001All right, it is uh 6:01 January 16th schoolboard meeting and we will start with pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, liberty and justice for all. And a moment of silence. Amen. All right, Mr. Martin. All right. Well, welcome to our January board meeting. First off, it's school board appreciation month and on behalf of the community of Rich, thank you very much for what you do. Your work goes unre not unrecognized, it goes unpaid. one of the few public servants who work for a price of zero out of the kind ofness of your heart and I know our community really appreciates it and I know I do as well. So um with that we'll
002turn we'll move on to our to um talking about some student achievement success. Miss Meeks and Miss Coat from the high school are here and we're going to talk about some of the things that are going on at the at the high school. Give me just a second. Well, starting us off, I'm sure you've seen this graphic probably, I feel like a thousand times at this point, but here at the high school, we're working a lot on our mission and vision. And we spent time diving into it with our leadership team to make sure that it aligns to what our faculty and staff truly believe and that we're living it out. And so now we're in the really deep depths of living it out dayto-day and ensuring that our practices match that. And so something
003that we are working on now is enhancing what that high school experience looks like um for students and families. So we have kind of two pockets. Mr. Mark, can you go ahead and go to the next one? Yes, ma'am. Okay. So we've got kind of two pockets that we're working on right now. And one of that is while students are at Pe High School, what that looks like and what it looks like after Pe High School. And so we are kneede in all that course selection talk and what that looks like for next year and things like that. One of the pieces really valuable piece of information that we gathered was that we had a piece that we were missing. And we had some students feedback was stating that we were missing that individualized approach.
004And so one of the pieces that we did in the past was we would kind of do a shotgun approach. We would do all the information to all the students. Pick up what you need, you got it all kind of thing. The problem with that is is that you have an overload of information and there's misinformation. And so we really wanted to kind of hone in on that and really deep dive into our students and making sure that we know our students and what they need for high school and after high school. So we partnered with our district admin team. We partnered with our program directors to really do a deep dive into our students. We pulled a lot of data what courses they're in, what credits they have, what credits they don't have, what
005pieces they're missing. We've taken some groups of students and we put them into small groups and now we're working on targeted information to those students. So we have um like for example we have a group of uh Mr. Davis's ad program that we don't want them to miss out on any opportunities. They can do any practicum classes that they want to do. They can go into NWTI pathways if they want to do that. The problem is is that they have to have that information to make those choices and then along with their families. So we are kind of revamping that process. Our counselors are doing a lot of work and they're they're diving in and getting that individualized information out to them. We're also working on what this looks like from the family side of
006things. And most of you have you can live through the cap process and know that it can be stressful for your students and for us, but we want to make sure that you guys are being what you need as families so that you can go home and have those conversations and making sure that your students are prepared for what it looks like after they walk across the stage at graduation. And so we are in the depths of that re really digging deep and really just making sure that the right people have the right information and that we're partnering with our teachers who have a passion for that and making sure that they're able to to advise their students through the pathways as well. And then while they're at Pidge High School, we're really working on
007um what it looks like and what our students are seeing in the classroom. So, we feel like this is one of the biggest growth areas of when you walk in a classroom, what does it look like and what should it look like in all of our classrooms across the high school. We are currently going through a training with the junior high where we're talking about what does engagement and motivation look like on a very down basis in every single classroom and how do we get every kid back involved? If they're they're starting to to dip out and to disengage, what does it look like to bring them back? Also, what does it look like to have really good structure? you know, in our our lower schools, they they have that down. Like, I did a
008walk through the primary and it blew my mind. I was like, there's so much movement and yet there's so much control. And at the high school, you know, you sometimes need those skills of making sure that students know, I know what's coming next. It lowers their anxiety. It makes it where they can take on whatever challenge they're looking at for learning and take it on head-on. And so, we're working through a training with our teachers. The really the thing that I personally like about the training is that it's not a one-sizefits-all. The way that I teach is probably going to be different than the way that Miss Pope teaches. And so it allows teachers to actually grasp things that they can implement immediately and see the the positive effects of that and they can keep
