001You're good to go. >> It is 6:30 p.m. on November 12th, 2025, and I would like to call this regular board meeting of the Atlanta Community School District School Board order. Could we begin with a roll call, please? >> Okay. Jody Goodridge, >> yes. >> Jenny Jordan, >> yes. >> Josh McLaren, >> yes. >> Laura McLean, >> yes. >> Christy Bell, yes. Uh, at this time I'll take a motion to approve the agenda. >> Second. >> Jimmy, >> yes. >> Josh, >> yes. >> Laura, >> yes. >> Christie, >> yes. Jody, yes. >> At this time in our meeting, we usually uh welcome visitors and public comment. Um, do we have any public comments submitted? All right. And now we're going to hear from our principles talking about first quarter is over already. It's bizarre
002that first quarter is like we're already like halfway through second quarter, right? >> Um and before we get started with this, I just want to give you all a little plug. We have big weekend at the high school this weekend. You know, on Wednesdays we wear pink. So if you're familiar with that movie, but Mean Girls the musical is opening Friday night. So, >> are you no nice? So, anyway, just had to give that little shameless plug. >> So, just friendly reminder that these are our um goals for this school year. Still a continuation from last year as well. So, working towards that year's growth. These are the assessments we're using and then still focusing on chronic absenteeism. So, we're going to have Washington kick us off. Okay. So, um what what I have up
003here um is just where we start the year at. So, um every fall we screen kids on the FAST, which is formative assessment systems for teachers. And um each grade level has a slightly different test, especially the early the kindergarten and first grade. They do the early learning test or early reading test and the kids do a CBMR test. So, uh, 77% for our fall for kindergarten is one of the best numbers we've ever had. So, kudos to our preschool teachers for doing such a great job getting them ready. Um, first grade, and my kindergarten teachers always ask questions about this one. Uh, they end the year really good and then they come into first grade and they kind of tank because the test is different than what they end the kindergarten year with. Their
004expectations for them when they start first grade are different than when they end kindergarten. So, they're expected to read u a minimum of 12 words per minute. They have to decode um nonsense words. They have to segment. Uh they have to do a lot of things that they aren't required to do at the end of kindergarten. So, those numbers always tank when we take that test in the fall, but they always rebound and come a long way. Uh second grade started the year at 65% proficient and third grade was 70. So, overall, um as a building, we were 68% proficient on that fall assessment. So, our goal is always to end the year at 80%. So, I don't think we'll have any trouble hitting that. Um, and then this year, the state required um all
005K6 kids to also take a math screener. So, this was brand new for us. Uh, so we didn't kind of we kind of didn't know what to expect. Uh, so we're just kind of shooting to start this one, but again, they didn't do they didn't do badly. Um, we just had know now that we got some work to do. uh 73% of kindergarteners were proficient, 67% of first graders, 59 in second grade, and 68 in third grade for a total of 67% proficient. So, actually pretty close on both of those for both fall for math and reading. Uh I did a lot of the first grade testing and it was really hard. Like they had to deconstruct numbers and we do it like right off the bat. So, it's like, oh man, they're gonna they're
006going to grow so much because they didn't know how to do this to start the year. Um, our PLC teams are working really hard and doing a great job. I sat in on the third grade PLC today and they brought data to the table. They were looking at math assessments. Uh, it was really fun to see them dig in and look at what their kids are doing across the whole grade level and make a plan to help those kids that are still struggling and to help extend for those kids that already know how to do it. So, that was really great. And then we're still targeting attendance. you know, um, last year we did a really great job targeting kids and so those kids are on pretty good track this year, but now I got
007a whole new crop that aren't having great attendance. So, um, it's like whack home to get one figured out and somebody else pops up. So, but it's a work in progress and Miss D is very helpful with all of those things. So, I have a couple questions. Sure. >> Um, uh, you said that's a high proficiency rate for your incoming kindergarters. >> And do you notice a difference with the kids who've been through preschool? >> Oh, yeah. Yeah, there's a big difference. Um, yes, for sure. >> Yeah. Um, did you thank our preschool teachers? >> Yes, I just did, but I didn't. No, I don't. Yeah, we share the data with the staff. I was think teachers because they worked really hard to make sure the kids came in and knowing what to do. So,
008that's good to hear. Absolutely. >> And those kids coming back um after the summer, your first grade, second grade, third graders, like what do you see makes a difference in terms of scores? Like, is it just like are they reading over the summer? >> Yeah, it's typical summer slide. Most of our kids um when we benchmark them at the end of the year in the spring versus in the fall, they always they always fall back and their fluency rates always decrease. Um once in a blue moon, you'll have a kid that'll spend the summer reading and they'll actually accelerate over the summer, which is awesome. I love that. But it doesn't happen very often. Kids just don't spend the time reading in the summers that they need to. So, we try. But yeah, >> Shulie's
