School District of Monroe Regular Board of Education - 12/08/25

001[applause] Hi, Caleb. I'm Teresa and I get to give you another certificate so you can remember tonight and all your hard work. I love when your teacher talks about how hardworking you are all the time, but also that you're such a kind friend and you're helpful to others. And so I want you to keep doing that all the time. Your parents and your and your school are going to be incredibly proud of you. So there's a gift card for Barnes & Nobles, too, so you can buy something there. Congratulations. [snorts] [applause] >> Caleb, I thought your dad was trying to take your gift card. [laughter] Hold on. Hold on. Tight. North Side's um November student of the month is second grader Oscar Nye. Oscar is such a kind boy. He leads by example. Um it

002was interesting. So, at North Side, we have um like grade levels nominate different students and then staff vote. And the only one who gets to see the kind of the running list every month is me. And I knew right away like Oscar was going to get it this year. He has been top running um since September. And it's it's exciting to see because it's typically a fourth or fifth grader who's who's been able to kind of leave their mark on North Side and and show others what um what they're able to do. But he is it's so exciting to see that as a second grader Oscar is able to just make that impression on all the staff. Um and he's in Mrs. Duny's class and she unfortunately she wanted to be here tonight but she

003went home sick this afternoon. So she uh shared her her words that she would like to speak about Oscar. She said we are so excited to celebrate Oscar as our student of the month. It is very rare for a second grader to earn this award which makes it even [clears throat] more special. Oscar works hard every single day and he brings so much joy to our classroom. He starts each day each morning with a big smile, a hug, and tons of excitement to learn. He is truly a ray of sunshine. Oscar is also a wonderful friend and role model. He encourages others, makes kind choices, and always tries his best. When I asked his classmates what they noticed about Oscar, they said, "He always listens and doesn't get distracted. He helps a lot of people

004and is really nice. He always does the right thing and cares about people. He always works hard and he is always really kind. These words show exactly why Oscar is so deserving of this award. We are all so proud of you, Oscar. Congratulations. You shine so bright and we can't wait to see all the amazing things you do. [applause] >> Hi, Oscar. I'm Steve with Monroe School Board and um congratulations on becoming a North Side student of the month. There's a certificate and a Barnes & Noble gift card in appreciation for all your efforts. [applause] I'm excited to introduce everyone to Kora tonight. She is a fifth grader at Parkside Elementary School. And Kora, it's been fun to watch you grow up over the years. And a number of staff at Parkside felt the same

005watching you become a leader and always being such a hard worker and not only now being involved in our school, but being involved in the community. You have so much to give as a fifth grader and we look forward to seeing you in middle school and high school. Continue to be involved in all of those great things. So, Miss Lightinger, can you share why you nominated her? >> I sure can. Um, so there's so much I could share about Kora, but the quality that stands out again and again is her extraordinary kindness and her eagerness to help others. She truly acts like a many teacher in our classroom, supporting her peers, lifting them up, and setting an example through her own through her own high expectations and goals. Another quality I want to highlight is

006her vibrant, outgoing personality. She's always smiling, always ready with a story and always able to bring the class together for a quick laugh. Kora's love of learning shines through every single day. She's one of the first to raise her hand, to share her ideas, and to dive into new challenges with enthusiasm. She is a dedicated, hard worker with a bright spirit and I am incredibly proud of her and all she has accomplished so far. [applause] >> Hi, Kora. I'm Terry Montgomery with the board of education and you look just like your mother did when she was alone. >> [laughter] >> I've known your family for a long time and I'm not surprised that you're up here and I love hearing about the fact that you love learning because it's going to take you to places

007that you can't even imagine and your kindness to others. That's something you can take with you all your life as well. So congratulations. [applause] This is Henry Der up. >> He is our award winner. He's a seventh grader and just an extraordinary human being. Um, a story I have about that is a couple weeks ago he was in the hallway and happened to find a dollar bill on the ground and he actually turned it into an adult. Um, and that so I was like that's really amazing he did that. I would have done that. I think I did a few p I pulled a couple classes and the kids resounding were like I would have taken that dollar and put it in my pocket. Not Henry. It's a big deal. It shows shows the character

008you have. Um, and I actually have that dollar so you get to have it because no one claimed it. [laughter] Congratulations. It's the first time I've paid a kid here before. [laughter] But even a cooler story about that is I popped into his math class towards the end of the day. Um, as principles, we'll just pop into a classroom. And Henry was working on math quietly and paying attention and I knelt down to him towards the back and I said, "Hey, I just wanted to explain what we're going to do tonight to let him know I was going to hand him a dollar today." And he said, "You know, Mr. Brown, I'm really trying to learn math here. [laughter] Can you talk after this?" I said, "Absolutely. I sure do." Sorry. And I slowly backed

009out of the class. [laughter] >> And Miss Peterson's here to talk about why he was nominated by the the whole of the seventh grade teaching class, and she gets to start every day with him. >> Yeah, he's in my home room. So Henry is, first of all, you are a remarkable young man. But let's be honest, no one really cares what the adults in the room have to say about you. Your peers really admire you. And so we put together as a home room a list of reasons why we should be proud of you. And these are things that his peers said about him. So I'm just going to read a few of my favorites. Um his I don't know if his his dad is here tonight. You might want to read about the bread

010sticks. Apparently you have a fondness for bread sticks. >> Yeah. I like bread sticks. >> Yeah. [laughter] About that one. You take this. It's for you. >> He doesn't like bread sticks. >> So here are some of the quotes from his peers that I thought were really pretty special. It says, "I like how Henry is very determined to get work done. He's so smart. Henry always gives fist bumps and high fives. He greets everyone kindly. >> Henry is a very hard worker. He always tries his best to do good in class. Henry is really intelligent and overall a great kid. This one's my favorite. He always raises his hand even when he doesn't know the full answer, and I find that he is brave. Most students have the answer but aren't confident. Henry is and

011I find that cool. So these are the things that the people around you think your age and obviously your teachers we nominated you so we think you're awesome but to hear that from you know your peers and your principal paying you like [laughter] >> I was inspired but it was nice. >> We're so grateful to have you in our middle school community. So thank you for being with us. [applause] Hi Henry, I'm Phil with the board of education. How are you? I'm >> good. >> So Henry, uh congratulations. Heard some great things that your classmates said about you. Bravery, confidence, hardworking, supporting your your classmates and those are all really great things. Keep doing that. That's what makes your parents, your school school, the board of education and the community very proud of you. So

012keep up the great work. to remember tonight we have a certificate for you. I'm going to give that to you and a Barnes & Noble gift card. Go find a book that you'd like to read. Congratulations. Thank you. [applause] >> Hi. High school student of the month for November is Shannon Weber, senior. Um Shannon was um nominated by Miss Leato. I got the opportunity to spend my afternoon really with you a couple weeks ago. Um and was pretty impressed by Shannon's adult skills already. Um she advocated for well explain the story. She advocated for herself by wanting to do a job shadow with a designer and an architect actually. So I reached out to CG to P which is our architect on the new skilled the new building site and they set it up and

013they came out for an entire day. They was the lead designer and one of the architects Hannah Embriana and you met with them for a couple hours in the morning. They answered a lot of questions, talked to you about their their field. They took you out to lunch, right? And then um we all went out to the new skill building and she got to tour that. But then to see their design ideas that went from their minds to paper into the building was a really cool thing and I was just really impressed with how Shannon handled that entire day. So this lady will talk about well why she nominated her. >> I mean same thing right so I don't know mature and uh adulty you know sometimes [laughter] sometimes more adulty than me right just

014kidding. But um one thing that really stood out for me is I wanted to do butterflies for my class and like hatch them and then let them go or whatever. And Shannon's like, "Oh, I've done butterflies." And has really done butterflies, like does butterflies every year. And came in during her flexes to like walk me through how to do butterflies because I thought it would be very simple and it's not quite as simple as you would expect. There's a lot of misting involved. So, uh, [laughter] so she came in and like multiple times a day just like checked on me with the butterflies and let me know what to order, when to order it, what it would need to look like. And I thought that was great because she wasn't even in my class. Um,

015[laughter] but she is in my home room, so I've gotten to know her for three years. And that's another thing that I have to agree with Jeremy on is just like super proactive, kind, and then like really able to see multiple sides of of the same issue and like give credit where credit is due. And then, you know, even when things aren't going her way to be like, well, you know, I understand or just I don't know, having that mature outlook where you're just positive about stuff and great in home room just I'm trying to think if I I don't want to miss anything. takes the initiative, gets her work done on She's also in my AP environmental science class now. So, actually, I've gotten to know you quite a bit, haven't I? >> So,

016she always has her work done on time. She gets her notes done on time. They're ready to go. She's ready to answer questions. The whole kitten kaboodleoodle. So, great gal. >> One thing I forgot though, I I just learned this here tonight is that she's actually a two-time winner. She was a winner at Northside as I asked you that Shannon. So, congratulations [applause] >> [applause] >> I was actually thinking you had won before. >> Yeah. >> So, hi. [laughter] I'm Nicole. [snorts] >> Um, everything that Mr. Jackson and Miss Leo have said is just I mean, you are one of the best students. You are so deserving of this. I've known you since you were in kindergarten. And I mean, I'm gonna get misty myself here, [laughter] but I mean, you have always just been

017such a great classmate and just always so positive and encouraging with everybody else. And I just know you're going to go and go on and do fabulous things. >> Thank you. >> You bet. Little certificate and B for you. [applause] >> All right. Next up, we've got our Monroe Staff Excellence Award for November. [laughter] >> All right, the um staff excellence winner is Brian Runog. He's the um PE teacher at North Side. Mr. Runog is just like I would say he's the voice of North Side. He starts our day every day. Um he does announcements with the fifth graders and he just sets the tone for North Side and and gets them excited about being there and hyped up for whatever whatever task is ahead of them in give the man a microphone and he

018he can run a show. It's pretty awesome. But it's like not only but he carries that over in all settings. He does that in his in his gym classes. He like the kids expect that there's going to be singing and dancing and it's a fun it's a fun place to be and they love to be around Mr. R and love. >> [snorts] >> We're just so lucky to have him at Northside and Mrs. Clary is going to talk more about the things on the special team. >> All right. So, I'm [snorts] Brianna Clary. Um, one of the many staff that would love to talk about Mr. R, as the kids call him. Um, he's not only a colleague, he's a friend of mine who I spend Fridays with team teaching in the gym. He's mastered

019the rare art of teaching while simultaneously cracking dad jokes, [laughter] um, singing off key, which maybe on purpose, and breaking into dance moves to simply keep students engaged. Mr. R brings an energy level to the North Side Gym that um, many of us would probably need three cups of coffee for and a pep talk in the parking lot. Um, students don't just learn from you, they connect with you. At Northside, our school days begin with Mr. Mr. R's energetic voice on the announcements. And the highlight of the week is Mr. R's wacky Wednesday dad joke. Whether it's through humor, an outfit themed around the day, kindness, or a dance routine that absolutely no one asked for, but we all enjoy, Mr. R creates the space where students feel seen, supported, and occasionally serenated. These relationships

020with students make gym class a favorite for all Norsiders. Mr. There is an educator who proves that learning can be meaningful and hilarious and that joy belongs in our schools and that dad jokes when deployed strategically are a legitimate teaching tool. Mr. R is a one-of-a-kind high energy dance breakloving teacher who makes our school a brighter, happier place every single day. The students and staff at Northside are lucky to spend the school days with you. >> Thank you. [applause] Congratulations. We got a a plaque to commemorate tonight. >> I just want to say thank you on behalf of the the school board for how you use your voice and we just had a curriculum meeting about test scores and and how important that is for our district performance and community. But just to hear the

