001I am Is Mindy present. Hi Mindy. How are you? You uh let's see. Did I see your name somewhere? I did not. Did not. So, no. Would you want to come up this evening? I think you should. I think you should. What's that? Yeah. Can you bring a chair up here? Show you the rest, but we're going to do a roast. Hey, come here. There's a chair right here. I feel like I feel like this is a chair. This is a time for you to be up front. All right, we're starting. All right, it is uh 6:00 and we're ready for our April April board meeting. Yeah. Thank you. All right, let's do uh pledge allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it
002stands, one nation under God, indivisible, with liberty and justice for all. And now a moment of silence, please. [Music] Amen. All right, Mr. Martin. All right, welcome to the April board meeting. Up first, we have our consent agenda, financial report, and board minutes. Are there any questions over that? Okay, with that, I'd like to make a recommendation that the consent agenda, financial report, minutes of the regular board meeting held on March 10th, 2025 be approved as submitted. All right, we have a recommendation. Do we have a motion? Motion. Motion by Eric. Second by Mindy. All in favor? None opposed. All right. Next, we have a recognition. We have our our cheer team here. Um I believe Miss Hurst is this two times in a row for state. So, we had back to back this year.
003They they've won some of those in the past. We are they went to nationals this year in Dallas. We are extremely proud of them. It's been a while. Um, I believe they had their state teacher competition right before Thanksgiving or Christmas, always track every year, but um, they're also very busy with basketball season and everything else. So, I'll turn it over to Miss Har. [Music] Well, this is most of the uh competition team from this this past year and we did [Music] convenience. Um and so we won we won back to back this year. We won in 21 as well. We like Mr. Mark said, we won nationals last year. We placed fifth this year and we were going to get recognized at an earlier uh board meeting this uh year, but we were traveling
004to support our girls basketball team in the state tournament. So, it took a little bit of time to get here. I am missing a few because in the spring and the summer, they do try to make up those work hours whenever that we're not super busy and things like that. But, the kids work have worked really really hard. I lost eight seniors this year. Um, but we just touched high outs and it looks like we are going to go strong into the new uh to the new year competitive world and sideline world again. And so we had a great year wrapping it up with these lovely athletes and we're looking forward to another great competitive year for the 25 26 year. Yeah. Can tell you. Okay. This is Ava Bitney. She's the senior. Miley Humphrey.
005She's the senior. Kaylee High Totower. She's a senior. Haley Snar Jr. Maya Lundy Jr. Savannah Young Jr. Connor Walker Jr. Grayson Hurst, sophomore. Riley Randall, sophomore. Bridget Clark, sophomore. McInter, sophomore. Jennifer Burus, Brandham, sophomore. Emily Burus Random, junior. Bristol Han, sophomore. Emily Win, freshman. And Evans, freshman. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. association together take away variables that led to projections. So a little bit of Kansas City in Arkansas recently school district here has a lot of takeaways and themes that go into the indication of growth or limitations of growth. So that this is a sophisticated forecast model. We're collecting all the data and producing that most likely forecast. The report's broken out into these four main parts. I'll spend most of the time talking about part one and part two
006and then how those two um parts of what's happening with enrollment, what's happening with housing lead to our 10year enrollment forecast. So the executive summary here um goes through kind of the main takeaways from the report. We do have the district growing over the next 10 years by around 550 students. And so a lot of that growth is at the junior high and high school level. Those grade levels as they bring in uh larger grades into uh that grade band. We're seeing greatest growth there. And you'll see that's correlated with the capacity challenges where the junior high and the high school are expected to increase over their building capacity within this time period. And one of those main drivers is going to be our development activity. So going to our part one, the whole report
007is um very detailed on geography. So our model is really built on what are the different variables that are happening at the household level that are creating a different relationship with students. And so we get very granular with our geography of the district. You'll see lots of maps in the report. This first visual is just looking at our district boundary and our city limits. And so we're kind of bright setting where we are at um on a geographic perspective. And the next thing that we do when we start looking at the [Music] model is instead of just thinking of it as one district boundary, we break it down into bite-sized blocks called planning areas. And so a planning area is a unique geography that we create. And you can think of it as one neighborhood,
008one apartment complex, a new growth area, and it's a small building block then is analyzed for what's happening with students, what's happening with housing. Is it um $500,000 houses? Is it more affordable units? All of those different variables need to have a different relationship with students in future years. And so this visual is just showing you how the green lines are going to be one planning area while the yellow lines are a census block. So we are more detailed than the census gets with our population analysis while we really dive in deep to what's happening with your households in the community. And then each of the variables are analyzed at that granular level and then fed into the forecast model. So if this means something to you that's great. If not, it just means it's