009growing on that. But it's not a one-sizefits-all approach. So I I really I think it's going to do great things at both campuses. In addition to that, we're looking at um taking the strategies and what does it look like for one teacher to do this strategy and is it working and let's replicate that in other classrooms. Let's be learners because we do have experts in the building that are running effective classrooms and let's let's get together and put our efforts together to ensure that's happening. And then you've also heard this across campuses, but we're also looking on tracking student data and making sure that we're really reflective and responding immediately. And I'm not going to steal the thunder, so I'm going to let Jamie take it right from here. And so like what does this
010look like at the high school? Thank you. um what we have all of our teachers doing and we just used we're highlighting English um on this piece tonight but basically they're giving assessments and they're common assessments so it doesn't matter which English 10 teacher you have you are getting that assessment and then those teachers are comparing the data together they're aligned they're using proficiency scales to make sure that it doesn't matter if you have teacher A or teacher B you're going to get the same grade no matter what classroom you end up in um and so from there you can see the blue are students at a level three and then our uh the yellow is the students who are level a level two and they will need intervention. So they're close to being there
011but they might have had a misconception or slightly missed the target. And so from there um our English teachers are working to pull them during sessions for targeted like when they come in it's not just a a study hall or anything like that. they are honing in on what skill did they not understand, retaching that skill, and reassessing that skill until they become one of those blue students. Uh, and then the top tier of students, that's the level one. Those are um it looks it's orange um but it looks a little yellow, but anyway, so those are the students that um they need a little bit more intervention. So that might not be just a one intervention session, you're good to go. those students need more targeted intervention like if you're highlighting in class, you're
012you're giving them extra detention for encores, multiple sessions until they get to there. But all our goal is for all of those students to get closer and closer to that blue um there. And so can you go to this one? Thank you. This is English 11. So English 11, you'll notice they have a different color. Um that's because they have students at level four. And so these are students who actually go beyond grade level expectations. And so they've designed their assessments to where they can take it further. And so they can actually see kids who aren't just at grade level, they're they're performing above that. Uh and then again, they're also using that data to bring more kids um to theirs would be the green there. Oh, I'm sorry to interrupt you, but can you
013explain what the numbers and letters across the bottom mean? Oh, yes. So those are um essential standards and again those so we teach a lot of standards um at each grade level but we have our teams get together and um as a district vertically like K through 12 determine what skills are most essential. So like a 10th grade teacher sat down with an ninth grade teacher and said, "What do what do I need to teach them for to help you in 10th grade and kind of tied them together to make the most important ones?" And so again, we're teaching all of the standards, but these are highlighted standards that we feel are important to help them succeed um as they move up in grade levels. And so that's what we're just assessing. We're assessing all
014of them, but these are targeted standards that we're looking at. teleport, right? And then next one. So, I also wanted to highlight some of the instruction going on at what that looks like at our campus. And so, um, one of the things is that when people hear direct instruction, you usually think that you're sitting at a desk and the teacher's talking and it's kind of like Charlie Brown with like and that's not what it looks like. Direct instruction is a lot of things and there's a lot of different pieces that go into that. And so, um, I think at the high school level, people think like, well, all it is is direct instruction. Kids are just taking notes. And so, um, with our math team, Miss Valader, she's new to our district. I co-e with
015her. The students call her Miss V. Um, but we have been working on since we came back from break with um, we're trying to get them to understand like 3D shapes and then how to find the surface area and volume of those. And so basically uh I'm just going to walk you through how we started it out. And basically they were given Play-Doh uh and they were told to make two shapes with it. They had to make a cylinder and they had to make a sphere. And then from there they had to cut those based on like we were like, "Okay, you're going to cut this one vertically. You're going to cut this one horizontally because we needed them to know what happened when you pull those apart. What shape do you see?" And that's