021the power of bringing kids joy and helping them to feel belonging every day from a schoolwide standpoint, but also in your class feels like there's nothing more special than that. So, thanks for thanks for the dad jokes. You our tradition is that you sing a song acapella. [laughter] >> I'm just kidding. >> You got the floor. You can give it to >> Well, I've been This is my 12th year teaching. I did four years at a middle school in Waterford and I've done eight years at North Side and I don't live in Monroe and I think that a true testament to Monroe in North Side is I live in Evansville with my wife working in Madison and I drive down here and can support the kids and because they're I I love working at North

022Side and it's just the also the teachers I work with too. It's a great environment. It's I actually enjoy coming every day and I think that's really for people to hear that it is a really great district. It's a great it's a great school and that kids like to be there and teachers want to be there. There's there's multip I'm not the only teacher that drives over 30 minutes to come to school every day. And so I think that's a true testament that it that they're doing great things there and Amy set up a really good school and and Sarah she's doing and she she's doing and she's continuing that. So I and I just want to say thank you to everyone and this is such a joy to have this. Um um and really

023teaching is if you have the passion and love for it, I think it really that's the number one thing. Um if you can have that because sometimes I feel like that's something if you can show that and the kids see that then they're actually going to try it. And because not everyone likes movement and then I and I think if you can show them that you love it, I think you have a better chance of them actually trying it. If they can try it there, if they can find one thing they can do the rest of their life, any sport or if it's biking, swimming, whatever it is, that's my ultimate goal for them. If they can just find one thing they can do the rest of their life and stay active, be a lifong

024a lifelong move. All right. Thank you. [applause] >> Before we sneak off, a little something from the Memorial Optimist Club to thank you for all you do for kids. All right. Thank you. Let's get a quick picture here. Jim, I got you in there. >> Yeah. [laughter] >> Brian, before you go, you can't you can't do this. What's your favorite dad joke? You got to tell >> Oh my gosh. Just one. I know you got a number of them. >> I don't I can't think of all the top my head. I always come in the morning the morning meeting, not the announcements, and I always give the kids like three dad jokes to vote on. So, I can't ultimately say if there's one that I that's one of my favorites. That would be really hard.

025Put me on the spot there. >> No, that's all right. I didn't know if you had one holstered in. >> No, I don't. Um, there's sometimes uh I'm I'm sorry the for Oscar and those I do not make all those jokes up there. Sometimes it's my phone. I just ask my phone for a a Christmas dad joke and they give me a really good one. Or if I sing Thanksgiving one, they do give me some really good. So I and I let the fifth graders vote on it. So >> yeah, you're awesome. Thanks. [applause] >> All right. So, we're going to uh welcome all the award winners to come up do a picture right in the in the front here. We'll get out of the background. [clears throat] Can you guys a little bit ready?

026Thank you. >> [applause] >> We got a riveting agenda. Everybody's welcome to stick around for the next however long we're going to be here. If you would choose if you want to exit, we will uh give you give you a minute to do that now. >> Thanks for coming. >> Appreciate you all. >> I'll catch you on that. >> Get out while you can. >> Oh no. That's the first time anyone's done meeting. I was hoping we could get that. Walmart store prices trigger it all the time. >> Bye guys. Thanks for coming. >> Good job. >> Like I found you good. How are you? Good. >> They're nervous readers. >> Morning's my best part of [clears throat] debate. >> So you tell her I tried hard already. [laughter] >> Oh, actually I did where

027my dad got drugs from. He used to post that about dad joke on Facebook like every day. >> Oh, really? >> It's all middle school art. I'm just trying to figure out. It's It's got to be a character. >> All right. Thank you. >> Thank you for all your >> congrats, buddy. Well deserved. >> I thought where the wild things are. >> All right, let's keep it rolling. >> Oh, he is. He's hilarious. >> What you said? All [snorts] right. Next up, we've got our consent items. >> Anybody board if any board member would wish to remove a an item from the consent agenda? Say so. Hearing none, I would entertain a motion to approve the consent items as presented. >> So moved. >> Motion by Terry. >> Second by Teresa. I'll go ahead and

028read these [snorts] for the record. Item A, approval of the minutes from the November 24th, 2025 board of education meeting. Uh, approval of support staff resignation. Lori Brown, custodian at Abe. Approval of support staff hiring Danielle Hartley, aid Abraham Lincoln. Then we've got uh several community donations to approve. Uh, $250 to Abraham Lincoln's food drive from Paul and Kathy Gregerson. Donations toward Parkside Elementary School lunch balance from Mike Curtis. Donation toward Parkside Elementary School lunch balance from an anonymous donor. Donation of waterproof gloves and coats to Parkside Elementary students. Please from an anonymous donor. We've got another long list of uh Backpack Buddies programs. Let's keep the let's keep the momentum going on this. County Brands $10,500. St. John's United Church of Christ $3,000. Dick wrote $1,000. Terry and Kurt Ellison, $500. Gary and Sally

029Helme, $250. [clears throat] Andrew and an Seph Sephek, $100. Stephen Mary Hedman, $100. Phil and Laura Vossberg, $100. Woodford State Bank, $100. Donna Shalooi, $50. Randy and Mary Joe Roderick, $50. Donald and Bonnie Barker, $50. And Joyce Nethery, $25. Any comment before vote? the generosity. I mean, that's almost $16,000 again this month from the community, the back tech buddies program, which I mean, >> it's just amazing >> on top of what was it last month, Amy? On 27. >> Yeah, I think so. >> It was around 27,000 last month. >> Huge gratitude to all the all the supporters, all the donors to uh these important programs. Okay. All in favor say I. I. Motion >> carries. Public comments. No, nobody signed up. Seeing none, nobody moving toward the front here. Okay. Uh, no student leison

030on report at this time. No old business on to new business. Uh, we've got one sponsorship uh for this meeting to approve. I'll turn it over to administration to give us the context. >> Sure. So, we're excited to announce the 10-year sponsorship agreement with the Bank of Nouglaris. Um, and working with Ron Chaff um and the bank, they wanted to be a part of this project from the beginning. We looked at a couple of different options and ultimately they were gracious enough to be patient with us as we identified uh a couple of uh ideas and ultimately I think what we've decided on is the best fit and that is they're securing the 10-year naming and sponsorship rights for the mouse house which for those of you that are unfamiliar that's the student store uh

031in Monroe High School. Um, we'll carry that name forward to the new high school, but the new version of the Mouse House will be significantly grander than what we currently have. This will be an all glass storefront where they'll not only sell school supplies, but also cheese maker merchandise and a variety of other things, possibly, you know, full-size poster of Mr. Jackson. We'll see what comes about. >> Not fly off the shelves. >> No. Um, but this is going to be an incredible uh school store experience. And then in addition to that, um, they're actually installing a small bank in the high school in the school store. And I think for many of us, we would maybe say, do they really really need a bank uh in the high school? And this is a concept

032that uh they've tried or a number of banks have tried in new high schools. And it turns out that it's used quite a bit by the students. And not only does it provide services for the kids that attend school there, not to mention the staff, but it also provides some pretty cool uh learning opportunities for kids because they hire kids to work and help manage the bank and then ultimately um provide all those services that that kids need. Uh not to get too technical, but they put in a really fancy ATM called an ITM, meaning an interactive teller machine. Um, so it's video and that you're able to connect with a real teller at uh at a bank and ultimately uh make sure that you have all your needs met. So this is a really

033creative idea. We're super excited about it. Um, it allows kids to learn about retail operations, financial literacy, customer service, business management, banking operations, um, allin-one experience. So uh, special thanks to Ron and the Bank of Deris for their support. This is a significant contribution, really meaningful, and we're excited that they're part of the project. And we would recommend that the board approve this sponsorship agreement for 10 years for $50,000 total. >> Second motion by Phil, second [laughter] by Terry. Discussion before we vote. >> Just thank you for the generosity again to our community. >> Well said. >> All right. All right. All in favor say I. >> I. >> Motion carries. Next up, we've got an action item to approve the 2627 school calendar. Turn over to administration. Times up. >> Uh yeah. Um we

034December approved the following school year's calendar. This calendar is pretty straightforward, very similar to our current calendar for this school year. Um, we've tried to embed full inservice days sprinkled in throughout the year. Those are critical for PD and extended time for the work um at all levels. So, that's continued to be built in. And then we're finished up in early June, which most people like um if we can make that happen with some of the holidays and how they fall fall. So, um we did survey staff um and look at a couple different options this year and and this one was overwhelming. the one that staff voted for it. I think 77 or 78% preferred this one. So, we've done a good job, I think, of setting up the calendar that provides some necessary

035breaks throughout the year and also some necessary days for PD. Questions for Todd or administration on this? >> Um, I'd just like to make a comment. I think we need to make sure that we keep those whole days to a minimum. what you have in here because we made the promise to the community when we did PLC days that we wouldn't do inservice days and it is a hardship for parents. So, um there's only three that are in here and I think that that's a [clears throat] good amount. I wouldn't like to see that get higher. >> That's fair. >> Questions or comments? I want to say thanks for continuing to get staff feedback on this. You know, it's might be easy to just kind of roll this through and and not not check it

036every, you know, every year. And I think it's cool you guys continue to get solicit staff input on a something that materially impacts their lives. [snorts] >> Okay. With that, >> I agree with you on that. I think it's important that we get staff feedback on it. Um it you get more buy in when staff get staff some feedback into the calendar. that I entertain a motion to approve the 2627 school calendar as presented. >> So moved. >> Second. >> Motion by Terry, second by Nicole. Discussion. >> All in favor say I. >> I. >> Motion carries. On to our Monro High School building project update. Over to Ron. Joe administration. >> Yeah, go ahead. Um, as as was mentioned earlier, we're starting to get uh Jeremy mentioned it, we're starting to get uh a

037few more finishes started in the building uh up in the second floor. We're starting to see uh some flooring in there. Many of the ceilings are dropped in. uh tomorrow at our OAC uh owner architect uh contractor meeting, we'll actually have a mockup in one of the rooms so that we can all as the owners architects can all agree that yep, this is what these spaces are supposed to look like. Uh and and if we have any concerns, address some of those before we start finishing out the rest of the building. Uh in the gymnasium, the the wood floors are going down. Uh and so uh that's been they've been moving very quickly in there. Um and just throughout the building, uh the finish work, um the electricians were tied up in the fieldhouse for

038quite a while with all the equipment that goes in there. And so they were starting to become a little pinch point for some of the other uh contractors. And now that a they got out of the fieldhouse and b uh they have a few more electricians on site, uh they're really moving really quickly, uh across the entire building. uh performing arts center will always be like one of the last places uh uh finished, but they're getting a lot of the overhead and uh uh infrastructure type stuff in place. Uh so they'll soon be ready to move forward with that. Uh cabinetry is going in in various spaces uh both in uh like wood cabinetry throughout classroom spaces, but also metal cabinetry in the uh uh CTE spaces. And so it's uh pretty exciting to see

039some of those finishes starting to come in and take place. >> We have a meeting scheduled before the first of the year with Huffman Keel updating us on where we're at budget-wise, schedule-wise. No, they came. They were at the last meeting and and so we told them that they would u because we only have one meeting in December, we won't see them again until January. So, yeah, we are on time on budget and so the numbers are in contingencies are still looking good. I'm getting asked more and more it feels like every week kind of when folks will be able to get in there but when we might be able to kind of open up to the public it how how does that work is I mean obviously we don't want to disrupt all the