009statistics. It's bringing all that in together, pushing out that most likely forecast. Um, and we're known for at that 90 8% accuracy, more likely that 99 to 99%. And that really leads into what are the different variables that we're feeding the model. And so some variables may be more limitations to growth and then some are more indicators of growth. And so we're collecting all of that, knowing what's happening in each household and producing that most likely forecast. Okay. So to get into one of our key variables here, we're looking at the relationship between live birth data to kindergarten students 5 years later. This gives us a market share of what we can forecast for future kindergarten students. And so in this case, we are seeing an increasing Benton County live birth rate. and your district
010sees um around a 4 to 5% market share of those countywide like births. So as we see increasing live birth rate, we're going to have a more sustainable kindergarten enrollment. And then the bottom graphic is also looking at the relationship between live births and that total population under 5 years of age. You can see how both of these variables have been increasing. There was a couple dips. You can see in 2019 2020 live birth rate dropped a little bit. That's very typical. We saw co really kind of decrease a lot of live births and um frankly most of our districts that we work with have a decreasing live birth. So the fact that you guys have an increasing really speaks to just the population growth that the entire county is seeing. Next we look at
011our past enrollment by grade. So, what's been happening these past 10 years and what are the different grade trends that are happening? So, in this case, we have seen our greatest enrollment yet. That's no surprise. We've been growing for the past 10 years. And we have many classes that are the largest in history. A good rule of thumb when thinking about enrollment growth is comparing your kindergarten class to your 12th grade class. And can your incoming kindergarten fully replace that exiting grade class? And so for the past years where you had greater growth, you had a larger kindergarten class than that exiting 12th grade. In this year, it's a little different where you do have a smaller kindergarten class. And so we would normally say that this is a limitation. But the caveat to that
012and what offsets that variable is your considerable cohort growth. And so cohort growth is that pickup of students year to year between say fourth to fifth grade or seventh to eighth grade. And the cohort growth that you guys are seeing is really great. And that's what's creating larger secondary grades than our elementary grades. And so this bubble that's currently in our intermediate and middle school, as they move into our junior high and high school, they're replacing those grades. And you can see that demonstrated on these visuals where that first one is comparing your kindergarten versus your 12th grade. How in the past it tend to be kindergarten was greater for pass forward. We have 12th grade larger than our kindergarten class. And so we would want to see more of a stabilizing kindergarten, but this
013the 12th grade growth of what they pick up year to year um just offsets that variable. And then the bottom graphic is our grade size. So in the past on the average class size they were pretty close in trouble in first grade versus seven as we move forward and pick up each year in junior high in high school. The next thing we look at is our vibration. And so we look at how many new students versus students see here in our migration very positive. We also district and so this is your student choice district as well as if any student has an address that would have the district boundary. So with state Arkansas you can see that increasing we're at about 430 district students at the time of official cash. So I will say that
014all of this goes back to that official October count or September count that you guys provide this date. So if you pick up districts throughout the year that will be reflected of this that snapshot here at the top that school districts they have the greatest growth and they contribute the most out of district students per year. The next two visuals look at the geography of our students. And so in this case, we're focusing in on those neighborhood areas for the neighborhoods that are orange or have been increasing in students versus a little hard to tell on that. Um but the time that goes over a bit better is neighborhoods have more households moving in that have kids versus the group and maybe some existing homes that have some families that have moved out a place
015um that actually decreased the number of kids in those neighborhoods. And so then we also combine that with our total district heat density. The hot spots indicate when the earth near each other changes. So looking between these two maps, some areas that aren't hot spots yet are in orange. So they're increasing. So 5 years from now, 10 years from now, they may be a future hot spot versus some of those decreasing. So even though they're producing a lot of kids, it's less than what they were producing 5 years ago. And so that goes through part one. Most of these you can see are great indicators of growth. Um really the only limitation is that kindergart this year. Um but the offset that is that continued cohort growth and if we continue to see that cohort