016a 2D shape. And that can be really hard for kids if you don't have something tangible to understand. And we needed them to get to the point where like you're not always going to have an object in front of you that you can cut. And so we were trying to build them to that point. And so she had them use Play-Doh to make the cut. And so there you can see their student work of their predictions and what that would look like. And then from there we presented them with uh they're like wood cutouts and basically it's a shape where they cut it multiple times. And so they're saying if I cut it here and here and here and here, what shape could I put all of these together and it would form? And so
017uh you can see the top one is a pyramid and the bottom one is a sphere. The middle one is really hard. It's actually a cube that is like a diamond on its corners like sideways. Uh that one was really tricky. But then from there we took it and we applied it to something that they had already known which was scale factor. We learned it earlier um in the first semester, but now we're trying to apply it to not just 2D shapes, but 3D shapes. And so they were given a piece of paper and they were told, "Okay, you have to make this paper smaller. We want it to be um 3/4s of the size that it is now." So they had to realize that, oh, I need to make the length 3/4s of the
018size shorter and the width, you know, you have to do both. And so we had them do that multiple times. So like 3/4, 1/2, 1/4, and then we stacked the paper on string and they were able to hang it and have like a pyramid there. Um, and again that ties into scale factor that we've already done that pulls in the cross-sections because you can we show them like, oh look, this is also if you cut it, you could see it like this. And that will ultimately lead them into understanding that whenever we apply uh scale factor to volume and surface area, you have to apply scale factor to everything. You're having to multiply it multiple times to get there. And so um again, that's just like direct instruction isn't always you're just sitting there. Our
019students are actively engaged. They're doing things to help them manipulate and understand the content. I love that. Do you have any questions for Yeah, it's a great example. No, it's great. I was gonna try to bring you play-doh. That's awesome. I also say that the high school I want to highlight um that before Christmas I the junior high um right behind getting on board but I challenged the high school team um their counselors like I we really have to focus on our personalized cap and they were like but I want to say not two weeks later that um Kelsey and her positive and pulling in her she surrounded by a great team they're like okay we listened we thought and now we know we can do it. So, I'm really proud of them rising accepting
020challenge that they were like, "Okay, you know, um but I'm really proud of them for thinking outside the box and I really appreciate that." Well, I can especially see I mean the the kids that we have, they're they're wonderful, but you know, today, you know, 2025, I mean, I know my my my sons are are fantastic, but they're they're playing games a lot. They've got a phone in their hand a lot. And if I were to sit them in in the classroom and it were just the Charlie Brown approach and and you're you're going from this, you know, with a, you know, they've got a gadget in their hand to that, it would not work. So, you have to have this interact. I I love this hands-on interactive approach, especially today, more than 5 years
021ago, more than 10 years ago, and and probably increasingly important, I would I would think, right? Absolutely. Yeah. Well done. That's great. Yeah, his view is phenomenal. Thank you very much. Thank you guys. I forgot the consent agenda. So, um, are there any questions with that? No. Okay. With that, I'd like to make the recommendation that the consent agenda, financial report, and board minutes of the regular board meeting held on December 9th, 2024 be approved as submitted. Uh, we have a recommendation. Do we have a motion? I'll motion. Motion by Mindy. I'll second. Second by Jessica. All in favor? None opposed. Um, next we had board to board transfers. Um, we had three applications come in before u January one school choice kicks in. Um, we have ample room and approvement and I believe it's
0228th grade, 9th grade, and second grade. So, I'd like to make the recommendation that we approve the board for transfers as presented. All right. We have a recommendation on the board. Do we have a motion? motion. Do we have a second? I'll second. Second by Eric. All in favor? None opposed. All right. Next, we have intercom bids. Um, last month, um, you know, we did radios and stuff with the school safety grant. Um, this is a some school safety grant. You know, Mr. H, Mr. Green, they've been working to secure bids to upgrade our intercom systems at all five schools. I left out the high school piece of it and sent it to you and it's in a a single piece over there at all of our campuses and these upgrades from local funds. Um
023this is part of a reimbursement school safety grant forward from the state. Um we were able to secure two bids. Um the first bid came in from DCW at $75,7849. The second bid came from I believe I was saying this right bloom and it was [Music] $81,176.98 Mr. Han pass to Mr. Han and Mr. Ramy we'd like to go with not only the lowest bid but we have worked with them extensively in the past. Are there any questions? Okay, great. With that, I'd like to make the recommendation that um we approve um the bid from DCW in the amount of $75,784 49. Okay, we have a recommendation. We got a motion. Anybody at all? I'll make a motion. Thank you, Mindy. Yep. Do we have a second? I'll second. Second by Ryan. All in favor?