040work happening but what what might that look like in the next few months? >> Yeah, we've had some discussion as to what that can look like. Now, obviously from a liability perspective, when it's an active construction site, there's still our contractors have a little bit of uh a hesitation uh to to open it up just for everyone to walk through. Uh, I would hope though that um perhaps as we get toward April, we might be buttoned up uh or March we might be getting buttoned up enough to where we could have a cleanup day or or you know cleanup weekend where we get uh some of the stuff put aside and out of the way and we can at least get some people in there to to take a look at the spaces uh because

041we'll be far enough along at that point in time. So >> yeah, I would say and I get the question as well. I would say we're we're equally motivated to provide that opportunity to the community. They've made a significant investment. We want to afford them the opportunity [clears throat] to come through, but we have to do it in a way that's timely and uh considerate of those who are trying to get the project wrapped up. So, we, as Ron said, we've had some conversations with the contractor about it. We feel optimistic that we'll be able to do it, but we'd hate to make any promises right now, not knowing exactly what the future holds. Then obviously once we get to towards summer and the start uh of the opening of the building uh we will

042have some type of an open house at that point in time. And uh because as I I know the board's aware we we do have a number of items that are still being utilized in the current high school that'll be moving over, right? And so uh for some people they want to see kind of what that finished product's going to look like when the date opens for students. And so uh that'll be a little bit later down the road. I I'll just say one more thing. You know, this is a a runheavy meeting given the the next agenda item that we're going to talk about, but um if you've never been through a process like this, um the amount of detail that Ron has to get into with this project right now, I get some

043of it, but Ron gets an enormous amount and has to review a lot of documents. And on top of that, he's not just always rolling with whatever's presented, given his experience, he's asking a lot of questions to make sure that the project is moving along the way it should. So, I just the GR deserves a tremendous amount of credit for what he's doing because that is a job in and of itself. Um, and the fact that we got a guy that can can put eyes on the project and make sure it's rolled along the way that it way it is is certainly appreciated by me and I know the board feels the same way. So, we're we're very fortunate and there's been more than a few times where Ron has helped steer things in the

044right direction and I know Jeremy feels that way as well. >> Well said. Yeah. Thanks for all the [clears throat] work on this and see. Okay. Any other questions for administration comments on this? [clears throat] Appreciate the update. Next up, we've got we got an action item. Um, so I'm going to I'm [clears throat] going to tee this up a bit. Um, like we talked about at the at the last meeting, uh, sorry, next item is our referendum discussion. Um, the outcome by the end of this discussion hopefully will be that we as a board land at a at the terms of the question that we were going to put on the ballot in April. Um, and we'll actually do that by taking action. Then that gives the administration enough time to to work with

045the the legal team to prepare for the official kind of motion and action that'll be at our first meeting in January on January 5th where we will officially vote to approve the putting the the question on the ballot uh this spring. Um, so, uh, what we did last time was, uh, started to kind of discuss as a as a board where we were at, gave, we asked the administration to bring us a recommendation. Uh, the administration asked our perspective to kind of give feedback on um, what seemed reasonable. We took a look at the five-year budget projections uh, with different variables included. Um, and so that sets the kind of table for tonight. Um, and I do want to name maybe before I get into the the process that I'm hoping we can kind of

046follow. Um, I I do think it's really important that uh we're having this discussion totally in open. Uh, so we had the discussion last meeting in open session. We're having this conversation fully in and open session, too. Um, and I think that matters and I I'm saying that because um, coming to the meeting tonight, people might have different perspectives on where we should land. And I just want to welcome that and encourage uh wherever wherever you are to bring the perspective that uh that you have and we as a board are going to work over the next somewhere between two and 90 minutes uh to to [laughter] land at at a number that that works. Um, so with with that [clears throat] being said, I think the the way I want to do this, um,

047the ask that I made of the board at the end of the meeting, uh, the end of our last meeting was to to get feedback. talk to your network, talk to your constituents, your friends, anybody to kind of understand um what feels at times like an impossible calculus because on the one hand we know our financially we need X and we have to try and figure out and we're balancing uh the the varied means and needs of our taxpayers and we have to figure out what how to thread that needle and and how to choose something that we think the community will court um and and so would love to start and we also had a listening session last Wednesday that I thought was very well attended. Thank you to everybody who came out to

048that uh to showed up for that evening and prepared for it. I thought was really well facilitated too. So I want to start with um hearing where board members are at. What have you heard from folks in your network? What did you hear at the listening session? So start with board discussion. Then we'll go to the recommendation that Ron and Joe administration is bringing us tonight and then we'll have a discussion on the back end of that. Uh we could of course ask questions, have a dialogue on it, but then we'll have a discussion that says uh where do we think we should land? So three parts. I'll stop talking now and would love to hear from board members on kind of how are you showing up tonight? What have you heard and where's your

049head at? Um I what I've overwhelmingly heard is that a recurring referendum would be just something very very um hard to pass that people would not be on board with um because it is just a you know same thing year after year non-ending. If something changes um you know for the good it's still there. There's no there's no um change to it. So, uh, definitely thinking, uh, staying along the lines of something that would be, you know, set for a 5year time span would be a better idea. >> Nice. I guess I I concur. I think the listing session was extremely well attended. I was impressed [clears throat] with the number of people that came and I would agree that the consensus there at least of the group that I was at that was that

050a recurring referendum was probably not um the most feasible. Um also incredibly overwhelmed by the support. I thought I'd have some on when people say we can't do a referendum. We can you know what should we do? And most people were like wow we clearly this has to happen. Clearly, um I think people are understanding the that we're not getting the funding that we need from the state when we can lay out the cuts that are going to happen. I think it's been overwhelmingly um people have said, "Wow, we can't let that happen." Um, so I agree that's something that's that's a time frame, but also adequate enough to um allow us to while we may while we may need to make cuts to um account for things like attrition and declining enrollment, but it

051will allow us to keep and maintain the services and programs that we have. >> I thought the listening session was very positive. you know, everybody there um overwhelmingly was positive and I also believe that it needs to be non-reoccurring. I don't think a reoccurring would pass. Um with that being said, I do know that um this will be painful for some of our um residents of Monroe. And so I just want those people to know that we understand that we do um and we're trying to do what's best for the school district and our students and that um we hope it can be manageable for all community members. >> My turn. >> Sure. >> When whenever you want to go. [clears throat] >> So I there was three questions to answer. Number one, do we

052ask for a referendum? Number two, recurring or nonrecurring? I think for folks that may be listening, just to be clear, non-recurring would be for a set amount of time, not forever. And then I think their question is uh you know how much and so to me um I would agree the listening sessions are very helpful. It's been some community feedback beyond that which is great. And [clears throat] I think people are, you know, starting to understand, more and more people are understanding that the state legislature has said, you know, this is how we're going to fund schools and they I think intentionally are underfunding schools so that uh districts have a structural deficit and they in turn then without saying and I think are expecting districts and I think you know when we talk about

053the number of districts in the last two years, Ron, you've talked about that how many have gone to referendum that they simply expect districts to go to referendum and ask the local taxpayers to pick up the difference. I mean that's that's the reality of it. [clears throat] Um so I uh certainly think that we need to ask our community I agree with Terry. There are some folks that you know things are hard and uh we wouldn't be asking if we didn't think it was just absolutely critically necessary. I think the last two years and the reductions we've had in operating expenses show that we heard the community and we're about as lean and mean as we can be I think as a district relative to expenses. Um >> so certainly nonrecurring >> and even sorry

054just to add on to that um you know even with looking at a referendum there are still cuts that will be made you know speaking of keeping the leanness. >> Great great great point Nicole. I mean, we'll continue that focus as a district. Um, I'm of the opinion that, you know, state bienium budgets are two-year cycles. I'm of the opinion that perhaps we ought to consider a fouryear nonrecurring as opposed to a fiveyear. And I'm still thinking a bit on the amount, but I'd like to hear what the rest of the board has to say. >> I go I was disappointed I couldn't attend um but I was traveling so I was not able to attend the listening session. Um but the conversations I've had to I know at the last meeting I mentioned I

055feel like there should be an element of recurring. I still feel that that's the case but I also don't think it's going to pass. So, I um overwhelmingly a four fill to your point or a deal of five-year non-recurring would be what I'm leaning towards and I'm not sure on the amount yet either. I I'm liking the stepped approach that Mike suggested at the last meeting. I had not considered that before and I think I like that. >> I agree. I am glad Mike had brought that up because I had not thought about that either and I think that that makes a lot of sense. >> Um Nikki, I I also agree with you. I think that the public doesn't understand um non-reoccurring costs us a lot of time with our staff having to put

056together um >> reduction plans like >> well it referendums every every couple years and you have to go to referendum it takes a lot of resources to put together that information and to talk about it the meetings when you at recurring, it's taken care of and that gives staff some relief from having to do all that work. But with that being said, I don't think that reoccurring would pass. But I did want to make that point and also the point that a lot of times the public forgets and I know it's people who know this, but building referendum money cannot be spent on operational expenses. And so [clears throat] the high score referendum passed. We have to move forward from that and we have to support our schools however we can um with whatever resources

057we can next move for. >> Okay. Um [clears throat] yeah at the um group sessions that we had I thought they were very good. a lot of good feedback um and a a real I thought a pretty diversified group of people that were there and um you know I I got some really good information, some good thought process out of that. Um I've talked to quite a few people you know around the public and different groups and things like that and I would have to agree that the non-recurring is probably the only thing that would pass right now. I really I really truly believe that. Um, and uh, I would have to tend to agree with Phil that I think a four-year and the people that I have talked to said that they would want

058to see that, but they they don't want a short term, you know, they don't want two or three. They like four, maybe five. To me, five is a little bit too long. And Phil brought up a good point about we will have a couple of budget sessions with the state in between those times. And if the sun is shining just right someday, maybe they will come to census and give us some more money. But you know, chances of that I think are pretty slim. But there is a chance. And from those two, we could probably do some adjusting and and things like that at that time. Um I think we have to be careful as to where we're going. Um, you know, I'm I'm still a very firm believer in the step step progress. Uh,

059I think we need to go that way as long as we are careful on the amount of steps that we're taking and where we end up, where we start, where we end up. I think it has to be gradual and not just leaping. I mean, I would love to go and and, you know, get our fund balance and all that kind of stuff built back up, and I think we will eventually, but it's going to take some time. Definitely going to take some time. So, um, the amounts I think are open for discussion. Um, you know, I think there's there's going to be some trigger points somewhere along the line that, uh, people are going to look at and they're going to say, "No, wait a minute. That's just just not feasible." But, uh, I

060I would have to agree with Phil. I think the fouryear would be a way to go. Um, that'd be kind of the way that I'm leaning right now. Anyway, >> so Mike, with you saying that and Phil saying that uh fouryear instead of fiveyear, what dollar amounts would we still start at like the two [clears throat] and a half million and end with three and a half million or are you thinking less dollar amount? My own thought on that, Terry, would be that we could start at 24, 25, somewhere in there. And rather than jumping too drastically and getting up too high, um my own feeling is that, and I'll be very honest, when I first started thinking, I'm thinking, boy, $3 million from two million, that seems a pretty big jump in my mind.