009up next. uh some of our scores. I'm going to just openly say we tested about two weeks earlier than we usually do because I have a really anti title teacher who said I want the I want I don't want the kids at the end of the month. I want the kids right away at the beginning of the year. So like literally second week of school we did all the testing and we usually like their fourth week of school. And I'm like so so our goal is to be more proficient in the winter than we were last winter but we started off a little bit lower and I feel like it's some of it's because like And we actually retested one kid on a theory of this and it was like scored 20 percentile better in
010you know on the second test which is fine. Uh but like I I will openly say we started off lower than we did last year. Uh but like I said our goal is to be where we are uh where we were like better in the winter than we were at the end of the school year last year. So uh just an update for fast fourth grade 57 and fifth grade we're both 57% proficient which is a lot lower than we want to be. Um there was one point in you know just to kind of follow up data one point in early October where 80% of the kids that had not made it were on track to make it in the next part. So, like like I said, our goal is to be way ahead of
011where we were at the end of last year by the the by the middle of the year, but I you know, we're going to get there. And we even talked about that today during PD and set some goals for, you know, two to three kids per class is all it's going to take to make a huge difference. And I mean, it sounds silly, but two to three kids in each class makes a like makes a huge difference on a per turn. So, we're hopeful uh very hopeful actually uh that we can make some of those changes. And some of the kids are great doing a great job right now on their primary monitoring. Uh, NBA wise, fourth grade was 63% proficient in reading, 60% proficient in math, fifth grade 63% in reading, and then 58%
012proficient in math. Um, again, I mean, that was that was a really fast test and and we were we're excitedly a lot of our teachers are excitedly ready to take that middle of the year. Uh, We got new ALA curriculum and today we spent some time in in in PD talking through it and it was a really good conversation and like heard at least three times. I can't wait to see what our scores look like in the winter and the spring next year. So, I think that's that'll be really positive data. I we hope uh that will show. So, now the pressure is on it. We make sure we get there. Um, so as you can see, we did our uh NWA test. Um, and we've the last two years have done ours a little
013bit earlier. Um, so we're pretty much starting at a pretty similar uh place that we did last year uh to start the year. Um, we try to we try to get it in within the first uh week or two of September. That way we can get our our intervention groups kind of established a little bit earlier. Um so sixth grade math top is the math there. Um you can see we're 56% 66 and 79% proficient in those grades. And that was kind of the trend last year too. Um and then over the course of the year it kind of kind of evened out a little bit where everybody kind of ended at least at the ISAS last spring right around that 80 percentile range. So, um, for whatever reason, it seems to to have caught
014up over the last year anyway. Um, and then the ELA there is kind of the same trend, 61, 68, 73% proficient. Um, and if you look at the AMS math, AMS ELA, and then our fast uh percent proficiencies, I'm going to keep my hands in my pocket and not be a middle school principal and do the 67 thing, but >> Oh my gosh. it just jumps off the screen at me. It does like it's it's too much of my day um too often. But anyhow, um ironically, a lot of 67 percentile proficiency. Um this is our first time uh sixth grade math doing the the A math. Um, and so, uh, we really don't have anywhere to compare that to as far as previous years, but, uh, we've sent the fast letters out for reading
015and, uh, we feel pretty good about where we're starting the year academically. Uh, and now, uh, we're just going to meet with our BLT Friday to talk about our evaluate our school improvement plan and the intervention system we have set up and see if we're we got the right people in the right places and if we're doing the right things. Okay. Oh, my stuff at the bottom's all Anyway, I'll go through it kind of clean it up a little bit. So, as you know, last year was our first year with uh the NWA's and so broke down by the four grades. And when Casey and I were reviewing the NWAS, they did reorm this year. And I don't know if y'all recall from last year, the first time we did the NWAS, we we failed
016for quite a bit and learned a lot from that first goround. Um, so I would be super happy and excited if we got to these numbers by the end of the year, but they make me nervous because I'm not and we also tested way early um because we wanted to get our intervention groups going in ELA and math right away. So I think it was literally the week after Labor Day is when we did our NWA tests. Uh because the 15th is when we started interventions. So I would like to think that these are accurate. Um but I think time will tell because this was very very positive. So our our freshman this year last year on their ISAS were like 81% proficient on the ISAS. Now again remember these are the NWAS. Uh we