016growth like we have forecasted will offset that. But if that decreases, if we start um having less student change in years, we can see more of that limitation. Okay. Look at the relationship between population. So this visual is in the past 10 years of the correlation between these three variables is you can really see that about 4 years ago all three of these started going up higher and greater. So that line population we're looking at where it was like 100 to 200 people per year. We're up to 300 400 new people moving into the district. is new housing. So certain things in these past four years that same correlation is taking off which has producing growth and just strengthening the assumption that if these two other variables continue at this rate we'll continue to see
017that rate and then the next thing we look at is the relationship. Yeah, absolutely. I think I I just missed it. Why? Cuz the red line is super. Why is there not the same trend in the red line that we're seeing with the green and the blue? It goes to that just because you're see houses have new kids. I think we see some uptick. Sometimes we do see is um kind of a delay too and so you're the census is pushing out new houses and people this year it may take a year or two to see that enrollment at the same level. And so then our K12 field group is looking at that relationship between housing and kids. And so this is something that just because you're building 100 houses, it doesn't feel the same
018amount of kids 10 years ago as it does today. And so if you look at this orange bars, we're looking at single family homes where 10 years ago there was 53 students per 100 single family homes. Now it's decreasing to 42 students per 100 single family homes. And so even though we're building a lot of activity and that is creating more students, it's not at that same rate um of that activity as opposed to 10 years ago. And this is probably the unit um just people have less kids as well as there's just different choices now with private home school or um you know your surrounding school districts. And so that's something that we're tracking even though it's the same number of units. It doesn't have the same generation of students similar methodology but multif
019family and you guys don't have as much multif family housing but with some apartments in multifamily homes. This graphic just goes in to look at all the residential inventory that's in the district. And so that top graphic is looking at in each decade how many new units that we build for that 10 year time period where we can look at it from 5 years into the current decade. Um we housing just exploded right um with the market and just the northwest market as well. So we're looking at over 5,000 single family units um and around 320 multif family units which at 320 most built in the last 2 years. So that's on the uptick. So we'll track that as well in future years if that um the rate between multif family increases as a way
020to provide more affordable housing. And so this visual looks at student rate where the neighborhoods are in red. So they producing the most students per 100 units. Green is the lowest. And so having some where those existing units have a lot of teaching in place versus the red probably in the last 3 years and they're producing the most amount of kids that we'll ever see. The next couple visuals just go into the housing market. And so this visual is looking at our average built. So um by those areas which have been added to the district value. So the price point of our units. Those are going to be really two main variables that we choose our household. What's the quality of the home? And then what's the price? And in your back year and so
021these different clusters over the past 5 years of unit production you see those new subdivisions that have come online we're looking at over 400 units built um in 2024 and I think we have like 120 in 2025. So and that's just probably by now together. So um just a lot a lot of activity right and so we try to map out the future of our development activity with this map and so areas is looking at those neighborhoods that are under current development. So their care building or poly building permits where they serve their infrastructure dirt work and then the yellow and the purple are the future areas that the city identified um for future residential development. I would say that we feel pretty good with the green the current areas. I would see that 5
022to 10 years if you do another analysis in 2 years or even a year that could really change. When talking with this city, they have so much going on right now and they know where that purple area is where they expanded um super modern infrastructure. So they feel good about that corridor. Um but there's just a lot of potential for growth throughout the district. And so um really monitoring this um year after year would be really good. And so all the areas on the map are put together on this table. So, we're looking at what type of housing is proposed, where are they at with their process. So, how many existing units have they completed versus how many potential do they have to build out? And so, we're looking at um over three 3,300 potential
023units over these next 10 years. And um 1750 of those are in current active stages. And so when I say that that five and 10 year could be expanded, that's really likely as we see, you know, future phases of those developments as well as developers follow each other. So when one starts to take off, another one takes off. So we'll map those [Music] out. And then the last thing in the model is we do more just a universal variable for economic development. So we just know and we're aware of the different regional things that are happening. So um great community growth within the city as well as um with like Walmart hub and different things that are happening in the region further supporting that greater population and housing growth. So that goes through part two.