061And I'm just not sure what taxpayers are going to think about that also, you know, when they start looking at it. Um, we do have a school that we have to run. We and I I understand that totally, but I think we really have to be careful as to how high we're going to go, but I would say, you know, start at, you know, 24, 26, 28, maybe three, you know, somewhere. And I'm just, again, I'm just throwing out some numbers, but, uh, I think something like that would be very feasible. You know, that would be my thought. Something on that order. >> Thank you. >> You know, I'm not sure how Ron or Joe or anybody would would feel about that. Um I know if we were to go with a two-year, even a

062three-year, I mean, that that to me, the administration, especially Ron, is just he's going in circles from the day this one is done. He'd be starting on the next one immediately. >> So, um I just I don't really want to go that way. Definitely. So, thanks Mike. [clears throat] >> I think the consensus from at [snorts] the listening session I was at um the non-reoccurring was was the way to go. Um because uh like I stated at the last meeting, I mean, forever is a long time, you know, and we don't know what the future brings. I mean, with the amount of school districts are going to referendum, operating referendums, what is it, 81%? Um, I mean at some point the state legislator's got to figure out I mean because the sad thing is a

063lot of these operating referendums more are getting turned down than in the past when there was a few um you know they usually always succeeded but now people are getting to the point everybody's getting stretched you know especially you know there's a lot of young families I mean daycare costs I mean I can't begin to fathom um what it is to raise a f young family [clears throat] right now. I mean, times are tough. Um you know, mother and father are both working full-time jobs. We need to as a board to remember that and take that into consideration. I personally I I think, you know, I've heard feedback from people and two to three million is [clears throat] about where their limit is. Um, and I think I like Mike's stepped approach, you know, maybe

064started, you know, and work your way up to $3 million. I think a good term, I mean, at our listening session, there were some people that wanted a one-year one. And to be honest, I think Teresa brought up the point, I mean, it cost a lot of money, you know, to go through the process of drafting the resolution and, you know, going through the vote and everything. That's just not feasible to do a one year. Um five years I think is a bit too long. Four years I think people could live with that, you know. Plus in four years we don't know what's going to happen. You know, I mean, I would hope that the legislature would fund schools a little differently than they are right now because right now they're on property property owners

065backs, you know, and you know, sure, it's nice that the governor gave us $325 more per kid. I mean, you can spend that, but they didn't give us that money. That comes out of off of the off the local tax base. And that's where, you know, people are really starting to absorb it. you know, when it came from the state, they didn't notice it so much, but now it's coming right off their tax bill and they see it and I [clears throat] understand that completely. But, um, so I think from my point of view, a non-reoccurring maybe up to four years, no more than four years, you know, and in that two three million window. Yeah, recurring is an absolute non-starter from from what I've had for conversations. Um the the shorter the better, but

066also there's that balance, right? Um these these short referendum cycles hurt culture, right, in your schools. They're a lot of work. Um I agree. I I like the the for four year idea. Um to kind of match that that state budget cycle. Um like Steve said, I people I talked to are are just don't understand why the state is sitting on this massive pool of funds that, you know, is intended to go to the schools and and they won't fund it, right? And and hopefully that can change, but right now it's not there. Uh I will kind of be the the odd man out here. I don't like the stepped approach and for a couple reasons. Um first, I think it makes a ballot question very confusing. Um, a lot of times people are going

067into the the voting booth, you know, without having done any any checking ahead of time and and having that stepped question on the ballot is is going to be very confusing for some people. Um, second, I think by by using that steady increase, it it puts us in a position where we're we're planning on a continuous increased revenue where we're, you know, I I like the idea of here's what we know it is. It's it's steady and we're making ends meet around that. So, I I would rather if if we're going to like I I read kind of the the recommendation coming in, balance that out and and just do a here's what we're asking for and here's the term >> like can I ask then are you thinking something like between like low and

068high then to keep >> Yeah. I mean, I I don't know if Ron was going to go over what the the administration was suggesting, but basically it's a fiveyear step program and and it goes from what two and a half to three and a half over five years, which essentially is asking for three per year for the entire term. Taxpayers then know exactly what it is every year. Um there there's no okay, it's going to be a little more this year, a little more this year, a little more this year. Um, I had one other point, but now it just escaped me. Oh, I I think you know another thing I heard and this is something that we as a school board have no control over, right? But people are concerned about what other taxing

069entities in the county are going to do over the next, you know, one to four years. Um there there's I don't know if they're rumors or truth about, you know, different facilities and and different tax entities are going to be asking for for more money. So it's they've got this and then we're going to have to worry about stacking this on top of it and this on top of it and where does it end? Uh again, right now we're in the position where we have to we have to make the school district run, but we also have to be considerate of of what is going to happen within the community from our other taxing entities too as we as we make those decisions. Appreciate that, Mike. Um so [clears throat] maybe before we turn over

070to Ron, I'll share just a couple of thoughts. Um, I'd say one of the the newer perspectives that um that I heard from the the listening session was from uh parents of kids who were in the schools and [clears throat] really expressing frustration I think um and a sense of loss from the cuts that we've made over the past four years. I know we've talked a bit as a board about kind of we've tried to do everything we can to keep um you know preserve uh the level of service that um that that our kids deserve. And I I think I think we've done that. I think the administration has led us down the the path of making the the best of the worst um of a tough situation. But I I do think it's

071important to acknowledge that there there are parents out there who are saying like, "Hey, if you keep going with this, like this, they are worried about the the support level that their kids are going to experience." So, I think that that perspective, I mean, I've I think I get it right as a parent, but I heard it from multiple different parents at the at the table I was at. And then on the other side, I' I've heard similar to what other folks are saying, you know, that the way that this is structured, it's not based on how much disposable income you have. It's based on whether or not you own property. And sometimes there are people who own property who don't have a ton of disposable income. And any tax increase, especially when you stack

072some of the other taxable entities, like Mike said, like that's that's hard. Uh and and to be honest, I don't I don't know I don't know what to do with that. I feel personally conflicted with the the folks who will be who are who are making real [clears throat] day-to-day challenging decisions about their financial reality. and our role as a school district is to to give our kids the best that we can while being good fiscal stewards of of the district dollar. Um, so all that to say, I I appreciate the board kind of kicking off what you've heard where you're at. It doesn't sound like we're we're yet at a firm number yet, but I think this is a good time to just say like, all right, let's go back [snorts and clears throat]

073to our finances. Ron, you got our feedback last meeting. You brought up a proposal. You enjoy bringing a proposal here tonight. talk us through kind of how you got here and and maybe it sounds like there's a little bit of energy to go, you know, a little bit south of what this number is or a year back. Talk talk to us about what that might mean. >> Yeah. So, uh I'm going to reference our our uh deficit projection that we had looked at uh at the last meeting and um you know uh for those that have it open the orange number was the projected deficit for each of the next five years and starts out at 2.6 6 million. And and over time, um, between the impacts of state funding not keeping up with inflation

074and the impact of of declining enrollment, that deficit grows from that 2.6 million to to 5 million over uh the next five years. And so we had said we're going to have to make a commitment to making reductions even if we go to referendum. And so, uh, what was built into the projection was that in year one, uh, we would have $300,000 worth of reductions. In year two, an additional 200, which means 500 when you combine those, and then another two, another two, another, and another two. So that by the end of those five years, there's at least $1.1 million of accumulated uh, reductions being made in addition to any others that might come up or make sense over that course of time. So even that deficit projection was was building in or lading in

075the the thought and process that yep cuts are going to have to continue to be made. And so that deficit then after you make those reductions had over those five years a growth from 2.3 to nearly four. And so really when it came time to do the the recommendation, uh I will be honest, I uh you know, I walked down to Joe's office. We had a conversation uh talked a little bit to to Jim and Teresa when they were in the district. I was kind of on the fence on the four versus five myself because when you get to the fifth year, a couple things happen. The numbers getting pretty large and and can be scary to people. The other thing when you're when you're out there five years is just what said it's a

076long ways out both on projections uh and also two bianial budgets in where funding could change drastically in that window. Uh don't think it will change drastically for the better. It hasn't in the last 30 years but there really is some unknowns there. Um the reason why I went with a five-year was simply uh a couple things that were mentioned. one, there is a lot of time and energy uh both in work and in stress on staff uh and students and and parents and community too when when you're constantly in this cycle. Um, and the other issue that kind of comes into play is trying to give a bit of a a net to the the board as as we move forward because we've had to take away one of our safety nets with our

077the use of our fund balance that we've eroded over the last two to three years. Um, so that that safety net's gone. And so if we get too short, um I I have a little concern. With that said, I think if the majority of the board is feeling comfortable uh with a four-year, I have no problem with a four-year. I think that's originally where my head was and then I was like the fifth year was a thought that, you know, I wasn't sure that that was going to be a tipping point for the community. The number was getting big enough that I thought that might be a tipping point for the community. And we never know until we ask the question where that tipping point is. Uh so that was kind of the thought process

078on non-recurring four-year versus non-recurring five-year. Um I originally uh the thought process was as that deficit grows even after all those other reductions from 2 three to four that we weren't going to be able to keep pace with all that. We we we just knew that. Uh but my question did go in 250,000 increments. So it went 25 275 325 and and 35. Um I think there is some sense and if if $3 million is like a tipping point that you as a board are feeling you're hearing or that you yourselves are feeling uh where that can make some sense. And so whether you ladder it in similar to what Mike said with a uh Mike Davis uh with a 24 26 28 and three uh I think that's one approach. the the good news

079with that or not the good news but one of the things that does is your initial tax impact that you're talking about. Um even even without factoring in any valuation increases uh because we know a lot of the times the valuation increases if they're just on the house are are still passed on to the folks but there is some new growth that happens from construction. Um but at 24 it starts out a little less and uh certainly by the increments of a couple hundred,000 a year would be far less than what our our valuation increases are going and so people shouldn't see a big accumulated effect over time. Uh I do though also uh see because we've ran questions both ways here. Um I can see also what Mike process was saying with you know

080you set a number. Now the thing is you have to set that first year number a little higher right because you have to have a set number and then you have to bank a little bit of those dollars in in year one and year two because you know you're going to have even bigger deficits in year three and four because your number isn't growing. >> Um and we've ran them both ways. We ran uh my first referendum when I came to the district in 2006 uh laded up and Mike Davis had asked me the question, do you have to use all the dollars? And the reality is no, you don't. And during the course of that referendum, we didn't use all the dollars. We saw an enrollment change uh where we had uh more people

081uh in the district during a couple three of those years than we had anticipated. and we didn't use our full authority during those years. It just so happened that when renewal time came and we thought we were in a really good place, it was the spring of act 10 when there was a lot of political stuff going on in the state and it just wasn't a good summer to be or spring to be out there running referendum. Uh we then have gone back and we have ran uh the last eight years uh with with the set $1.5 million before before it didn't pass the last goound. And I will say um the deficit will grow every year. And so if you keep it flat for too long and maybe that was too long, um it

082starts to really build that deficit does. Um, but either way, no matter if you're running a non-recurring stepped or whether you're running a recurring or a non-recurring flat, the reality is as long as that funding gap exists where inflation is growing faster than the allowed dollars from the state, every district will come back. And I know that was a question Teresa had for me. So, Heather, if you could uh maybe pull up there's a let's see what's the name of that file. There's a the last PDF there. U operating referendum dollars per pupil PDF. Apologize. I didn't prep Heather. Put her on the spot. Is it the last one? >> Should look like some exciting bar charts. >> [snorts] >> There we go. Um, so Teresa had asked, you know, because we shared a little

083bit of this with the last room because this is what we will get asked is how does this compare with with a few other factions. And so the first chart here is with a number of our local neighboring districts and uh I want to give one qualifier first and and is we look at all this data. So the red numbers are are the school district in Monroe. The the very short line is the authority we have now and then uh the red line would be um if we brought [cough and clears throat] the referendum on. And so obviously um value referendum is that assuming >> that's assuming the the recommendation I had for you. So that's that's at at a two and a half and then it would step up a little each year. >>

084So that's the first year the two >> and because the reality is many of the other people who are running non-recurrings also have steps. So that's their numbers are this moment in time uh and their numbers are are growing too. And the first thing the qualifier I want to have is that little bit of $371 you see for Monroe in reality. So when you look at us uh when you look at a few of the other districts that have longtime recurring, you may not really have that impact of those referendum dollars anymore. In the case of Monroe, that was a question that was from 1997. And so what happened is over that time, even with those referendum dollars, our revenue limit per pupil got less because of our declining enrollment than what the state minimum