024None opposed. All right. Up next, we have out of state travel. We have three requests. Um our high school cheerleading team. Um they won state um right before Christmas break and they are having the opportunity to go to nationals and back they went last year. And this year it's kind of around the same time. It's January the 24th through the 26th. It's a Friday through Saturday. Um, the one thing I'm excited about this time is the weather forecast looks completely different than not having to hold them over for a day hopefully. Um, the second request is for our junior high choir is requesting travel to Branson, Missouri on May 10th, 2025 and that's a Saturday. And the final request is our high school band and choir requesting travel to Dallas for an end of year
025event and it's May 23 through 25. That's after graduation, but seniors can still still go. And that's a Friday through Sunday. Um, transportation is located. They're able to meet the needs as well. So, are there any questions? Nope. I don't want to be the poor soul that tells the chillers they can't go to nationals. They've worked hard to do that. I motion and second all at once. With that, I'd like to make the recommendation to approve the out of state travel request as presented. All right, we got a recommendation. Do we have a motion? A motion. All right, Eric. Second. We're slow group tonight. I'll second. All right, good job, Ryan. All in favor? We're on a Thursday. None opposed. That's right. We don't have that Monday spirit. Up next is something that a lot
026in our community have been have been waiting for. Yes, with the resurfacing of our fields, um we're able to, you know, put soccer lines in and everything and be able to bring a proposal for you for both male and female student athletes to participate in. Um Mr. Craig's not here. He is at the Rogers Chamber tonight. He was scheduled for there. So, he's speaking with them. So, I I get this duty today. Um, one of the things that, um, Coach Craig did was in September, he sent out a student survey, seeing if there's any interest because if there's no interest, there's no no need. Um, there was interest. Um, we had 99 yes responses and out of our to be 9th through 12th, this year's 8th through 11th graders. So, kids who could potentially play
027um 88 of those 100 99 that said yes had previously played on a club team, a youth team or a previous school. And 56% of them are current student athletes of ours. So, that's a good sign that almost half of them are not. So, it gives opportunity for more kids to be involved. And 32, this isn't a question about them, but 32 responded that they have a younger sibling that's playing as well. On that note, that gives us information that there's kids in the future that will be interested. Yeah, absolutely. Yep. That's important. So, we feel we have enough interest and commitment to start a soccer program. And from a staffing standpoint, what that would look like is um first the first year, I'd like to recommend hiring a head boys and a head girls
028head co head coach and they would assist each other. And after the first year, we will assess the number of students that we have involved and see about hiring assistant coaches to go along with that. So having a head and assistant, a head and assistant after the after the second year. And there's there's another reason for that. I'll get to it in a second. Um, from a facility standpoint, um, practice and games are at Blackhawk at at the stadium and our locker rooms and coaches offices will be in the junior high, which is really close, convenient for them to get to. So, I think that's a good combination as well. Um, the cost, there's initial cost startup. Um, it's about $20,000 and you have to remember the the majority of that cost are the goals
029itself. Um, they're about that 10 to 12,000 for two two competition level goals, but you also have the equipment from the the flags that go in the corner to the soccer balls to uniforms and all that stuff. So they have some startup fee that um we will cover and then also the costs that are similar to a baseball softball game and everything. You know the home games, the road games have their own cost cuz you're track you're paying kids to PE and the personnel cost with two head coaches the first year and two assistant coaches the second year. And the budgeting it'll be similar to baseball softball is what we're predicting because that's what it is at at other schools as well. So their budget would be built in kind about the same as well.
