when we're talking about with our budget that's projected as we know we're going to be closer. Me I want to make sure that we are taking a conservative approach. I probably
132will feel better next year when we're doing the monthly financial reports where I can look at that on a onetoone um basis that I will feel solid. But essentially when I'm working on this and having to submit that report um May 1st, this is where we've landed. So unfortunately, I'm sorry board, I do not have a solid answer for you for that. Um I will take ownership in that, but I am confident with what I have reported. Um and I can assure you that those methods that I've taken, I'm disclosing everything to you. Well, I think first or sec I don't know I I don't think you have to apologize per se. Um I can always appreciate the humility, right? And I think we all understand obviously it's your first year and you came into
133a challenging situation and and I hope that you recognize as long you know as well as the the public that uh we've certainly learned a few lessons along the way as well, right? And so our perspective of questioning is more from a inquisitive perspective and a desire to learn right as we >> um continue to um be responsible for the oversight. So, I think no apologies needed, but certainly just wanted to recognize, as I said in my last comment, we all come at this from a different perspective. And so, there are different gaps that we're trying to fill. And so, um, I appreciate, you know, the presentation of what you're trying to present to us and really just trying to figure out what works as well a as remain compliant, right? That's the most important.
134So, I just wanted to acknowledge that. I don't think that you need to apologize to us, but I I acknowledge the humility of this situation, but also wanted to reiterate the perspective that we come the perspective that we have as the board in terms of responsibility because we all don't want to be in that same situation again. Right. >> Correct. >> Understood. >> Thank you. >> Well, I think they need I still don't understand why they don't match. I mean, I get that for one report, it seems you use different assumptions than the other. if I kind of boiled down what you said, but I can't figure out why you wouldn't use the same assumptions for both because in the one we're saying to the state of Delaware, here's our our financial position report for
135March 31st, $144,000 above one month payroll. But then in our own report that we're not submitting to the state, we're saying it's only 38,000 that we're going to have left over, not 144. I'm not comfortable saying to the state one figure when we got a different report that shows it a lot less. So again, I'm struggling to figure out why these two I think they should match and I'm trying to figure out why they don't. >> You have valid reason, valid question. I do not have an answer for you. the same assumptions and aligns were taken with both. Um, if you're looking at just uh with the March 31st report, again, I am really keeping in line what really is in the budget book. If you look at the March 34 31st report, go to
136the final 2026 budget book, it mirrors and outlines that. When you're getting to the financial position report, it is going to look different. I think that's just going to be a standard if you keep it steady with what's in what we approved you all as a board approved for fiscal year 26 the budget it does align with that coming to the financial report there may be adjustments along the way or different changes along the way it could look different but I would be more concerned and I know that you all stand in a different position but it doesn't alarm me because 144,000 is not a vast difference than 38,000 if this was a million then yeah maybe we need to go back in to the drawing board and look at that. But essentially when we're
137actuals budget is not actual. So we could technically budget our budget what is it $79.2 million but if we have savings we could have that could turn out differently as of June 30th. So I think this is just when you're doing the quarterly reports you're keeping that pulse. And to just be fair, when you all wanted this to kind put together, I just again being conservative. I don't want to do anything. I'm still trying to learn. There's a lot of things that flow into this. I'm sorry I don't have the answer that you all you would like, but I am confident with what I have reported. >> Well, I I don't I mean, I don't see how we can approve the financial position report if we have a different report that shows it $92,000 less.