085per pupil is in Wisconsin. And so we then got raised up to what the state minimum was per pupil. And so really, yeah, we have a question out there from 28 years ago, but it's really not giving us any dollars. And so when I talk about the other districts and and their impacts, I also want to be aware that in some of those cases, some of their authority may have been eroded over time if they passed recurring referendums a number of years ago. Uh but you can see there's a wide range uh in there, but the majority of them are really falling in about the two uh to 4,000 range. The three that are uh would be less than us if we passed uh Blackhawk who's uh struggled with passing an operating referendum for a

086number of years uh and and I know they have some of their own financial struggles with it. Park View uh who hasn't passed their last couple gorounds and again are having some significant cuts and reductions currently uh and then Shellsburg who had one in place where they were above us and then in the last iteration just like ours they did not pass it and so uh they fell back a little bit. uh at the high end you have an Albany uh who's really u impacted by the amount of open enrollment out that they have to to the Madison area and it kind of drives their cost of keeping their own school open because they're sending so much money uh to the north. Uh the next if you just scroll down Heather the next screen is

087much the same. It looks at us compared to uh the Rock Valley. Uh again, uh everyone's kind of in that 1,800 to to nearly 4,000 range. So we would even with the referendum, we would be um second lowest in in the entire Rock Valley with what our uh referendum commitment per pupil is by our community. Uh the exception here is kind of the opposite of uh the Albany story. It's bo Turner where they get so much open enrollment from the school district of bo that they're the benefit of those additional revenues from having those students from the blo district open enrolling to them. So they're kind of like the the opposite of the Albany story. And then the third um gets to some of the bigger districts. We are now far and away the smallest

088uh district in the Badger. Uh but you have the widest spread in the Badger and um you have districts who are you know 4500 plus out there uh to some that are still zero. And so you you get a much wider range in the Badger Conference. Uh certainly at uh 1534 we would be below the average in in the conference. Uh so the point I'm making is when you look at are we an exceptional uh district and asking a question no is as was pointed out earlier 81 to 82% of all districts are are running questions or have ran a question. Are we asking for more? No. We've actually by the fact that we kept our amount level for so many years we were actually falling behind uh the authority from other districts. And even

089if we bring it back, we're still going to be well below the commitment that that a number of districts uh uh communities are using to have to support their local levy for for school districts. So um with that said, I think Mike, what you might have been alluding to is, you know, if that pushes the number up to 275 or 28 or or even three. I don't know that we'll go to three, but if it's a set number, but does that push us into a realm of being out of line with what is the norm for others? No, it's we're still going to be well below where where most districts are. So, I just wanted to give you that context. And again, I'll let Joe speak. Uh but I I don't think either of us

090has any problem with it being a fouryear. Uh I think uh structuring if if if 3 million we feel is a tipping point I think we can either step into that grows up to three. We're still going to be you know when we get out there in year four where we have uh you know at that point we'll have nearly 900,000 in reductions but we would still have a $3.6 million deficit. Yep. That means we're still making some really tough decisions out at that point in time if nothing has changed with the state budget or nothing has changed with our declining enrollment. Now, if if we're able to turn around some of our declining enrollment, um then then obviously those numbers can also project better, much like they did with that one referendum I talked

091about years ago. You know, just as I look at these local school districts, the comparisons that you did here, Ron, and Rock Valley districts, I mean, everybody's got operating referendums. It's really I think the state funding model has really put the hurt on rural districts. I mean, it's just >> Yeah. The Rock Valley, everyone everyone but Bullet Turner. And again, they have kind of an exceptional case for for why they're not. And in the Rock Valley, you have Evansville who didn't pass one or two um made a a number of really significant reductions and then their community passed. Um you know, so many of these districts have, you know, some have just supported and and and had referendums for a long time, but many of them have experienced kind of what Monroe does where Some

092go and then some don't go and then eventually the community says, "Yep, we've seen that you've made the reductions and the the cuts and we understand the needs." And so, uh, a lot of it is making sure we tell our story effectively, uh, about not only the reductions that we've made, uh, but also the reality of what our our budget is. and uh and and I think more and more people are hearing because they're seeing this in every district that this unfortunately isn't out of the norm. Uh that this is normal school finance at this point in time. >> I've got one just kind of logistical question and I want to see if other board members have questions for you before we bring Joe into this. Just just from a from a timing standpoint, if

093we did a four-year referendum that that last year where the deficit would be the biggest and the cuts would then be the deepest, would we then be in this in this kind of moment where where the we'd be calling a question for the spring, right? So, or or would it would it be the year after the heart? you would >> well let's see if we go truly at a fouryear we do run into the difficulty of unless they change that law where we wouldn't have a a fall referendum. Now, you could you could ask the question the previous spring and there are some districts who did that for this year whose referendum wasn't going to be expiring until, you know, uh the end of this year, but they asked the question last spring because they

094knew there was not a fall referendum. A that gives them two opportunities. it gives them an opportunity to make some decisions uh and plans if it doesn't pass and in some cases it may give them an opportunity to come back again this spring and ask the question again. Um so I will say yes if we're on the fouryear we'll hit a cycle again where there's not a fall referendum which means we would either be in a spring referendum or we would run it the previous spring to get ready. Um the good thing about four years out is you will be in the middle of a bianial budget, right? So you will you'll know what the revenue dollars you're getting from the state are going to be and you're not just saying I don't have any

095clue what the fall is going to bring because you're you're at least in a set environment when you're in the middle of a bianual budget. [clears throat] Um you know fiveyear would put you into a year where you probably could run a fall question. uh and hit, you know, a governor uh presidential election. Uh but again, I don't know if if the in, you know, that becomes a bridge too far, that that's fine, too, right? >> Ron, in the case where the district asked a question, for example, a year before expiration, >> when did that hit the taxpayers and did they delay a year? Did they say this? It's for these, >> right? You you can do it either way. Uh and so the district um it's one of our local districts because when I

096was doing these sheets, I noticed I can't remember which one it was. Um they asked and then they were not putting it into effect until next year because I had to like not add to their bar chart because they had a chunk of money that was going to be expiring and then a new chunk of money that's coming on next year. And so that was how that district did it. The other way you can do it or some some do it is if it's gets out to that point and it's not enough you then do a very small amount in your one you know maybe need a couple hundred thousand but and then as the other chunk goes away then you ask for dollars. Typically though you would probably see that they would just wait

097and implement the new dollars as the old dollars roll off. >> Is there data on how many schools have done that? done the referendum before their other one expires. >> Uh I would have to really I don't know that there's an easy way to get it. Uh I mean in in in essence almost everybody does, right? It's like you know you you run as your dollars are expiring, but the fact of that you have to do it a year in advance is a little unusual. Um now [clears throat] if you're in the middle of a bianual budget and you know what the the budget dollars are, it's a little easier. uh now you know if you were if the state budget hasn't been approved then it gets a little harder because now you're making a

098again a projection based upon not even knowing what the state budget is for the next two years. Um, something else I was thinking about when I've talked to parents is honestly if this referendum doesn't pass, I worry about more declining enrollment because parents will take their kids somewhere else to get the classes and the opportunities that we don't have. and we live close enough to some of those other school districts that I could see that happening and that would put us in a world of hurt >> including our high achieving students. >> Exactly. classes are at risk. >> Very much so. >> Yep. And they will want to Exactly. >> Would a pass referendum uh enable us to restore some of the fund balance that we've lost over the last couple years? >> Uh let

099me look at my deficit projection. It really won't because as you get out toward the far end, um [clears throat] you know, we're we're likely not going to be keeping up on the back end. Um in the initial first year or two, if we bring our budget in enough under, we would be able to bring a little bit back in probably to help us offset year three and four. Uh, I don't think I see it probably building back the fund balance. Now, the only the only caveat to that would be if state funding uh dollars get a little better. I mean, and I'm not saying that they redo school financing period. I'm saying if they make a little better commitment to what the dollars per pupil are, use some of the fund balance that they

100accumulated during the COVID when they gave us no increase for two years to schools and put some of that funding back into schools. Uh which might have been where Mike was alluding to that should have been in schools. Uh, I think that would certainly help and also if our enrollment steadies uh and doesn't decline that would bring some back. A lot of that comes into how much we're able to bring our budget in under and we've always brought our budget in under. The problem is is when we hadn't made so many cuts and we were able to kind of budget to what we really wanted for a budget uh and expected knowing that we would bring it in under. We used to bring our budget in a lot more under. Now, unfortunately, uh we're at

101a place where when we had our fund balance, the board was like, we need to like be really lean in some areas and and perhaps underbudget in some areas so that we we aren't hitting the number or making as many cuts as as we would have to if we weren't really lean in some of those areas. And so, we're at a point now where, you know, if we can bring that budget in three 400,000 under, we're doing pretty good. where once upon a time we could probably hit about 7 800,000 under. Um, and it's just a question of, you know, I used to be able to plan and say every single teacher that was going to be able to take a a long-term leave for uh a pregnancy or whatever, I'm going to budget that

102sub cost because I know that that's going to be there. Uh, now I don't. I just know that I have to find some other savings that are going to pay for those long-term subs when people are are doing some of those things. And uh you know and that's the other concern. I mean I think I've done this enough years I know where our budget is and you know I built it 20 years here now and but as you know time goes on and you get new boards and and eventually a new me. um you know, those people are going to need a little more of a net, right? Because they have to learn it and and experience it themselves and get comfortable with their own numbers where I'm able to probably uh you know, trust

103my numbers are going to be all right and and and be a little more conservative, meaning not asking for as much or not having us, you know, overcut. uh and relying on that budget making up some ground during the year. But if all takes is one or two years when that doesn't happen and you're in a bad place in a big hurry, >> do you want to jump [clears throat] in here? >> Sure. I don't I don't need to add a lot. I think Ron articulated really well kind of what we're up against. We've talked about this, gave the pres presentation at the listening session. I do think, you know, it's worth restating what you mentioned, Jim, which is I think this process has been really valuable and everybody sharing their thoughts. Um, just from

104listening to folks and taking notes, I don't think we're too far off and I'll let you work your process and get us to where we need to be. But, um, I do think it's worth saying that, um, we fully recognize that there are some community members that are in a tough spot financially. And, you know, you said it, Jim, some others have said it. Um, and I guess I just feel like as the leader of the district, I have an obligation to acknowledge that and say there's there's some tough times out there and and um spoke to some people that um did a really nice job of explaining why things are so hard right now. Um, and you know, part of what I tried to explain was that the many of the same reasons, the

105same issues, the same challenges that they're experiencing is exactly what we're up against as an organization right now. And so I certainly understand that and I think the board has done a nice job of um explaining the the cost or the challenge for our district and our community if if we're not able to pass a referendum. And so, you know, I applaud the board for working through this and starting to narrow it down to a place where we think is a respectful question uh that will honor the community and where they're at. and um you know I'll Jim I'll let you kind of work through narrowing those numbers but appreciate the process. Okay, >> we're at a place where folks have more questions for administration we can do that otherwise if uh based on everything

106we've talked about if anybody wants to throw a number out there to get reactions from fellow board members then we can >> I guess another question administration maybe >> I mean Can we talk specifically about the tax impact? >> I I know. I just want to make sure we're clear for the community, anyone listening that if it's what Ron is proposing $100,000 house, what's the tax bill going to change or how much will it change? >> Yeah, we're we're it's we're at an easier place mathwise than we've been in in a long time. So we are [clears throat] uh um you know just over um a billion dollars. So it makes my my math uh or $2 billion I should say. So it makes my math a little easier. So if you look at a

107um a two and a half u million dollar question it's it's about a$125 per thousand. Which means if you have a $300,000 home, it would be $375 for the year. If you had a $200,000 home, it would be $250 for the year. Um, you know, if you back that down to uh 2.4, it becomes 120. So, it's like 340 for 300,000 and and no, 360 and then 240 for 200,000. >> Um, >> that's right. If I could interject a moment. So you you live in Monroe Township or any township or the city of Monroe. Can it vary from >> It can or you know so really when >> how does that work? Right. So when we when we set our budget and so each district or each municipality has an equalized valuation that's set by

108the state of Wisconsin >> and that is the value that the state feels is the property worth in that community. Uh each of those community may have an assessment rate that can vary anywhere from uh prior to the last adjustment. Some of them were as low as 6. Uh meaning you were you were assessed about 60 cents on the dollar for your property to some municipalities since they've re uh valued are are are valued more than what the state estimate is. Um and so depending upon how each municipality chooses to assess at there can be some variation as to when people you know uh take a look at their bill and say this is my assessed value. Now with that there is a fair market value that's on your your thing which should become much

109closer to the equalized valuation. So the state equalizes us so that we can't have one community that is assessing at 6 who's getting a lot less of their share than somebody who's assessing at full value and is paying more than their fair share or all their full share. So that's why they equalize it. And so when I talk I'm talking in generalities about districtwide what the impact is based upon what our levy is increase is and what that valuation is for the entire district municipality to municipality it will vary house to house within the municipality it will vary uh and so I can't drill down to that level I just >> get that but I just wanted to make sure that we're on the record that we discuss can vary from one jurisdiction to another.