017don't do a fast our second testing is the NWAS. So I'm sure fast testing will be coming. Um and I know on the fast math the meeting I attended today they got some just take deep breaths with that is all I can say is still working on it. Um, so yeah, very much like what Stacy said to our PLC's um are still, you know, working hard. What is interesting is, so for instance, I'll use social studies as an example. So all this work goes, they're coming out with new standards now next month. So it's kind of like, all right, so how do we look at the standards that we identified as essential standards? Where are they still existent existing in the new standards? and just making sure that we keep that work um appropriate and
018attendance. Yeah. >> These change that come from the state department of >> Yes. Yeah. or uh uh why can't the core common core Iowa core. Yes. And but if you're like PE so they've got national standards. So shape um is where they get their standards from and theirs changed as well. So they spent last month also reviewing they felt much better at the last October PLC we had because they're like okay it our stuff is still there. It's just we just need to restructure how things are but it's kind of frustrating. Uh so yeah social studies uh science is also going to be reviewed again. So that's why it's always a constant wheel in motion. >> Yeah. And it makes it hard for you guys to try to try try to compare to asper. >>
019It does. Absolutely. Absolutely. So I just really hope that the norms referencing and I think Casey may have some more information on that too that they did um for the NWA actually aligned to the iceps as they're intended to. Uh but you all know I'm still you're going to learn this is still new for me the NWA. I'm still feel like a novice learner with it. So, um, but we've come a long way. So, I would be very happy if we kept >> Yeah. And I think part of the reason we're kind of cautiously optimistic with some of these early proficiency scores is because they reormed things. Um, when I looked at a sixth grade ma uh student um last fall 2024, their math score of 212 was in the 43rd percentile. And if you
020take that same score with the new norms this fall, it's 54th percentile. So, we're talking pretty drastic jumps. So, If we're saying 40% or higher is proficiency, I mean, how many students just because the norms change, not their score, are now proficient. And you know, it's not necessarily their their actual score that changed. So, so what that's going to do is and in the article they have a wonderful little diagram I should have included, but I didn't come across today. Um, so that's going to move it's going to shrink our our lower end and move more out of those interventions and it's going to grow our advanced end and more going to qualify for maybe a higher end and tag type situations which >> not necessarily qualify but >> well you'd be considered right. Yeah.
021Yeah. Um but but yet the score is the same. So yeah, >> we're trying to wrestle with all that. Yeah. Yeah. So >> sentiments accept. >> So we look start looking at things p through the district perspective here. A couple things that we've got going on. Uh we've now utilized language line which is a a translation service that we can use through phone calls. Uh they do have other services available but right now we only anticipate that being um needed through phone call. Um, and basically that is uh we have you have high frequency uh languages and low frequency languages. And two of our languages are high and one of them is low. And all that basically does is just determine the the you know price per minute that you use the service. Um so
022we've just kind of rolled that out here, got it out right before conferences. A few different meetings have been used for that purpose. Um and it just makes the accessibility for our families a little more reachable. uh because we are able to um utilize that just you make the call, they find the translator, they get the translator set up and it's just within minutes. So that's kind of nice. Um the districtwide organizes >> how how go really smooth. I mean, I would say super smoothly low frequency language that we had. Uh, we were told might take 15 minutes and I had somebody in two minutes and then we got disconnected for some reason and it did take another 15 minutes to get back. But, uh, but it was really smooth when I used it. Like
023I can't fail. Like it it was as good as you would hope. >> And so you just put the translator like on speaker phone and they just help you facilitate the conversation. >> So you introduce yourself. Um, you kind of give them a little bit of background of what the call is for. first they just so they have that in their head. Um you give them just a couple little things and then um they introduce themselves and then you just start the conference or the meeting or the disciplinary call or whatever it is. >> That's got to be such a relief for parents. That's I mean it's really hard to come into a meeting like that and not speak English, >> right? >> And I think it is for us too because we worry that
024>> are we delivering all the information that they need? >> Yeah. Um so the district-wide organization of programming again um you've probably seen that on my reports. We are um in the midst of just working through some things as far as like like we just got our um review back from the AEA for our IEPs for the district. Uh we're starting to work on that, dissecting that report and that information um and rolling that out to some of the teachers just so we can find ways to improve what we're doing um and the way that our IEPs are written. making sure that those are uh best for kids. Well, we started the process for reorganization of the TAG program last year. Um we're hitting that heavy uh right now. Um and that's actually on the