024You can see here that all of these are great indicators of growth. Um really the only limitation is that decreasing student yield rate but that's very difficult when you build a lot of housing and it's a whole new generation of people um that variable is going to change and so not more not so much as a limitation that was just something that we would monitor year after year of how many students are coming from new housing or building in what's your factor on that you said it was like per one per 100 no per one house one U unit it's42. Yes. Yeah. Okay. And so we show it by per 100 units. So it's 42. 42, right? And so you've got 3,300 new units in the next 10 years. Mhm. And so if it was42,
025we would forecast more than 5445 new students in 10 years. Right. So, so 545 estimated 10-year change is a.16 estimate per new unit. So, it's either.16 or it's42. So, the the yield rate, it's not as simple as like what's just happening within the developments though, cuz we're so happy. I agree. Yeah. And so, your 120 migration, is that net per year? Yes. So we're so net migration we're 120 per year and and you're saying 3,300 some new units the next 10 years and we're yielding 545 total net in the next 10 years. the five what was your last your initial uh slide said in the next 10 years we had new kids that's four year that's four people four cohorts per per year on average per grade for the next 10 years I guess my
026point I'm making is based on the data that I'm that I'm seeing from your report 545 seems way low to me very low very low so I will say that when I get to the growth is really hasn't consolidated in that first years 1 to 5. And so as we build out in the model where we have most of those units are in current and active. So that 3,300 well 1,700 of them we think are going to be done for the next 3 years. And so that's spiking up the first couple years of growth rate. Um but since we have more limited of that years 5 to 10, it's creating more of a stabilizing still increasing birth rate in years um kind of 5 to 10 post that as those units get done. Does that
027make sense? A little bit. And don't don't get me wrong, I think the data is very thorough and good. It just to me it seems like when you add I mean I'm sure you've got a great model there and um when you add the net migration and 3,000 you just you're going to get and you talk about increasing live birth rate county you're you're going to get more than 545 in 10 years. You think about what you on there you said since 2020 we're 3 to 5% growth 3 to 5%. So you take a 4% average in the weeds, but 4% average that's like 88 students at 2200 population and so you know 88 students per year times 10 years if we keep the 35% growth that's 880. And I know it's just simple math.
028Yeah. Right. That's not a formula. That's just so I'm just saying it seems like it might be underdone to me. I mean just my two cents on it. It's very thorough data. just I will say that we when you get to the bigger like you can't just replicate that like 4% you have population it's harder to sustain that um so looking at districts that are in your place um it would be really hard to sustain that economic growth that you guys have experienced for the last 3 years and something with that the rate analysis is that we get more detailed so something that maybe I could provide for you all is a specific yield of students from new housing the past 2 to 3 years um compared to old existing housing um because that even
029might be a little bit lower where just building new houses we're not seeing as many students and so we're looking at those specific planning areas to also look at in the future when a housing development that's very similar in say size number of bedrooms price of home what is that specific rate and that's forecasted in the model as well as the turnover of your existing units. And so there are some decreases in our existing neighborhoods that we're also pushing into this model too. It's not just a straight upward growth. That's helpful. I think for us, if we could kind of summarize it in a form of a range so I don't get behind this like here's the worst case projection and that's 800. The mean projection is 545 like that. that would be more helpful.
030So, I'm sorry. I'm going to stop asking questions. I'm just ask if it's for two children per new house and 3,300 new houses like that, 1300 new kids without this. Just do a rough math without taking into account the housing cost and increased housing cost. And as that increases, people who are starting out can't afford. So we're just doing right for all units in the district. So not new housing. That's out of all your single family inventory. It's 42. Not not multi. You typically see more kids per household in multif family. No single family single family. Okay. Okay. But that's saying that's how many units ever built in the 60s and in the '50s. All your restory. Got it. 232 for what's your number 10200 kids in 10 years, right? You see that here the
031first 5 years is a much higher growth rate and so you're looking at 400 days in the first 5 years. And so that's why I'm saying coming back, we have more data for that 6 to 10. We did see that go up higher. We have more information of what future houses come in. But the first 5 years really based on those 1,700 units that are dangered right now, we're seeing a 15% growth over the next years. That's Yeah. And so we break that up higher grade levels. And so elementary is about a 60 student growth. You can see middle school um is more of a stabilizer just with the grades that are moving into the middle school. Um they're seeing some of the smaller elementary grades move and so that bubble is the smallest and