110Although that said would this is anecdotal but would you expect it to vary greatly or >> um I think when it when it can vary is when they revalue and and so when you revalue it gets to how far they make a jump the municipality and the revaluation and where it really impacts is on an individual basis. If every house in that district goes up 20%. You're, you know, in that if every house in the city of Monroe went up 20%. You wouldn't see a lot of variation, right? Because everybody's the impact would just be less and their valuation would be more and it would all add out. The problem is is when my house goes up double and Phil's house only goes up 2%. Suddenly, I'm seeing a huge increase and you're seeing a

111reduction because in their mind's eye, you had been apparently paying too much before and I wasn't paying enough. And so, when you have those resets in valuation, if everything floats equally, it it works well. Uh, I think in the city of Monroe, we saw the last big valuation where you had some newer properties or properties that had been sold that were valued at a much higher level. Many of those properties are actually paying less in taxes now than they were even before the high school project. But you had a lot of little houses that hadn't been revalued in years who saw their valuation go up 60 to 80%. and then they saw an increase. >> So I guess summary the best and most accurate thing we can say is 2.5 million year one would be

112approximately$125 per thousand of your property value but we can only say that based on all the jurisdictions within the school district because we don't know beyond that. So if we want to make sure we're clear. >> Yeah. And I'm using that based upon the current valuation. I mean I can tell you that the valuations will go up, but I mean so but if someone's looking at what their house is valued now, what was on their tax bill now? That that that's what we're looking at. >> You're basing that on current valuation district. [clears throat] All right. >> Anybody want to propose a propose a number. >> So if I take the recommendation that stepped valuation and cut off year five and then just average it that I mean just doing the math that comes out

113to 2.875 would be not a step value or not a stepped increase dropping off the increase from year five. And I see Ron on his calculator, which I like because I was hoping someone was gonna check my math. [laughter] >> Working on another one right now, but I'm gonna get to that one in a second. >> And and as I compare that to what we have on um what you guys went over, I believe last week, the the deficit, you know, that that value puts us ahead in year one, right? Ahead in year two. Then you start to see where we better have saved in years one and two in order to be able to stay balanced in in three and four, right? Um and that requires the district to make cuts each year and

114to come in under budget to to keep a balanced budget. So that is am I reading this right? Your your deficit projections? >> I don't think in year two. I think it still is a deficit in year two. Well, still uh even with will probably be depending upon well if you do 2875 and we make the reductions that is I think what you're saying Mike if we make the reductions we've identified >> yeah we'd be just under or really close right >> about the same it' be about the same I see with the reduction >> yeah and then in year three and four we're still going to be >> behind but hopefully we've brought our budget in under like Steve's question was u maybe we found some attrition or other reductions that we could make

115that made logic sense to accelerate them because sometimes it's not necessarily just about just the reduction amount. It's like if you can implement the reduction sooner than later, then you get that cumulative effect of having that reduction sooner in time. Right? If I if I cut 200,000 this year and 200,000 next year, I've you know, for next year, it's a 400,000 impact. But if if I cut that full 400,000 this year, I've banked another 200,000. Right. So, >> I think that's where I'm struggling a little bit, too, is we we're getting feedback from some of the families that they're frustrated with the cuts we've already made. >> And we're saying we're going to go and ask the community for money, but we're also going to cut another 900,000 out in the next four years. What

116is that going to do to programming for these families? And are we at risk of losing them at already then? I mean, you know, it's it's not going to be attrition that's getting these numbers. There might be some. >> Yeah. >> I mean, there's likely attrition. We'll have enough attrition to get there, but I mean, yeah, it's not normal attrition that's going to get us there. I mean, we would be if if we continue to see the decline in enrollment, it would be those would be teaching positions that we're just not filling. Uh and so uh you know will it be attrition? Maybe yes, maybe no. We we you know we see you know anywhere from four to 10 people leave a year. It's just a question of if they leave from a position that

117we can get away with not having to refill. Uh but you are right there's there's still going to be fewer teachers potentially fewer programs. Uh but the the flip side of that is, you know, you're getting to questions that are then even a million dollars more, right? And so when we're >> when we're struggling with setting the number now, add another million dollars on top of it when you get out there three, four years and and that becomes problematic. >> And Ron, is it fair to say in some level it's about buying some time in terms of not knowing what your enrollment is going to be in the future and also not knowing what we're going to get from the state, right? And so it's important to have multi-year projections. It's important to consider what

118that's going to look like. But the reality is when you do get four or five years out, we don't really have any way of knowing what the variables are going to be in the equation. And so um yep, it's scary. I mean, >> well, I just don't want people under the impression that if if we pass this, then we're good for a while. There's still going to be cuts. We're still going to be having this conversation of, you know, look, right? >> I mean, the only certainty and again that we have right now is that, you know, the the 325 has been codified into law of a per pupil increase. Before that, I mean, there were years when suddenly it was it became zero out of the blue, right, during COVID. It's like, well, we're

119just not going to do it save and we're going to save dollars. And so, you know, if that number changes to zero, um, these numbers get a lot uglier very fast. And, you know, in in, uh, 2011 or whatever it was, uh, is that right when we did Act 10, um, you know, I don't think anybody ever envisioned the revenue limit going backwards, right? You know, we already weren't keeping up with with the cost of inflation and then the number actually got reduced. And so um it's it can really it can really vary depending upon what happens at the state budget level. >> But these these numbers assume declining enrollment. So I guess I'm making an assumption, but I'd like you to to clarify this assumption that those reductions then are part of your plan

120to deal with the declining enrollment. Right. We have to operate our schools differently with less kids. >> Exactly. >> And we should see savings that way. So that that reduction is is kind of planned in with that that decline in enrollment. >> And if your enrollment doesn't decline as far, you likely would end up getting more revenues. So then you might not have to implement those cuts as deeply. You're exactly right. Yeah. >> I think it's important to remember that that often looks doesn't necessarily mean like a classroom teacher, right? Because when you're declining enrollment, you're not going to all of a sudden have 15 kids out of first grade that aren't there, right? They're going to be three kids in first, three kids in second, right? Across the board. So, what that looks like

121is no library aids, no health aids, right? Because that's how you deal with that because you can't like there's it takes multiple years to to reduce a full classroom for a teacher. Does that make sense? So, I think that's a super important what >> I see. Isn't that what it already looks like? >> That's that's the problem. >> That's right. Because you don't see the savings unless you're cutting, >> right? acknowledging that point. [laughter] >> Yeah. And that's the problem is is like we've done those easy. I don't want to say they're easy because they were people and programs and% >> there are you know >> we have many hours of the day when our our our libraries aren't open or you know we have other things that aren't in place >> but we're at

122the point where incrementally going forward there aren't a lot of those things left. Right. So so it is likely to be teachers or programs. >> What kind of inflation did you build into this? model. >> I have to go back to my last meeting where I had that uh >> it's roughly a two and a half% increase per year the overall budget. >> Just maybe while Ron's pulling that up, I'm hearing Mike Frost starting to kind of float the the prospect of a $2.8 million referendum per year over four years. I don't want to put words in your mouth, but >> 2875 is what I floated. >> Okay. Do folks have reaction specific? >> I get what I get. I totally get what you're saying. I think it makes an easy question and I'll just

123say like I'm open to change, but I I really appreciate the admin's recommendation and I would support their recommendation. I think that step makes a lot of sense and looking at um the projected deficits knowing that that doesn't even get us where we need to go. Um that still requires additional cuts. Um, and then looking at those other graphs that you provided, we're still in the bottom quartile. Even if we pass a referendum, we're in the bottom quartile of where where all our comparable districts are at as far as per pupil um for a referendum. So, I just want to say I would support that. I'm I'm obviously open to to change and are you saying four or five years, though? >> I would do five, but I'm open to four. >> That's fine. >>

124I should have Yeah, full five. Okay. I had a number of different variables that different costs within the budget at different levels. Some some growing more than others. Health insurance we know grows more than uh dental doesn't really grow. Uh our non- capital budget hasn't grown in in a number of years. And so it it netted out to 2.4 per year. But yeah, there's some variation in there between uh where the costs are lying. [snorts] It scares me that we're still going to have to make cuts. That's what scares me because I think we're already at a place where there's just >> it's very difficult and that scares me that people will leave the district and with more and more people working remotely it makes it easy for them to leave. Can you remind us

125Joe last two years what was the total reduction in district >> over the years >> uh what we shared over the last two years the last four years >> last two years that was $1.9 million in savings and it was I got it right here Phil um so 14.8 28 21.8 positions over the last two years. >> I don't have it broken out, but well, in two years, I think it was about it was a million dollars last year and the year prior was about 900,000. Ron, correct me if that's not correct. Yep. a straw here, Jim. >> Well, [clears throat] I'm hearing I'm hearing a two different proposals right now. Would love to have a sense for kind of where where folks are at. >> I kind of like Mike's idea of the same

126amount every year, but I think it's too little. I actually agree with you, Terry. I would I would go with for four years one average amount, but I feel like you're too low, Mike. >> Yeah. >> I would go for three for four years. >> Oh, you're talking that set amount, no step set for that, >> right? Like when you first said the averaging, I know you were just to totally pulling a number from your brain, but you said three. And to me that felt manageable for four years to kind of average that at that three knowing that you know at the end it's not we're going to have a larger gap but hopefully we've been able to take some of the you know front end move it to the back end and then you

127know what did you say Mike uh Davis like the sun was shining down or something on the [laughter] >> to be Right. >> Just average the the the full steps proposal >> to 3.5. >> Yes. >> Okay. >> Yep. But then cut off that last year and and rever it. It's it's 2875. >> Okay. Yeah. I just I take the full average of five but put it in four. >> I don't I do think it makes for an easier cleaner question. >> I do. >> I agreed. And I I'll say I don't know if you want my input right now or not. Sure. >> Um appreciate everyone advocating for the school district. I I do um you know I think whether it was I think Mike Davis that was talking about trigger points um or