138And I get that it's less than $100,000. Actually, it's slightly more than $100,000, right? But, um, I I don't understand how we can have two different reports showing us two different numbers. If it was off by 50 cents, I might not be worried, but I mean, $100,000 is nothing to sneeze at. And um so I'm just trying to I mean >> maybe this is the I mean we got past the last one of amendment. Maybe this is the pause keeper as it relates to approval. I mean obviously we'll go through the process if the chair is going to entertain a motion and we'll see if it passes right the numbers not matching. I think the vote will tell us that. Well, the chair is always willing to entertain a motion. >> That's one question. >>
139This being your first year, do you anticipate or had anticipated any of the uh financial financial position report to match your uh revenue expensure report any quarter? >> No. >> Because there's there's a little bit of guessing. >> Correct. >> Right. In your expensure report. >> Correct. >> It's from budgeting and I budget as a family. We get it. This is actual, correct? >> There's always going to be a difference. >> Yes. >> Next year, the difference will be a little less because you're going to have a year under you and you're going to see actuals. >> Correct. >> This is what it is because in your your assessment there's a little bit of guess in here. >> Correct. >> And this is actual. >> Thank you. >> And so, um, maybe as another alternative,
140Dr. behav the chair is willing to entertain a motion. I'm sorry. Let me not get ahead of myself. Mr. Were you finished? >> Yes. >> Okay. All right. So, and so what we have in front of us now is that the chair will entertain a motion. And so, approval of the financial [snorts] position as presented. >> Mr. President, I'll make a motion to approve the financial position report as of March 31st, 2026 as presented. >> I'll second. >> Approved by the >> And it was approved. Yeah, I was going to say that. And it was approved by the financial advisor. >> Correct. >> Okay. Motion by Mr. Abrams, second by Mr. Higgins to approve the quarter 4 financial position report as of March 31, 2026 as presented and as recommended by the financial advisory committee.
141Questions, comments, or discussion on the motion. Is there a due date for when we have to get this financial position report to the state? [clears throat] >> Was due May the first >> All right. Well, I'm going to vote against because I don't like I'm not comfortable giving the state a report that says 144,000 when we've got our own internal estimate that says it's only 38. >> But I mean, that's just how I'm going to vote. >> Mr. Stewart, just supposing we had a workshop in your opinion, would that workshop um balance out these numbers or explain more to us why they wouldn't balance? explain more as to why they wouldn't balance because you're dealing with projections and I'm just going to be honest, I've been winging this with this monthly report every single month.
142Um, a pulse is already kept at the Department of Education level that is looking at this as monthly. This is quarterly. Um, I work closely with Chuck in doing the report. He has vetted this as well and as you all know, he retired here from APO. So, he was the prior director of finance. But I'm confident because of what the steps I know that I'm doing. and know that I'm taking within the realm that I have right now. But I respect totally where you as all as a board stand and I will work internally with my mentor to see what I can do to make sure moving forward you all will be more comfortable when I present these types of reports. >> Thank you. >> I made the motion but I do have the same
143concern. >> All right. Well, is there any further questions, comments, or discussion on the motion? Hearing none. All in favor signify by saying I. I >> opposed. Nay. No. >> All right. Now, M Dr. Bros, will you pull the board, please? >> Mr. Abrams, >> yes. >> Mr. Whit, >> yes. >> Mr. Higgins, >> yes. >> Dr. Graham, >> no. >> Mr. Forston? >> No. >> Motion carries 3 to two. >> All right. Next on the agenda, we have a 2026 27 calendar adjustment for approval. Dr. burrows. So, we have two slight calendar adjustments uh for the 26 27 uh school calendar. Uh the first one being on September the 4th, it was originally listed as schools and offices closed. It should be listed schools closed, offices open. We have a similar situation on September
1443rd, 2027. It's listed as schools offices closed. Should be listed as schools closed, offices open. I'm seeking approval on those adjustments. >> Mr. President, uh I motion uh approval for the 2026 2001 calendar adjustment for approval as presented. >> Second. >> Motion by Mr. Higgins, second by Dr. Graham to approve the 2026 27 calendar adjustment as presented. Any questions, comments, or discussion on the motion? Hearing none, all in favor signify by saying I. I. >> I. >> Any opposed? Motion carries. Next, we have overnight field trips for approval. >> Mr. President, I motion to approve uh overnight field trip number uh 11560 uh for approval. >> Uh second >> motion by Mr. Higgins, second by Dr. Graham to approve overnight trip ID Odessa High School students to the TSA National Conference in National Harbor, Maryland.