032the greatest levels are junior high and high school as they have more of the greater growth from cohort. um as well as with the smaller classes that are currently say attemptable pre-graduate they're the classes coming in fully replace the greatest group in those classes that field better and that's we can break down that field rate by just focusing on the past 3 years of new units and that will be a more accurate number of income student housing unit versus kind of that historical trend that I showed you first. Yeah. I'm sorry. Okay. Comment. So, the next thing that's kind of over 10 years um and then the next thing that break it down is by our buildings. I know that's pretty small here. Um but this is looking at in each building, what is the
033projected enrollment growth as well as building capacity. So in this case, we have the shading in at least when you're over your building capacity and so I know it's tough to see it there. Um but intermediate and middle school capacity offer that growth bridge over the next 10 years the challenges starting at the junior high really I would say next year has um year two but we're like five students from capacity. So I'm assuming next year you guys are going to start to feel that stress at the junior high level as it increases past that building capacity. High school um you're looking at year five where that enrollment is projected to surpass the high school level. So some challenges within our secondary and so then the last thing we have is to vibrate. So just
034taking this apart each grade level if there's um kind of giving you guys some tools to think about facility planning. So if there's some massaging between the grade levels or thinking about where potential future additions could be. I'll try to give you guys all the different tools to think about and make decisions. All right. So that goes through the part of the presentation. And the rest of this is more just conclusion statements. And so that growth that we're seeing in that first period of time really comes from the unit that we're being fed in those current stages. The more growth we get and as the city of get more of a handle on a future growth plan as well. Um we can see probably a trend of that 6 to 10. I would increase um
035the growth projections in year 6 to 10. We need those units to either be proposed or recommended from the city of add considerable. You guys are going to have some challenges with those facilities um in the first 5 years and then um those that go through most of my slides. um next us here that first one really just we doing this maybe in the next 2 years 3 years something can come back and check yourself when you're looking at enrollment projections especially in high growth models development activity can keep going forever they can plummet things that were approved by the city but never build and it's something we never talked about develop next year those kinds of things that we just want to monitor We do recommend that and then um for you all just
036to think about how to analyze these results with your capacity and then communicate with your public that um there's some challenges with the currently inventory in this projections that any other questions that you guys have just check the same levels and everything. Um the reason why we do this is November 2025 is a big month for us. we have to um our facilities plan for partnership funding is due to the state. So over the next 6 months or so um it will be informing our community um working on getting input and making some decisions on what we're going to to apply for as we go forward in the next specifically 5 years. Yes. Great. information. Thank you so much. [Music] Thank you. [Music] Yeah, you know the enrollment analysis we don't the enrollment change facility
037planning I mean it um budgeting resource allocation we're going to use this information on staffing decisions in the future so that we see you know patterns and everything so we're really going to use this information to make decisions beyond just adding square footage or how we utilize it's how we how we will manage the growth um school district over the next five to 10 years. So, it's good stuff. We're very appreciative of it. So, thank you. Yeah. Thank you. Is prek included in elementary or was prek excluded in analysis. Did you say prek? Yeah. Okay. Prek is its own line. It is um it's up there at the top, but it is included in the enrollment piece. Um they have it going from well back at 20 15 16 to five students and um in
03823 I'm sorry 34 35 they're projecting us to have 76 students in our prek program. Now that's in our that's the numbers we have now that's not including all the other daycarees and all that stuff. Thank you. And it is included in the primary school building whenever it's that's what I wasn't sure. Yeah. Oh, sorry. I didn't answer your question. You're good. What's our total enrollment right now? We're right counting prek. We're right at 2700. Okay. Okay. It goes up, right? Around. We were just looking around about numbers. Thank you. Thank you. Okay. Thank you. Thank you so much. Thanks so much. Um any other questions? All right. Up next we have um assessment update and Miss Taber is going to discuss on assessment dates. All right. Um each month we had a principal share
039or a campus team share about the work that they're doing. And so, uh, we were talking about what to discuss in April and we thought, man, all the work that they've shared with you for the whole entire school year. We're getting ready to see, you know, what the results are. And so, the state summit of a test state summit of test window actually open today. Um, we start our testing in P Ridge next week on Monday. Our, uh, primary building will start testing. They'll run a twoe window. Um, they're taking a test in math and a test in reading each student. And so, um, those will be a little smaller group, takes a little longer, so they've given themselves a twoe window. Starting the next week, you have a calendar in your packet. The 28th,