128or whatever. I think we do have to be sensitive to some things that won't be well received by the community. And um I think all of us have the benefit of multiple conversations, Ron's detailed multi-year projections, a lot of good rationale that puts us in this position where we say we need the 2.875 or 3 million. And I don't want to sound like I'm arguing against the district here, but I think there's there is a very real sentiment out there that there is a number that's too much. And as scary as it would be to be in a position where we pass a referendum and still have to make cuts, what's what is even scarier is to be in a situation where we do not pass the referendum. >> That scares the life out of

129me. >> And so I I think the board has a tough posi position, tough decision. Um, but I I do think it's worth balancing that out a bit because the community has been uh, you know, there's been a number of people that have taken the time to reach out or attend community listening sessions and have shared the very difficult situation they're in. And I I would love to say, you know, three million a year, three and a half a year, but I also in my heart believe that that's probably not going to get passed. >> So, is that how your step recommendation came? Like that's probably more likely to pass or something that people would >> Well, I Yeah, I don't want to speak for Ron, but >> yeah, I was I was thinking that

130we might not be able to get to >> Okay. >> A that we're going to have to make the reductions that we were built into my plan and that b we're probably going to have to find even more than that over time. So, I'm kind of agreeing with Joe. Oh, he didn't say a number, but you know, um, you know, I think either stepping or doing a um, you know, I think, uh, 28, maybe a 275, but probably a 28 might be more palatable. Yep. It's not going to get us uh to where we want to be out there at the four-year mark. Um, and yes, we will have to make reductions uh during those four years if if we don't if we don't see uh a leveling of our enrollment uh you know and

131and and some people could argue and say well you know incrementally how much is that cost and does that make sense but I think you know I I think there is a a reality of you know maybe hitting the next round number scares people I think that's kind of what I not putting words in Mike Davis's uh mouth but I think that's kind of what you were saying a little bit Mike was you could see us getting there four years from now, >> but that's different than getting there right out of the gate. >> Yeah. Yeah. Exactly. And I guess I'm looking at it from my point of view being a taxpayer and things like that. Okay, I understand we have to have x amount of money to run the district and I'm not going

132to be unwilling to pay for it, but if you don't need to take it out of my pocket today, it can be next week or the week after. And I agree with you, Mike, that it it definitely gets to be confusing on referendums. >> Sure. >> The more wordy they get than everything else, it gets to be a mess. But I don't know. I myself I just I like the idea of a stepping, you know, and the the numbers that I threw out, the 24, 26, whatever. We could go maybe a, you know, 26 26 and then 28 28, you know, for the third, fourth year. you I'm I'd be open for anything on that and just you know that's just kind of my feeling and again the people that I talked to that they

133seem to be okay with that but I think if we were to get up say 29 that would probably be about the limit. I think after that people are you know they're going to start looking and saying I don't know. So start start pushing that window on that end I think is is going to be going to be tough. >> So doing the math looking at the deficit plan if if you guys look at the the deficit plan look at the land the line highlighted in blue the budget deficit after additional reductions. If if you take those four numbers add them up divide them by four to get the average that that's 2975. If you go to the bottom line, the adjusted deficit, so we're coming in below budget, that that gets you to 2.65.

134So I think that 2875, as I suggested, that aligns with I think Ron's initial suggestion in the stepped plan with us kind of meets in the middle between those two. We're going to have to figure out some cuts. We're going to have to come in below budget, but but we're still we're being fiscally responsible in our ask. that that's where I I kind of still I like if we're doing [clears throat] non-stepped, which I'm I'm I'm open to continue to to hear arguments about that. I think the 2875 is is about the highest I personally would support. >> And I would agree with Mike. I think to me cuts are inevitable. I mean, we're going to have to do it. I just as much as you hate to say it, it's it's going to be

135there. And I shouldn't say cuts, reductions, put it that way. Um, but that's just I think it's going to be part of the game. But we just have to make sure that we can get this thing passed and that people feel comfortable with the way that we're managing their money. And um, I guess that's that's the way I was looking. I agree with you. It'd be nice just let's put the number out there and go. And if if people feel that that would work as good or even better than what a step would be, then fine. So be it. ID off for that too. I'm just saying you know that was a suggestion that I had and you know I had heard that from other people around. So just my thought. >> So I'll throw

136a a thought [clears throat] out there just to see if this gets a little a little traction here. Um, I I think I feel compelled. I definitely I hear what you're saying, Teresa, that you know, anytime we're losing 20 kids a year, it's not like you can just make a quick and easy cut. I do think a referendum that brings us kind of back into alignment from an inflationary perspective and then [clears throat] tracks with would kind of give us what we need if our enrollment were to stay flat. To me that feels compelling and that would force us to manage kind of proportionately as hard as that would be to declining enrollment. So the projections I'm looking at is the the other attachment the if enrollment is flat what does that mean for our

137deficit? And that has me landing [clears throat] at I think if we go 275 per year for four years that still assumes some reductions, but I think the reductions could actually go a little bit lower based on the adjusted deficit after if we come in better than budget lower than the 200. Maybe some year we got to do two, some years we do 75 or 100 or whatever. Still making some uh prudent decisions. But I think what I would I think my my current position on this I I I think the simplicity of a single amount per year for four years. Um just for the folks who show up at the ballot box and haven't done a ton of research, it's it's cleaner. Um so I would say that's kind of where I'm at right

138now. 275 per year for four years. >> Open to if if folks want to You said 275. I'm saying 275 per year for four years. And if folks are in a different spot, I'm wide open to hearing that, too. >> But Mike, you said 2875. >> 2875. >> I look the high and low, right? The the low looking at this is 2 I don't 2675. The high is 2875. If we make no reductions, do nothing and just go with what the deficit is, that's 3.57. I think that's completely unrealistic. >> I I agree. >> And I don't I don't want to miss I don't want to say I wasn't saying we won't have to make reductions. I think we will. I just think it's we've already made so many of those. Like there's just not

139much more to do. That's that was my point. >> I miss 2975 was was the high just making the cut. It's not coming in under budget. But I think 2875 is realistic. I >> I would be in favor of the 2.875 for four years. You want to make that a motion, Terry? >> Sure. I'll make a motion that we do 2.875 for a 4-year period. >> Do we want to make the motion that >> Yeah, you're you're you're not making the motion for this. >> You're going to vote on this next month. So, you're you're making the >> motion for the administr direct administration to seek legal counsel to develop a resolution for a specific amount for a number of years. 75 for four years. >> When I give I want to give us a

140chance to hear from everybody, but let's let's see. So, we got a motion. Do we have a second on that? >> Can we come up with another number? I mean, is if there's a motion on the floor? There is right now. >> Yeah. Are we ju we just voting on that amount and it's not in stone until she has a motion and then we can have discussion. >> Correct. So, let's go. Let's see if there's a second first and then we can >> So, I think we'll come back there. I think there's just more discussion. >> Yeah, >> I think we'll come back there. >> I might have pushed us prematurely to the uh the motion stage. My apologies. >> Okay. So, we'll >> That motion is not seconded. That motion is table. >> Okay.

141Other thoughts? I guess I'm kind of in the field where Jim's at about 275 for four years and still making the the cuts every year as long as um enrollment's declining. Um because the cuts that the amounts that they're listed here really are realistic. I mean, they could happen. Um I mean, we aren't looking at cutting a million dollars a year like we have the last couple years. So, I mean, I'd be on board with the 275 for four years. >> So, just just maybe it's a question for Ron. So, the 275 is actually additional cuts than what you've recommended. >> Um, >> what's you may need to Yes. So, the amountless >> the 300 in year one, two, two, and two are are are built in. When you get out to year three and

142four, you're probably going to have to do a little more than that. Yes. I guess simple math the 2875 that you recommended >> was that bottom line that included assuming 300,000 in reductions 200,000 that that assumed those reductions correct >> so then the 27 would assume even more reductions >> correct >> okay >> those reductions would stay in place >> plus some plus more plus more >> plus more >> and I'll throw the caveat that you know >> utility cost go up five six seven 8% then this these numbers change >> change dramatically >> something comes down uh you know if inflation comes under control and uh you know fuel costs keep dropping and so we save on our transportation budget then then we come good so they're just they are just truly projections right

143and so they will vary over time >> so this 2.75 is still above the bottom line here, the adjusted deficit. So if you look at the cuts plus where Ron projects we're >> if we bring it if we're lucky enough to bring our budget in under >> one and two. >> Yes. >> 27 not for year two. >> No, not for year two is >> for the adjusted >> is what Mike's >> bottom line. Yes. Mike's saying if if the actual budget comes in under and we >> outperform what the budget itself is >> and then we should have banked the the excess from years one and two because we're not stepping it to help cover the deficits in year three and four. >> So I I I align more with Jim. I the maximum,

144you know, when I made my statement, the maximum I would support is that 2875. I I think realistically we should be closer to that 275 or maybe even closer to the 267 this bottom line and really push ourselves to be more responsible but I am okay with that 275. >> We got two numbers out there right now. Other reactions to either 2875 275 something else. >> Probably splitting a bit. >> You want to go in between the two fed [laughter] >> [laughter] >> So I'm on track with what Jen was suggesting I think flatline over four years I think keeps it simple the question at the ballot box I think it uh the bottom line deficit I think it it addresses that and be four years 2.75 your turn. >> I I just worry about

145I I worry about it passing, but I also worry about it's not enough. >> Terry, I really do. >> I'll piggy back off that. I still want to go three. I I feel like we are pulling ourselves too tight. Things are going to it's four years. Things are going to change, I don't think, for the good. I think we're going to end up making if we're not asking enough in the referendum, we're leaving enough gap that we're going to end up making cuts to the programs that we don't want to cut. So, I know as much as we do not want this to fail because that's going to hurt horribly, we also shouldn't short ourselves. I think we can put our faith in the community because you've been very clear. You've laid it out what

146we will lose if this doesn't pass. We're not getting anything back that's already been lost. We're not putting anything fancy in. There's nothing new. If it's been cuter, like German German's not coming back. If it's gone, it's gone. We just want to keep our programming that we have and I don't know if we can do that if we don't make a flat three. >> I hear what you're saying, Nicole. I I really do. But we're asking the community to potentially make painful cuts and and I don't think it's fair to ask them that if we're not willing to to make >> Well, we're still making cuts. There's there's cuts already working into it. I just think we're going to we're going to bring that line way too tight and we're going to end up in

147a place where we're caught off guard and have to make cuts that we weren't expecting because we didn't ask for what we truly needed. appreciate that, Nicole. >> And I'll just add to that. I all the parents of students in the school district that I've talked to, they don't want any more cuts and they didn't complain about having to pay. you know, and I think that our parents are more invested than a lot of other members in our community because over 50% of our and I get it. I I understand that there are people in our community who this is going to be very hurtful. I I there 50% of our community is over 50, but I don't I don't know how we make this work. I I mean, I I do know that we

148have to keep making cuts, but I just don't want them to be the cuts that will send our parents to other districts. >> And then that money goes with them, right? So, our taxpayers pay that money, >> the taxpayers are paying and then the money leaves the district. There's nothing even for their money. >> She said, "Where you at? Can't put you on the spot." >> Yeah. Um, so a couple things because that's kind of where I was and then I heard Joe say like I think it is important to to know what the threshold maybe that community will support because >> what I can't stomach is >> that that >> that scares me like we have to pass it. And so when I look at these when I look at that bottom row of

149numbers yeah >> that Ron gave um I mean I think I'm probably a little more 2875 whatever you know 28 28 or whatever easy number like it that would get us through year you know almost to year four if we make some of this if we save some of the the some of the money from the beginning. Yeah. Do you know what I'm saying, >> right? >> Um, >> and if we think that that's a threshold that will pass, >> I guess I'm a little I'm more palent to that if it's if >> at this point like 285 to three what's what's the tax impact per family or for I mean I I know it's obviously going to go up, but at that point like >> Sure. Sure. Can we move? There's, you know, we