145Any questions, comments, or discussion on the motion? Hearing none, all in favor signify by saying I. I. >> Any opposed? Motion carries. Next on the agenda, we have the Green Giant Elementary School education specification for approval. Mr. Hopkins >> have submitted the uh Green Giant uh education specification for approval. We uh submitted that to our staff. They reviewed it and uh we're now looking for approval to send it down to DOA for their DO for their review. With them seeking approval of the education specification, >> Mr. President, uh I motion to approve the Green Giant Elementary School education spe Yeah. specification for approval. >> Second as presented in Sentent. Second [clears throat] motion by Mr. Hagen, second by Mr. Abrams to approve this rev uh the Green Giant Elementary School education specification as presented. Any
146questions, comments, or discussion on the motion? Hearing none, all in favor signify by saying I. I. >> Any opposed? Motion carries. Next, we have preliminary election results. Dr. Burroughs, >> I'm going to ask to move that to the end of the meeting. Okay. Just >> have the personnel report. >> Uh, next on the agenda, we have the personnel report for approval. Dr. Small. >> Good evening again. Personnel report for the May board meeting has been presented for your approval. We're asking for approval as presented >> with the additions from >> executive session. With the additions from executive session. Thank you, >> Mr. President. I'll make a motion to approve the personnel report as presented with the additional discussions had from executive session. >> Second. >> Motion by Mr. Abram, second by Dr. Graham to approve
147the personnel report as presented with the addition from uh executive session. Any questions, comments, or discussion on the motion? Hearing none, all in favor signify by saying I. >> I. Any opposed? Motion carries. >> Thank you. Next we have the preliminary election results. Dr. Burroughs. All right. Um our preliminary election results. Um we have Britney Mumford with 2,122 votes and Elena Brener with 1,949 votes winning the two open seats. I want to congratulate the two of them. Look forward to working with them. I also want to thank Sean, Michelle, Richard, and Mark for putting their names out there and running. We appreciate it. Um, we know it's not easy to put yourself out there. Um, and a lot goes with that. And we'll have time in June where we'll celebrate the service of Michelle Dwit
148and uh, Richard Forston. >> All right. Right. Well, I had deferred my board comments because I think this may very well be my last school board meeting of the over 200 that I have been through over the years. And I want to close with a few thoughts. There's an old Chinese proverb which says, if you want to be happy for an hour, take a nap. If you want to be happy for a day, go fishing. If you want to be happy for a year, inherit money. But if you want to be happy for life, help someone. Or put another way, do public service. For the last 15 years and over 200 and some schoolboard meetings as well as countless other meetings and hours. It has been the highest honor and greatest privilege of my life
149to serve on the school board for the Aquinic School Board School District. Uh and during this time we've accomplished I think a lot of great things and initiated a number of meaningful impactful changes. We have language immersion. We have a greatly expanded uh high school course catalog. We've adjusted our school start times in recognition of the overwhelming scientific evidence supporting a later start time for high school students. We created a visitor parent code of conduct. We initiated a smartphone policy. We heard about that a little bit ago from the uh students from AG Waters. Um you're watching this over the internet because we started broadcasting our meetings during CO which to my way of thinking is the only good thing that came out of CO. Um we have this year uh renewed our emphasis on
150early uh grade school grades 1 to three reading and we're starting to see an uptick there. Um, I continue to believe and support public education. That's why I've been doing this for the last 15 years, even though my wife and I were never blessed with children. Uh, the only thing I might change about my life if I could. Um, let's see, what else did I write here? I want to uh I want to challenge some of the uh so I do want before I leave to challenge some of the so-called conventional wisdom about public education that's out there. I would submit that um like everything else in life with public education, you get out of it what you put into it. And today we have so much more than when I was a kid, when
151I was a student. For example, we have language immersion. Never had that when I was in school and I graduated the Delaware public schools. We have classes where you can earn college credit. We have just about every AP class there is. When I was in high school, we had none. We have ROC programs. We have such a broad range of culinary, music, theater, art, computer science, FFA. I mean, the list is endless of I'll say noncore classes that you can also take as a student. And my point is that if you are a parent and you ride hard on your kids and if you are a student and you will work hard, there are tremendous opportunities that and you can gain an amazing education um in the Aquinic School District. For 11 years in a