040um, our junior high school will start testing. They'll finish up. They'll take four days. So, our students in grades 3 through 10 take a test in math, reading, writing, and science. Um, and so they'll spread that over four days because these new tests, um, we just experienced them last year. They are untimed. And so, we know how much time a student typically takes. We know how much time we have to provide standard um but we also don't want to stack multiple tests in a day just in case we have students who want to take the extra time. So they are doing one test a day. Um you have there uh in that first week we really have a lot of testing going on. Um the 29th and the 30th are big days for us in
041four buildings. Uh and then the next week um our middle school is going to join in. We'll actually start another summit of test that week with advanced placement tests at the high school. We have one test we give at the junior high. Uh we have around 270 tests we'll give for advanced placement um throughout that twoe window. Uh and then we'll finish up after four weeks of testing uh with one week of school. So we have a lot of self assessment going on um through here. Um, I know they're working really hard to make sure our students have a great testing experience. Our teachers are setting them up, learning a lot of boot camps, test taking skills, relieving anxiety skills before you go into a big test and all that. Um, but we're hoping for
042some good results. Um, you know, we've seen good results along the way with our form of assessments and this is where we kind of figure out where we fall. So, any questions about that? It's exciting. It is the season, right? It is. Thank you, Miss Favor. Um, up next we have action items. Um, board transfers. We have numbers. So, school choice season. Um, but up after that we have door hardware purchase. Um, Mr. Randy has been working on our school safety grant and this is part of our grandmaster key system. We're doing that and we have um two bids to consider for door purchase hardware. Our recommendation is from Wesi um to purchase our actual hardware from in the amount of [Music] 137,83860 is usually fully covered by fiscal safety grants from the state department.
043Are there any questions? It's a key system or a badge card reader system. We already we already have control access. Okay. Um what this that's the card readers. Um what this is is external and internal um changing out door hardware so that we move the grand master key system and from the classrooms. We are eliminating where you can you can use a key to unlock the door permanently from the outside where every time the door closes it's it's locked. Thanks. [Music] Any questions? Okay. With that, I'd like to make a recommendation to approve the purchasing door hardware from Wishy in the amount of 137,83860. Okay. Have a recommendation. Do we have a motion? Make a motion. Motion by Ryan. Second. I'll second. All right. Second by Jessica. All in favor? None opposed. Okay. Next we
044have in Scotland the door knocks and there are a lot of them. So um both companies that wishing that presented the bid quote the lowest bid book that you just approved they gave us three vendors to contact that they used in the past and everything and trim tech came back as the low bid at $29,50 to install all the hardware. Again, this will be paid for by the safety grant and our safety grant was right at 1774 174,000. So, we're within the margins of that. I know it's coming out of district Congress. It does a little bit by half. Yes, sir. And I think a lot of times you'll see that where people a company wants to work and everything. So, that's why they were Yeah. It says they're the only one that did the
045bidwalk. So, it makes sense. Yeah. they can visit. Wow. [Music] So, it's it's not 100, guys. It's in the hundreds and they'll I mean, they'll drill a hole, all that stuff. Make sure that they're installed properly. And I know I believe at the intermediate school, we have inch and a half deck drawers instead of inch and 3/4. provide spacers to go in there as well and that any other questions with that. I'd like to make recommendation to purchase um the door hardware installation from Shrimp Tech in the amount of $29,50. All right, we have recommendation. Do we have a motion? I'll motion. Do we have a second? Second. Second by Eric. All in favor? None opposed. Okay. Up next, we have um device purchasing. Uh we've been working with Mr. H. He's here if you'all
046have any questions, but um these devices are our teachers have laptops. We're at the point where they are at their end of life. Um what we would like to go to is a lease program instead of purchasing outright. We keep them for 3 years. To be honest with you, at the end of 3 years, they're not. We don't want them anymore. And so that comes to a cost of $196,357.15 that spread out over 3 years. A lot like a bus purchase except at the end of a bus lease purchase, we keep the bus on base. Um I believe, Mr. If it is, we can buy them back in fair market value, but I can assure you we're not going to want to buy them back devices for years. We want to um purchase again and
047provide new devices. Is there some kind of with a lease program, some kind of insurance like if the if it malfunctions, is it are we covered? No, we still we still get a one-year manufacturer warranty that come with the devices themselves, but there's not additional not it's optional. We could have took that, but staff I have and we're still under false things are under warranty. If we break it, we we fix it. Okay. And of course, if it's destroyed or stolen or lost, we we deal with that as well. Okay. After that 3 year mark, you start to see such bad degradation working on laptops half a day, three or four days a week. Okay. I would say in the last 8 months we've had a battery and power charging problems on 30 to 35.