030U from an implementation standpoint, this is why um for the first year, we're in an odd off year, so we have to we can't declare for a varsity conference yet. We're one year out from having to do that, which is kind of a good thing because it's a two-year cycle, right? Yes. This will allow us to play a year of JB next year to get our feet wet and get going um with our with two coaches and move to varsity in the 2627 school year. I believe this is the same format we used with volleyball when we started. I believe we started out with the JV program and then moved to that. The difference between this and volleyball is um soccer is very much like baseball softball. It's a 912 sport. there are there's no
031junior high soccer and so that is um a little bit different but we would post if approved we will post head coaching positions um sign ups and tryyous with kind of Mayish um summer practice begins in June and then they have an offseason in the fall because it's a spring sport and they will begin practices in 2026 compete at the JV level next next spring and we will then declare with the AAA that we would like to be added to a conference. I would assume our conference will will be very similar to baseball softball, you know, those schools and everything and then in the 26 27 school year compete um compete in conference at the varsity level. So I know this is something that our community that had several in our community uh youth soccer
032programs are pretty strong here and everything and it's a wonderful opportunity to be able to offer more programs and opportunity for kids to participate. Absolutely. Absolutely. Yes. Much needed. Yeah, I have one. Yes, sir. Have we thought about like that stadium especially in June July? There's a lot of folks practicing on it, especially football. We thought about like a practice field. Well, or are we going to let the head coach figure that out or? Well, what we have is um we've partnered with the city and we have a so a fulls size soccer field right back here that they've leveled off and everything and we um we didn't saw it, we hydro seated it. So, this year we should be good to go. Um today, I believe Coach Easterling had his baseball kids out there
033cuz um you know it's dry and everything. So, we do have a practice spot, and to be honest with you, we're going to need that practice spot a lot this year. Um, don't know when we'll have the um the stadium back online. Yeah, I get that. I was talking like for future years is there's there's a lot of demand for the stadium and so Okay, cool. There is, but we also are partnering with the city on what that looks like from like pee-wee football, pee-wee soccer and everything because you are right uh Mr. Hegman, we are the embassy of of Pidge. We host almost everything and so it's also having that partnership with the city to provide the appropriate maybe not the the competition space but the practice space that everyone needs. Oh, great. Thank
034you. Yeah. Do we know from the survey um the interest level with both boys and girls? I knew that was going to be a question and I forgot to put that in and I cannot remember but I can get that I want to say girls that said they were interested was mid mid30s to low 40s somewhere in that range. And really my question is do you feel comfortable we've got enough of each? Yes sir. That's it. Yes sir. Great. Good good. I mean, I'm I'm learning about soccer as well. Um, and so, but we need a solid 15 to 18 to to play. That's wonderful. And to compete. So, and there'll be enough schools in our conference around here to play. Oh, yes, ma'am. I think we're like the last ones remaining. Is that right?