025bottom there. You can see the the GSAP. We're doing basically a self assessment. Um we have that kind of starting the first we're we're utilizing the AEA U and there's actually someone from Heartland um AEA that's very well-versed and she is basically recommended across the state. she is willing to come in and she's working with us and we're going to be doing a self assessment to evaluate the program. I don't I think do you guys remember they I think Vanessa said like 2019 was the last time. >> Oh yeah. That you did that. Um and so even though they did it they didn't really have a lot of the um forward motion with that information. So we're going to do it again. We're going to do it in a a directive like she's coming in
026and actually directing it. not just we're not just doing it ourselves and then hopefully pushing forward with reorganization at all levels on what that tag program looks like um for the district. Um we have uh the curriculum review we're looking at potentially um trying to find some more supports for the EL program in the new curriculum that we have. Um the curriculum itself has some pieces for our EL population, but it's our more advanced um EL population. it's there's not a lot there for our newcomers um and our emerging um learners. And so they're looking at another program that's offered through the same um publisher just to see if that would be a better fit for our staff and what they want to provide. And it would be a parallel piece. So when those kids
027are exposed to what uh the ELA curriculum in the genative room, this EL piece will come alongside it um and potentially double up what they're what they're exposed to. So that would be really positive as well. And then of course we have our spec count which um the initial count was due the 31st of October and we are in the finalization process. Tomorrow we have to have everything finalized um because it all gets turned to the state on Friday. >> So continuing with some challenges. Are you doing this or >> it's challenges really have not changed >> right >> uh for us the transportation it seems to be an issue accessibility the lower level of Washington we still don't have an elevator that works and that has affected not just Washington it's affected other groups
028as well the solutions they've come up with which are the only solutions they've had to do so I know that's been a huge huge challenge unfilled teaching positions So all of us are still struggling with that. Any pos, not just teaching, that's the number one thing, but parent positions, extracurricular positions. We still have a lot out there just unfilled. No applicants. >> Subs is a big one right now, too. >> Sub subs is a big one. We're constantly >> every department. That's not just classroom teachers. >> No, that's you know, there's a lot of times that we've had to jump in. which is great, great opportunity to do the kids, but that you would hope that's not something you have to do. It's something you'd like to do and it's kind of what we have
029to do. Uh internet, you know, has been a challenge in quite a bit. Certain classrooms, all buildings have some area that's a challenge and and Roger's well aware it uh often times with teachers, it's almost come like clockwork. they know when it's going to click out in their roots. >> And that's difficult when you have new curriculum that is internet based. >> Yeah. >> Um because you have something planned, you are trying to dive into your curriculum, your resources, getting to your tools, and if the internet is down, you have you have no access. So then you have to kind of find a different way through that which and I mean even even on the administrative side I mean I can't even tell you how many times I send an email and it bounces right
030back because there's no connectivity. It's just >> I think you trying to find internet others out in the hallway. >> Why is that? >> Yeah I I get that question because that in our history we don't know. >> We don't know the answer. So, >> been this way for two to three years, but >> yeah, >> she had a really bad issue. >> It's just really >> So, yesterday I I know that Roger talked to Dr. Johnson yesterday and he gave her a thing that he thought maybe was the reason why. And, you know, there's not necessarily a for sure way to fix it because if you do one thing, it might be too many access points. If you if you do this thing, you know, how much overlap is too much overlap? I don't
031know. And I don't I'm not the right one to ask about it, but I know he's trying and he's trying to work out solutions. >> Can you talk to us more about the transportation roadblocks? Um and you said our community partners. So what exactly is the problem? Are buses sweat? The kids are out of the line. Like what is what exactly is >> I think it's for some families it's just having access getting kids where they need to be when. >> Sure. So like they live in town and >> Yes. typically it's in town >> but they're in walking distance and they don't get here. >> Okay. Then so why are they not our >> like what's what do we need to do to change that? >> So like we have a I'll just give