048Yeah, I have one right here. We don't really have to mess with that. The majority of this purchase is also changing the type of devices for the majority of those users to where they're using the devices. The battery is going to last 8 to 10 hours a day versus a year old laptop only lasting an hour and a half. Okay. You said threeear lease. Is that Yes, sir. Is that the cost over the 3 years? Yes, sir. 60 65,000 I believe it's 65,000 800 a year under 66 after tax. Um what you don't see in those numbers is these type of devices that we are moving to. We're also going to save approximately 20,000 in Windows license security software devices. So by moving to a different device we're also going to save. [Music] Well, thank
049you for that. [Music] All right. Any other questions? Okay. With that, I'd like to re the recommendation to approve the lease of staff devices in the amount of $196,357.15 um from DCW/DEI spread out over 3 years at $60,4942 a year with tax added on with an additional $5,746 a year. All right, we have recommendation. Do we have a motion? like Eric. Eric's going to do it. I'll second it. And Mindy's going to second it. All in favor. That's defin our building track construction update. Um they have they're here to install um later track surface and everything. They started they did the runway on the north end on Sunday. The wind was vicious. So, um they stopped today. They are grinding down some of the high spots for the paving to make sure we have a
050consistent form and everything. I believe they start laying tomorrow. Um sound system was installed. Believe it finished up last week. It sounds really good. So, we're excited about the progress and we are on schedule. Yay. Feels great. It's looking really good over there. Looking really good over there. as baby bleachers are in. Um it it it's going to be a good environment for not only our community, but at a Friday night football game, it's more than just football team there. You have band cheer, kids working. I mean, it's it's a solid 300 kids involved in our Friday night events and it's going to be a good environment for all. So, it's a good it's a good thing. Good. My band kids keep wondering why they keep the football team on the band field. That's true.
051And that's just the football end of it. We're also upgrading the track that our community uses and countless kids use. So it is a um it's a track where reference count and we're adding Yes, ma'am. Yeah. Um Coach Shields um we hired him I think in the March meeting. Can't remember 100%. And we will have a recommendation for you either in the May or June board meeting for the female coach. We're excited about that. Um, we have ordered soccer goals. We had some soccer equipment come in. We got our first soccer ball a couple weeks ago that was paid for out of general funds and not recess activity accounts. So, um, they're they're getting started up and everything. So, it's exciting. Good. That's awesome. Good. Um, up next we have our audit for in year
052end, Miss Brunell and her staff, Miss Tucker, Miss Rose, Miss Hawkford. Um, they've done an outstanding job, everyone in our buildings have, you got to remember our audit goes through our buildings, fixes, um, food service with Norwood and everything. It it's it's pretty thorough and everything. Um, we had no findings or misstatements, which is outstanding in a in a budget our size. Um, we're compliant with all standards and our internal controls are good. Um, I think the importance for us is to realize the transparency that provides for our community, that we are financially um, reasonable and responsible with our money. Um, we're our financial health of our district is good. um the accountability piece that we're providing this information to you and to our um and to our stakeholders and to make sure that you
053know it's just like the enrollment analysis. This audit is about public trust so that we can provide information openly about where we are, where we're going, and how much money we have and where it's where it's and what that money is being used for. Thank you guys very much. Yep. Are there any questions on the audit? Mr. Bernell, do you have anything you want to add? Yes, sir. Okay. Um, with that, I'd like to make the recommendation to approve the audit for year ending. I need to get this right. June 30, 2024 as presented. All right. We have a recommendation. Do we have a motion? Make a motion as presented. Motion as presented by Ryan. Second. I'll second. All in favor? None opposed. Up next, we have salary schedules and this is a good thing.