035Yeah. Gentry's got it. Gravit's got it. I mean had one um probably they all um pretty easily but just playing people in our conference and picking up you know um freshman sophomore teams from Bonville Rogers and stuff as well. And are we going to look same thing like we did with bowling where there can be outside like community people who pass a background check can come and help. Yes ma'am. We have that in other sports as well. I know that I believe coach Reynolds has that in softball and I know that coach Eastland does that in in baseball as well and of course coach King with Mr. Mr. Brewer or Coach Brewer. Coach Brewer. Yeah. Yeah. All right. Great. Sounds good. Great. I love that. Anything else? Okay. With that, I'd like to make the
036recommendation to approve adding men's and women's soccer for the 2526 school year as presented. All right. We have a recommendation for soccer. Do we have a uh motion? I make a motion. Motion by Mindy. Second. I'll second. Second by Jessica. All in favor? None opposed. [Music] Up next, we have our every year we do uh we try to purchase new equipment for E-Re. Um have two categories. category one and category two. Every year we have category one which is like fiber from intermediate over junior high and then it's discounted based on our um pre-introduced school lunch program. So as of right now we're 60% school. So we get a 60% discount and then we pay the other 40%. Now they have category two which is like for equipment. So for our access points or our
037switches or our battery backups. So, what we're recommending for this year, which category 2 funds are also on a 5year cycle, so the new cycle started in 2021. Um, we've almost exhausted the majority of that um on some projects before I came here. Um, but I think we're I think we're pretty much about 90% exhaustion after this contract this year. But for this year, what we're looking at doing is putting in new battery backups for all of our IP closets all around the district. Um, we're running on battery backups right now that I think were donated by Walmart that were used um years ago. Most of them aren't working. Um, so the the battery backups we're putting in now, um, industry standard battery backups are 5year with a threeyear warranty on on batteries. Sometimes you
038have a 5year warranty on batteries. There is one place or one vendor called N1C uh that makes battery backups and they have a 10year warranty and a 10ear warranty on batteries um which is just awesome. So that's what we're recommending is putting in we have 33 IT closets and we'd like to put a battery backup in each one. What those battery backups do a lot of times we have brown outs all our switches down. Now we're we're losing classroom instructional time or or business time um at the desk because now we're waiting 5 10 minutes for everyone to come back up. So that's basically what we're want to do. I think Mr. Martin has the the number for that. The number he gives you. Um there's a district portion and then there's a total project
039portion. We will only out of our pocket we will only pay for the district portion. the invoicing the vendor will invoice federal program. Yeah, we're on a 6040 split. Yep. Um - we'll pay about $22,000 of it and the district portion will be about 28,000. Is something that we have used for years. It's how we have built our fiber network within our district, put these switches in and everything. we have maximized its potential for our district to put to build the best network we could we can for our district. So, it's been a wonderful wonderful tool for us. So, going to put out the 10year warranty instead of a 5year which other company. So, the bid the bid that I chose to go with is the one that has a 10-year warranty on the back
040on the battery backups and the batteries from the battery backups. So, I think from the same company. Do what? From the same company. They're from the battery backups are from the same company. Yes. N1C is the major battery backups. White River won the bid still. But the what I chose was higher bid that came in but it has a 10 year warranty. All other bids that came in were 5 years. So if you do the math and I put two bids together to make 10 year it's 2/3 the price higher that one bid came. Yeah there's there's a 10 year. So if if one fails in a 10 year period we don't have to look back. Okay. Any other questions? Oh, I think that's fabulous. Good job. Yep. Thanks. Oh, um, the job that Mr.
041H's doing is is tremendous. You know, it's it's with the learns act. You know, other acts have been passed from technology standpoint from our cooperative our emergency action plans to the act 754 which is making sure that all of our vendors and us and we have a contract signed where you cannot share personally identifiable information and everything. It's the task of the technology director has changed in the past 16 months and he is doing a fabulous job with it. So, thank you. Good job. And with that, I would like to make the recommendation that we approve the the -ate service contract with White River Services and Solutions as presented. Okay, we have a recommendation. Do we have a motion? All motion. Do we have a second? I'll second. Second by Eric. All in favor? No
042post. All right. every year. Oh, wait. We got a football and football field building got construction update. Um, I know we sent a couple pictures and everything and it's pretty obvious where we are. We've got the green part finished. Um, slab laid for the band for the band bleachers or band stands. Um, track is next. It has to be they have to come in grade it to 1% grade. come in, put two and a half inches of pavement down, and it has to rest for or cure for so many days, and it has to be so warm. So, we are in a holding pattern until we can get the correct weather to to lay the track down. Mr. Cruz, I believe, will be coming in in April to put the sound system in and Mr.