032an example that I can think of is we have a family who lives oh about a mile away maybe a little bit more. They they cross the highway. They're the parents are hesitant of you know kids crossing the highway. uh reason I mean reasonably so. Uh and so like the struggle was there and uh they called and said you know our car's my car is not working. I I don't know how to get the kids to school. I don't want them walking across on their own. So I think that's like those are issues that I think all of us have similarly ran into. So they're they're not within too close too close >> but they're far enough away that walking is really especially as it gets colder very difficult >> and so with the community
033partners piece I think what I would like to address there is uh we've had a lot of breakdown in communication and it's almost like I just need to get everybody around the table and be like okay seriously can we figure out a system because I this whole like well I thought you did this or I thought you did No. So for us, we're finding that um I really think we need to get everybody around the table. Uh so from SWEA from our transportation, I I'm just going to use myself as an example because I have some seniors who they have unique schedules and so when they are going out to um other courses with some of our community partners like Partnership for Progress, they're at different places. And so, uh, especially if you have somebody
034who has some physical challenges and there's a breakdown in communication, well, I don't want some kiddo left out waiting for somebody to come getting we think we're doing it. They think they're, you know, so I really think one thing as far as that roadblock. There are additional uh, as we're addressed. But I think for us, that's one thing that would really be helpful. >> So, is there anything can do that or You just need to set up. >> Well, I can take care of the meeting I'm talking about. So that but as far as the in town busing, that's a that's quite an expense >> for a district. >> Discussed or >> we had it a long long time ago. >> Well, just a couple years ago discussed >> that was but those were emergency
035funds that took care of that. That wasn't part of our normal budget. >> No, I know a couple just the discussion was after >> Oh, I'm sorry, Andy. Thank you. most most of the challenges that that I had last year and year before was was just helping um get the SWE information to the families that were in need. But SWEA actually reached out prior to the school year this year and um they were part of the back to school process. And so I don't know if that's just been my building, but I felt like I've had way less conversations about get people connected to SWAT signed up. And I don't know if it was because of that or not, but they they were more than willing to reach out. So >> yeah, and I'm Please
036don't misunderstand. I think it's because we have new things happening with some of our four plus programs that we're all just trying to figure out what the heck I do not want anyone to think that SWE has not been a good partner because they a thousand% have. Yes, Miss Hayden, I know there's no such thing as a thousand%. It's okay. Um so but yes it's just a meeting that we wanted to get in place but I am concerned about some of our kiddos who are past mile uh we have some serious hardships that a lot of our families are going through um financially they some don't have vehicles at all so uh yeah so we tried to as a faculty we tried to raise money to make donations to sweat to buy passes her kids
037those situations I'm just anxious to see how these scooters do on ice and snow. >> No, >> and I wanted to add another celebration on you. I'll tell you. Okay. On my real quick. So I hope in my board report which was added tardy I apologize but we something that is not common and some of you in the arts world are familiar but we had a four-year allstator this year which which is Grace Mitchell not Andy Mitchell but yeah so Grace Mitchell um she is one of a very very elite group to be selected as a fourtime allstate musician So, I'm looking forward to having that celebration next >> Saturday. >> Yeah. 21st. >> Saturday. >> Gosh, time is weird right now. So, I I wanted to get that added. >> You want to add
038yours real quick first? >> We're just super pumped. Like, yeah, >> we're so pumped. That's all I got to say. >> We can't wait. >> Um, and then we also had awesome um attendance for our fall conferences. We had 90% of our families best we've had since co. So that was super awesome too. >> The other celebration I want to make sure we mention is uh you sent people including me to get trained as a trainer for restoative practices and we had our first set of cohort go through the last couple weeks and it was well received by the cohort and uh a lot of positive conversations have come from them. So I just want to make sure you unders like you guys sent us we did we did it. we're doing it and we've
039got really good uh feedback from the the people that took part. So, you know, something I want to make sure that I I share here. >> Okay. >> We had wonderful Veterans Day program um that included staff that had served community members and I might have given um you know how like before you take your family somewhere, you kind of give them the you do this. >> We have to talk as a student body because Veterans Day program it's a high honor thing, right? So, I'm always like, "Oh, gez." days and they were great. Kids were awesome, respectful. Um, so it was it was good. >> Thank you. Yeah. >> Well, extracurricular celebrations. We don't get to that very often. Yeah, we had an outstanding fall season football team making the playoffs if you don't