054Um, our faculty and staff work extremely hard and we are in a position that we are able to um increase our salary schedules. I'm going to turn it over to she has worked tirelessly on this to make sure that not only that it's first we can afford it. Thanks. Okay. And to also be able to reward our faculty and staff for the outstanding jobs they do. Um, I know no one in education signs up for the volume of the amount of the paycheck, but a paycheck always helps. And to be able to, uh, say thank you with a raise, I think, is very important to us, too. Um, I'm going to go over some of the summar changes from our salary schedule. Um, work really hard trying to clean them up as well as provide
055raises. Um, so for our SA uh licensed salary schedule, we're going to provide or we're recommending a 2% salary increase. For our classified salary schedule, we're recommending a $850 raise for employees working 190 days or less and $1,000 raise for employees classified employees working or 191 and above. um our uh we created salary schedules for our classified administrative positions. So that would be my position, our technology director, maintenance director, IT or am I forgetting transportation director and then our child nutrition director. Um prior to that we were placed on just various schedules depending on our positions. So, we actually created salary schedules for those five positions. Um, we changed all our athletic stipens from flat dollar amounts to indexes. So, as they continue to grow as a coach, their when their salary increases by their
056step, that index will increase as well. So, that kind of gives them a bump. As they continue to grow, their salary will grow at that position. Um, we also did that with some of our non-athletic stipens and we added a few new uh stipens that on the schedule that you guys had already approved prior. We just cleaned up the schedule so it was transparent that when we post them on our website, somebody is applying for a position, they understand exactly what the pay will be before they take the position. We did not make any changes to our substitute rates. We increased those last year and then we created an hourly salary schedule for various jobs. So we have after school tutoring. We have different things. We have summer work where we pay kids and adults
057and we didn't have anything physically on the salary schedule. So we created the salary schedule to reflect those hourly rates that we've been paying those staff members. Um and then one of the other changes that we did is um our licensed administrative salary schedules. Our principles, assistant principles, our curriculum director, special ed director, we changed their salaries. Mr. Martin did a salary analysis based on all the districts in the co in our co-op to try and see where we were competitively. And we're right in the middle of some of the smaller districts and then some of uh the larger districts, the Rogers and the Springdale are right over here. So we're in line with I believe Grabbit. Yes. Um what I did on all of them I provided that for you with our bachelor's degrees,
058master's degrees, specialist degrees with our staff is to look at kind of where we fall on um compared to to our neighbors. Um I believe there's 15 districts in there that are in fifth in Washington County. Um we are very competitive on our teacher pay line with um all the way up through the Solomon Spring School District. um you have the larger core districts that it's it's very difficult to be competent with on the administrator payline um to also um become competitive again not with the big four but with those who are um that are same size up to um up to Solomon Springs um usually with the admin salary schedules there's a drop off between the larger port and so springs and then there's a smaller drop off between solemn springs and I and
059I understand that you get to a scale issue and everything and smaller districts have different um reasons to park at and everything but I feel this salary scale the the increases everyone um recognizes everyone's hard work and is is fair and allows us to be as competitive in the market as the communities. In addition on the administrative salary schedule we are also creating lanes. So before or we just had one lane whether they have a master's, a specialist degree or a doctorate. So we've added some lanes to their salary schedule. So they we have a master's lane, we have a specialist degree, and now we have a doctorate degree as well to honor as they continue growing their person. Yeah. And that's similar to what you see about our class schedule. Um you go from
060bachelor's to masters. So, one question I do have, um, this is exciting. Did we think about or have we thought about is there any way to consider I know some of the other districts do it, but I know we've got paras and then we have special education paras. Have we thought about tiering those as well? So we had them tiered at one point where we had a a a nonsp specialed parah had a different salary schedule than the special ed program. But what was happening is is there are times where throughout the year we may have to move a parah from a regular classroom or a regular sort of like a library into a special ed classroom. So we were having to make changes throughout the year which would change people's contracts. So we shifted
061everybody to the higher instructional aid salary schedule which was with special ed. So all aids are on that um column. Okay. Thank you. We also added the personal care stipen. So you are doing duty that involves personal care of a special needs student or honestly any student that has that written in a formalized plan. Then we pay you in two sipins, one in December and one in May because you've done the work. So they're not on the front end, but they are additional um siphons that they get at those two checkpoints cuz they then they've done the work. They've been documented in the Medicare payment and all the things in the health care system and fees and that way we can document that that personal care is happening appropriately and adequately. those those um aids
062that that that is part of their duties are specialized or specially specialty trained and so then they get that compensation. So if you have that higher ask of your job as an instructional aid that dips in a little deeper um then you definitely get compensated for that as well. So that's addition too. Okay. Thank you guys. Anything else? Um, with that, I'd like to make the recommendation to approve the salary schedule for the 2526 school year as presented. Okay, we have a recommendation. Do we have a motion? Motion. Motion by Mindy. We have a second. Second. Second by Eric. All in favor? Okay. On behalf of our team, staff, they're going to say thank you. They deserve it. Absolutely. Absolutely. We thank them. [Music] All right, it is 7:01 and we will go into executive
063session. Mindy, if you'll hang tight.