150have to ask for what we need. We can't, you know, it didn't pass last time and it would have been 1.5 million. It would have been a savings versus what we have to talk to now. So now we have to, you know, like I said though, those cuts, it's gone. It's not coming back. None of this number works in anything to come back. It's just to keep it as it is. And I feel like we've got, you know, you always have to prepare for unexpected expenses. And as much as Ron does and puts that in there, we're already making cuts and if something just completely out of hand happens, we have no fund balance to pull from either. >> If we'd had a fund balance, it'd be a different story, but we don't even have

151a backup plan. >> Well, we do. It's called short-term borrowing, and that costs the taxpayer more money. >> Exactly. That's not a great plan. make sure we hear from folks that haven't I don't know if we've heard from you on this yet. >> I'm at 275 for4. >> The point I was making before about the additional cuts is I don't want people thinking that this is solving all of our problems. Uh I understand that we'll have attrition. I understand that we'll still have things. But I also think Nicole, you just said it and it was a great point. One and a half did not pass asking for double. And Joe, you've been closest to this with the community in all the conversations you've had and you're telling us you don't think three can pass. >>

152I don't I don't know how we could ask for that then. And you've had more conversations than all of us together. So, I don't like it. But I also want a number that we can feel like we can go out and get past so we don't have to make any of what's on the line right now. I don't want to have to do any of that. So I'm at 275 for4 just another point about the three. I I totally hear what you're saying, but administration has come to the table asking for if you adjust it to four years asking for 2875, >> right? Not three. So, so that really is administration's ask adjusted down flattened out, >> which [clears throat] I said I could live with that, but I still feel like we are >>

153Yep. You can live with something, but there's >> Right. There's going to be consequences for that. >> Yep. >> Fair. Fair. >> Yes. >> Yeah. I certainly don't want to cut this this conversation short at this point. I think we've we've heard from everybody. I think we got [clears throat] couple folks who are closer to three. I think we've probably got the support from the board for either 275 or 2875. I'm not going to make the motion. So, somebody wants to throw one out there. Y'all know where I'm at. [clears throat] >> Make the motion to 2.75. A motion by Mike to direct administration to prepare the referendum question for $2.75 million per year, four years. Second by Phil. Any discussion before we take the vote? >> Are you doing roll call or just I

154think we should probably do roll call on this. >> But I want to make sure we get a chance to any discussion before we go [clears throat] on this. >> Are we locked into these numbers? >> No. until we vote in January. >> I mean, I don't speak for I mean, we're developing and we're investing the resources to develop a resolution. So, in that manner, you're you're giving us some pretty specific direction, but >> yeah, you're going to >> you're not locked in, but you run into some >> challenges, >> timeline considerations, right? So, we're going to I'm going to communicate with the legal council who has to develop a resolution that has all kinds of legal language in it as well as the official ballot question. It's going to be based upon what we're

155saying tonight. So, if at the January 5th meeting the board does not come to uh to pass that or decides that they want to do something else, then you're going to need another board meeting. Um there has to be some time for the legal people to make that change. >> That becomes challenging. Yeah. >> If you waited till the second meeting in January, that's literally the day before the deadline. So, the odds of me getting it out to the county and all the things that would have to happen are pretty pretty tight. Um, so likely you'd have to be looking at another meeting in January if you move off of this in the inter you're saying is no, but yes, essentially. Yeah, there's it's there's it's not a drop deadad, but it's because you still

156have some time in January, but there it's not as easy as just changing the number at the next board meeting because there's >> you have to have the legal resolution and legal language to the question. >> I believe each board member, Steve, would still be able to and at that January meeting when that resolution comes either vote yay or nay to that. Yeah, that that's when the votes happen on the ballot or not. >> Probably couldn't change the resolution at that point. You didn't vote for the resolution as it is. Is that >> I would have to clarify that because typically they have the actual language on the on the agenda item. That's what I thought. >> So I don't know that you can just change the dollars uh on the fly. I think you'd

157have to come back and have a separate meeting potentially. >> So right, you could vote yay or nay on the resolution as is, just not change it. If someone really substantively disagrees with with this, now is the time to discuss it and really talk through it as a board, right? I mean, rather than be surprised when when we get to that January 5th where we have to vote to put it on our ballot or not. >> So, we got a motion and a second. What other discussion do folks have folks want to say or ask before call the role. >> I mean, Joe and Ron, you're not aware of any anywhere we could make any savings in the district beyond what we've we've done, right? >> Well, there's there's again there's always the opportunity for

158savings that that come at a cost, right? There's I mean we have our our list of reductions we're going to make regardless and uh much like this year when we had a prioritized list of reductions there were things that rose to the top that we did and and other things. So the short answer is yep. There's always something out there. The the the short answer though is there's nothing I can see that's going to materially change these numbers. right there. There might be some other reductions you can make that might alter the scale of this a tiny little bit, but you're talking about a a $33 million fund 10 budget. Uh when you add in special education fund 27, it's it's it's about $40 million. And there's just enough weight and enough annual inflationary costs

159that there's, you know, you know, finding, you know, another couple hundred thousand here or there isn't going to really change the bar that much. Now, does it? Yep. That's why we got to make those reductions every year. But I don't see it, you know, materially changing the numbers we're looking at. >> And and keep in mind those reductions are dependent upon declining enrollment. I mean, if enrollment stays flat, those reductions are not going to be required. Correct. >> We would hope so. Yeah. We would hope that the revenues would would be enough that we wouldn't have to. >> So, we need to do a good job of marketing [clears throat] minerals. >> Yes. Exactly. Thank you, Steve. Yeah. Yeah. I mean, and it's not >> the state needs to not continue and state legislation needs

160to [laughter] change our plan. But I mean, >> we can only do so much >> and and enrollment can come one of two ways, right? I mean, it can be steady enrollment by either having people moving into the community or or or new housing uh or, you know, turning the needle on on open enrollment. And you know that there's I know there's been some talk about will the new high school provide opportunities for some of that and as people say oh there's there are programs that are offered in Monroe that aren't offered other places and we we haven't market ourselves that way really hard but I mean that's also a reality of of something that can change change the the trajectory. I I'll just say briefly the um bless you. [clears throat] >> Bless you.

161I I don't know this it really does feel like an impossible kind of calculus. And so Nicole, I just want to thank you for representing I think a lot of people who are in this camp. And I've heard that from people too. You guys should just ask for what you need. Whatever you ask for, we're going to support it, right? And so I I I know that that perspective is out there. I'm just saying I think there's I think if we pass 275 that we can maintain and even continue to grow the excellence that we that we've seen on the trajectory we've been on. And in that fourth year, it gives us an option if we end up in a tougher spot to consider some of the timing of a of a potential next question.

162And for some reason, my instinct is telling me that a two in the front of this is better than a three. >> I can't tell you got a whole lot of data behind that. [laughter] $ 999.99. >> Does that feel better? >> I want to say thank you for for expressing where you're at. >> All right. Other thoughts before we call the RO once. >> What's the motion that we're calling on? >> 275. >> And we're doing a roll call vote. [clears throat] And again, this is to direct administration to seek legal counsel, right? Not your final, >> right? This is the resolution, right? >> Okay. Nikki, please call the role. >> Austin, yes. Jim Curran, >> yes. >> Mike Davis, >> yes. >> Mike Farad, >> yes. >> Joseph's, >> no. >> Theresa Keane,

163>> yes. >> Steve Mayor, >> yes. >> Terry Montgomery, >> yes. But I don't like it. Okay, [laughter] I'll make that note. And Phil Wasber. >> Okay, we got A1. Motion motion carries. Thank you again everybody for the I noticed I I was joking when I said 90 minutes. We might have exceeded that uh time, but I think it's it was important conversation and thanks for everybody for jumping in. Um, okay, we're on toformational boardsmanship administration. Anything Joe? >> Yeah, I have a couple things. One is Lance Smith, special ed teacher at the middle school, wanted me to extend an invite for his annual holiday party, uh, which is on Thursday at 11:00 a.m. I think 11 to 1 is is when it's going to. Um, so we'd love for board members to stop by

164if you're interested. Um, so if you do have some time for for a good holiday meal for lunch on Thursday, stop by the middle school, go come to >> I missed that. >> Yeah. Lance Smith, his special ed program, runs an annual meal. It's a tradition they've done for decades now. Um, they do a great job. The kids are so proud. Some of the kids came up to my office today and talking to me about it. So, I'd encourage you to go if you're available. It's good food, good people. Thursday at 11:00 a.m. 11 to1 is when it's open >> at the middle school. If you come to the middle school office, tell them you're here for the holiday meal. They'll get you to where you need to be. Or you can just follow your

165nose and you'll find it on the second floor. Uh the other thing is that um I think due to some developments today, I think we may want to cancel the policy meeting that's scheduled for tomorrow. Um not to mention that there's some weather that's potentially coming in, but there's there's some things that um uh will make that meeting challenging. >> I really appreciate that because I was going to ask for that. >> You got it. So, we're going to cancel that meeting um and we'll reschedu that and we'll we'll figure it out. So, um, sorry about the inconvenience, but it's necessary. >> Appreciate it, Joe. >> Thank you. Okay, board of ed correspondents. I've got nothing. Leazison reports. >> I'll go. Committee reports starting on the south. Nicole, what do you got? >> Um, EIE

166had their um no steak fundraiser >> fundraiser um on Saturday night. And I'm sure Terry will give us some more details on that. So, we had it and [laughter] we had a lot of board members from EIE there helping and working and we had more diamond sponsors this year than we've had in the past. So, thank you to the people who worked really hard to get those diamond sponsors. You know who you are. Um, also our launch group that we've been working with, they came and did a presentation which I thought was really, really awesome. >> Good idea. And um we had several uh raffle items and our board president won one of them and gave it to the launch kids which I thought was absolutely awesome. So thank you. Um but that was Blake

167Wilbourne, Skyler Rowan. They were the two that showed up and gave the presentation. And then Xavier Hirs and Keegan Dixon are also in that group. and we're meeting tomorrow for our last meeting. Um, which I'm bringing baked goods to because they requested them. But they helped us develop a Facebook page, an Instagram page, um, and then they did grant interviews and they did a sponsorship video, and they put all that stuff together for us. And so they did a lot of media work that I think will really benefit excellence in education. So, >> we also had the um, band. >> Oh, yeah. We also had the high school band playing Christmas music and they did awesome and just thank you to everybody who helped. There were lots of people that helped that weren't on the

168board as well. So, >> thanks for all your work on that. >> Uh, curriculum met tonight and had a great presentation from all of the admin on um the school and district report card and can dug into the data on it. >> Thank you. My god. Steve, >> Nikki. >> Okay. Anything for future discussion? >> Can we um maybe have some information on what's going on with 4K with the state? >> Sure. Anything particular? >> Uh my understanding is that they might allow sites to deviate and not be a part of school districts and I'm wondering how that's going to affect us here in Monroe. Yeah, we can. >> Sarah's not here. She had to leave her family obligation, but I can talk to Sarah and we can put something together. We've had some discussion

169about it. So, >> okay, that's good to know. >> Good, good question, sir. Thanks for raising it. >> Okay, five minutes for the press. Steve, you with the press now? [clears throat] >> That I'd read that article. We got >> We got 9:22. Look for a final motion. >> Motion by Mike Davis. Second second by second by Steve Mayor. All in favor say >> I. >> Given Yeah. Given the >> So one of the [laughter] things we talked about conversations trying to develop. and three >> and three.