040count the co year first time in 23 years. Brought a lot of excitement to the community. So, you know, hats off to them. cross country had two kids qualified for the state meet which we didn't have any last year first time in a long time didn't so they were right back on track this year it was awesome experience uh for Mason and Katrina what what a great time volleyball had you know about a just a one game under 500 record I believe won their first round of the tournament that was here uh then ran into red oak who was a state qualifier as they always are >> and two all-star volleyball team selections Yep. >> Yeah. Yeah. We had >> Zoe Kirkoff and Tie Hagen. They competed on Sunday. >> That and many many allconerence
041award winners uh for that. Fall tennis was brand new for girls this year. It was the first time they had it great. It went his best. They hardly have any cancellations because the weather is better. Their season was wrapped up early. It was easier on the coaches. James was around it quite a bit. What a great great situation. And yes, part of their extracurricular thing was we actually had three kids make All State band this year. A couple first- timers. >> Gav was the first time. Michael >> Hamp was the first time. He's an alternate last year. I believe Katrina Williams is an alternate this year. And then so for Grace sing one thing we'll clarify on that. There are something like 4,000 high school musicians in the state of Iowa. She has won on
042average about eight to 10 a year that make four year old states. Uh so she is like 1% of 1%. So that's that that's >> show you how hard it is to know she gets none of from me or her mom. We're clueless when it comes to readings. I don't know. >> Awesome. Thank you. >> Thank you. Uh, and uh, uh, board, I'll just note that um, the principles and Stacy, everybody submitted written reports also for you to review. Um, the superintendent also did submit a report, but she's not able to be with us tonight. Um, so we're just gonna I just anyone before talk about any of those things, but she's not really here to answer her question. So, but she did want to make sure everybody did see the notes that she made.
043Um, so board, uh, would any board members have, uh, comments they would like to make at this time? >> Good. Um, we are going to talk a little bit about the the elections later on. I think it's under discussion, but I I do just want to take the opportunity to thank the community. Um, I don't know if this has percolated out there, but we had one of the highest um, approval ratings for our geo bond in the entire state. And a lot more than half of the geo bonds uh, by school districts in the state this year did not pass. And um, and even of the ones that passed, ours was really just high up there. And we just really really appreciate the community support. because um I think that everyone's going to be very
044very pleased with the project and with the amount of stuff that we're able to get done and really uh the numbers sound daunting, but then when we sort of know construction costs and think about how much we're going to get done is, you know, this board has a little bit of a more concrete idea of it, um it feels like we're getting a lot um for that and we really appreciate this community. I you know I remember Christie that you had said months ago that this community has a history of showing up to support the schools and um I just reminded myself of that several times and and really appreciated that. Okay, Lee financial report. >> So um I shared with you the October report. So that is our fourth month um of our fiscal
045year. Um, revenues were up uh slightly from this time last year by about 114,000. Uh, expenses were also up, but about 106,000. So, we're staying ahead. Um, we haven't submitted anything for uh federal grants that are reimburseable grants that we do on a quarterly basis. Those are due this month and then we'll get the money in January. So, we spend the money first, then we get reimbursed. And so, that all takes a little bit. So when you look at revenues, you're like, gosh, this should be higher. Sometimes it's just because that process isn't completed. Um, our biggest expenditure, of course, 84% of our spending is on salaries and benefits as it should be. Um, because that is our greatest asset. Um, we really our supplies have kind of are not as high and mainly because
046we do so much at the beginning of the year ordering everything for the year or everything for the semester. We, you know, we do lots all of our curriculum purchases, all of our annual agreements, subs subscriptions, those are all done. So, when you start looking at July, August, and September, we had huge supply uh dollars spent. And then now we're kind of back to where we were this time last year. >> Anything else that you wanted to flag in particular for us or does anyone have any questions? Um, I'll take a motion. >> I move we approve the financial report. >> Second. >> Okay. Josh, >> yes. >> Laura, >> yes. >> Christie, >> yes. >> Jody, >> yes. >> Jenny, >> yes. Uh at this time, uh we move to approve our consent agenda,
047which uh involves things like meeting minutes, um some of our regular bills that we pay consistently over and over again, open enrollment, um and uh movement among staff. So, if anyone would like to pull anything from the consent agenda to consider separately, um you may. Otherwise, we can take a motion to approve all at once. Will we approve the agent that consent in Hannah? >> Second. >> Okay. Laura, >> yes. >> Christie, yes. Jody, >> yes. >> Jenny, >> yes. >> Josh, >> yes. >> Okay. Uh, now we move to our discussion items. Uh, we have three tonight. The first one is to talk about the audit from 2022 and 23. Um and then we're going to hear some about the staff the badge reports and uh talk a little bit about the election uh