152row, EPO has been ranked the number one school district in the state. Nationally, our district is ranked in the top 4% nationally. Our teachers, whose praises I always sing, are ranked in the top 3%. Our average SAT score in APO is 50 points higher than the state average. And we do all of this spending thousands of dollars less per student than the other districts in Newcastle County. And we do all of this with the lowest tax base and the lowest operating expense tax rate in Newcastle County. Um, for 11 years we've had the top ranked district in the state, all the while spending the least per student. Now, we can never be complacent and we always want to do better, but I would submit those results are results that any other district in this state
153would be trumpeting and proud to have. Uh during my time I think the district has been blessed with great staff and um administrators. I mentioned uh our teachers. They are ranked in the top 3% nationally by niche.com and um you know Napoleon once said that an army marches on its stomach. And in the case of our district, we can only go so far as our teachers take us. And based on the statistics I just gave you, they've been taking us pretty far. And we also have a great set of administrators uh and time and space because I could go on about them. Uh prevent me from naming everyone. Uh and so in the interest of time, I will not do that. I thought about doing it, but then I'm like, we don't need to be
154here till midnight. Um if I leave with any regrets, it's two. First, the amount of bogus, misleading, and false information on social media continues to astound me, as well as some of the aspersions and things I heard that some of the other candidates were saying at the polls today that got reported to me. Such is life, though, the election's over. Um, I'm not going to file lawsuits or challenge it or anything like that. Uh, second, and my real regret, is that there are still things to be done and improvements I'd like to see. Um, I've talked about this with some of you. I'd like to see high school students doing more writing. I mean, 500 words every two weeks in an essay. You'd have to spread that out over a bunch of classes, but the
155only way you ever get good at anything is by practice, by doing it. Malcolm Gladwell says you need 10,000 hours in his book Outlier. So, we just need to be doing more writing. I'd like to see going out for a sport in high school satisfy your PE requirement. That would free up more time for classes. And most importantly, and I've talked again with some of you about this, you know, it breaks my heart when I hear from parents, oh, you know, my son or my daughter doesn't have to go in uh for the first uh class of the day because gez, they've already got enough credits to graduate or they get to leave early or both. And you know, I've got another friend who always is fond of saying that youth is wasted on the
156young. And so what I'd like to really see is us up those graduation requirements and make kids take some additional classes. Now, we can fine-tune GPA calculations and all that sort of stuff, but my point is, you only get to go through high school once, and you've got this tremendous opportunity to take all these classes that I mentioned, you know, computer science, art, photography, uh, ceramics, theater, music. take them because you know when you're 16 or 17 or you know you might say I'm going to sleep in why am I getting up early and taking another class but as the line from my favorite movie and I don't think in all the interviews I ever conducted people gave the correct answer to this question is Casablanca maybe not today and maybe not tomorrow but soon
157and for the rest of your life you're going to wish you had done taken some extra classes with that free time rather than leaving school early or sleeping in late. I know my wife wishes I had taken a cooking class or two cuz about all I'm good for is boiling water and uh browning things in a frying pan. Um I I want to finish with two other thoughts. Sometimes over the years since we started our broadcast, I've been asked about whether Coca-Cola pays us product placement because I've always had a can of Coke here on the uh table with me. I'm not a water drinker. I need caffeine. The answer is no, they don't. Uh but hey, you know, if Pepsi or Canada Dry or Coke uh or some other cola company wants to pay
158a product placement fee, I'm sure the district, which is always desperate for revenue, would be happy to take that. And finally, I'll just say I started with an old Chinese proverb. Uh the Chinese seem to have proverbs for everything, right? The journey of a thousand miles begins with the first step, all that sort of good stuff. If, as the proverb says, helping someone makes one happy for life, then I think the last 15 years have provided me happiness for multiple lifetimes. >> [applause] >> Mr. President, I uh ask break order and ask if Mr. Whit would like to say a word or no. Okay. >> All right. So, with that, we have completed our agenda. We've got some things happening before the June meeting, uh, including graduation on June 6th, which is, as I said
159earlier, the best single day of the school year. So, you know, um, people should try to be there. People should look for it. Uh, and then we've got a board meeting the second Tuesday in June, which where did I I've lost that uh, date. Where is it? June 9th here in this room. So we will see you all there. We are adjourned. I was getting something.