043Kennedy with Stadium Pro Bleachers, will be here in April as well to put the band stands in. So, we're on pace. We knew we were going to have a weather issue, but the field is in. It looks great. It looks great. Looks really good. The the fibers are not The only way I know to describe it is laying down. They are They're sticking up. It's soft. It the Gmax on it is They haven't tested it yet, but I can assure you it is substantially lower than what we were planning on. Would you like to add anything? No. The uh GEO Surface has been great to work with and and they've done a really good job, you know, thus far. We we kind of joke earlier today we're in that part, but we knew we'd get
044to where the field's ready and now we got to get the track and the rest of it finished and you know, it's just kind of sitting there for a minute. But, uh, we're really pleased with with how it looks and and where we're at. We were walking on it uh uh yesterday and it is it's noticeably uh different. Our fibers are monitored. Uh they they decay with UV light uh over time and so uh uh kudos to the to the board for uh allowing us to to do this. It's going to make a difference for our our students. Oh, absolutely. And our track is in the same condition as everyone's yard. It is wet and spongy right now. So, um, up next we have our report on board member hours. Every year, um, we have
045to report out on hours. Everybody is right where they need to be. Mr. Roelly is at the bottom, but he is a new board member and he has until December of this year. It's technically this year, yes, to receive his nine hours. And Miss Cotton, we believe she has a lot more and we are trying to figure that out. and um get logged in to verify and print that off. So everybody's in great shape. I know we had uh Mr. Brandom and Mr. D recognized as um 24-hour board members, board members of distinguish distinction, I believe they call that a few months ago. So that um we're really again it's school board appreciation month, but it's this is just another thing that y'all do is go on and take professional development hours that are above
046these board meetings as well. So, we thank you very much for that. Um, up [Music] next up is our village roll back. And I believe everybody who lives with Arkansas get a little excited about this. Um, for a minute for a minute. um to let's see in 2023 we had the same announcement did a 1.5 mill roll back um for 2024 assessed value when they came in and did the assessed value you know every 3 years they reassess um we had more than a 10% increase in assessed value and assessed value comes from three pools it comes from real estate which is people's homes and businesses it comes from personal property which is uh easy way to describe it if you have to tag it at the revenue office um you pay taxes on it.
047Cars, boats, trailers, airplanes, I guess, and anything like that you pay taxes on. And then the other one is utilities, which people um sometimes kind of forget about. It's our lowest one of it, but that you know Black Hills Energy comes in and puts in a gas line um fiber that's put in in town that has assessed value as well. So our assessed value increased from one year to the next more than 10%. So we're entitled, our taxpayers are entitled to a roll back in our millillage, which is a good thing. And for this year, it is 2.11 mills, not 2.1, but 2.11 mills. Um, and so what that means is um the 25 mills for district maintenance and operation meals, it's statewide, that never gets rolled back. That's in state law. It stays. But
048what this is for is our for our bonded debt mills that we've voted for as a as a community and we are going for this year for this tax year for the 2024 millage rate we're still at 47.2 mills. These this is the tax that paid during 2025 because everything's a year a year behind the tax. In the 2025 um year um assessment year for 2026 collections um our mail rate will go from 47.2 to 45.09 which means when we started the hospital at 3.9 meals is what um our community voted for. when we built the high school. I believe we are taking back 3.61 of those now in the past three years, which is which is good. But I know this also comes with people's um houses being worth more money. Yes. Great. And
049everything. We will continue to see our assessed value increase. Um this year um we had um you know every once in a while I share how many impact fees we that are paid yearly. Um this year I believe the city was at 610 which is an alltime record but there were some reasons for that. The large apartment complex behind Wendy's and Domino's and and everything was in and that was either 120 or 160 units and the year before that they were a little over 400. So this year I anticipate us being in the 3 to 400 range of new of new residencies and that's everything from a townhouse to an apartment to a um R1 subdivision, R2 subdivision, you know, all the different level of housing. So we we're very blessed in this in this
050case that we will see our assessed value continue to grow and in the future that that will help us help our district. Are there any questions? Cuz this isn't a vote. Um this is just information, right? Okay. No. Um with that u Mr. D I what I have next is person. We do. So uh it is 6:40 and we will now go into executive session.