048welcome snacks from there. So uh we stop. >> So uh the 2223 audit uh didn't get in your hands as soon as we should have gotten it. So I apologize for that. Um, the district went with a new firm, uh, Bergen KDB. Uh, they have an office in Urbandale, but they are based out of Minnesota. And they are a new, um, financial auditing firm compared to what this district has used in the past 10, 15 years. And so, um, it was a my first year, but you're auditing the year prior. And so, um, there's a lot of information you just don't know because you're kind of looking back at what happened before you. So, um, as they they came on site, they go through your records, they go through expenses, revenues, credit card statements, cash,
049they go through all your pieces, they do your assets, they look at um, they look at there's some Gazsby report accounting that takes place. Um, nutrition is always a big um thing they focus on because they are a kind of a business within the school. And so that's looked at any type of uh resale. And so they come in, they kind of uh inundate the offices, they go through your software, they ask lots of questions, you provide lots of uh data and documentation and then they kind of give you a report which is has been attached. It is 95 pages. So, if it is something that you want a copy, let me know and I'll I'll get you a hard copy of it. Um, the the things that that I noticed on the audit when
050they they share it with you is, you know, they're they're going to find something. That's just what they do. Um, and so if there's, you know, any little thing, um, then what they do is they kind of file a report. It's kind of at the back. So, if you're looking at the audit, it's like the last maybe six or seven pages of things that says no, they could do this better or they could do this better or whatever. Um, our the only thing and this is for the 22 23 year. So, you know, kudos to the people in the accounting office that prior to me because it's really a reflection of them. Um, is not enough staff in the accounting office is there wasn't enough there's there's not enough people to do a full checks
051and balance. So that like cash and and payroll and different pieces are touching the same people. And so their perfect world would be like one person does this and then it goes to this person and they do this and then it goes to this person and so that the same person isn't touching the same transaction twice and um they feel like you know we have four in our office and they feel like we're just about one person short making them perfect and we know that's never going to happen. we're about right where we need to be. So then it's just a matter of okay, how do we change what we do so that the same person so if if Emily is doing the time clock then it should I then do this piece of payroll
052and then Diane does this piece of payroll and then it comes back to Emily. So it's just learning those new processes. Um this district had has worked very hard on trying to get that checks and balance in place. It's just still not. >> But we have made adjust. >> We have made adjustments. Um, as they told me, they don't have a school that they hardly ever they always write that up because it's just the way school districts are. We're just not big enough to have enough staff to truly get that audit finding off. Um, so those are really that was the main audit. And so then what we just have to do is we have to write in and say we're working on this. we will try to work on this and they said you're
053going to have the same next year because if you fix the payroll piece then it's might be the money piece. I mean but but at least we know they thought we had good processes in place for credit cards. They thought we had good processes in place and some different pieces. So I felt like it was a really good audit as I was looking through it as a new new person in the district and um thought it was really good. Um, they have been a a fantastic auditing firm. We have a three-year agreement with them. I was not familiar. One of the reasons I was excited about coming to Atlantic because you used the same auditing firm that I had been very familiar with and then and then got here and found out that you weren't
054using them anymore and I was like, but um, lovely people, very, very smart. Um, couldn't ask for more support from them. Um, but it was just new, right? is you go to get your taxes done and you use the same person for 15 years and all of a sudden somebody else you get and they ask different questions and so it's not that they it was harder, it's just it was different and so it just made it a little more challenging because our office staff was expecting what they had always done and do it in the same format and then none of it they just different documents, different styles. So um it was very a good learning experience for us but um so I apologize that you didn't get that but you have it now if
055you have questions you know I I printed off some different things that that I saw um you know compared to year before I mean revenues had increased but you know so did expenses but um I didn't see anything that stood out. Our assets had increased uh nutrition you know was had higher expenses. Nothing in it was like now that I need to watch for that. >> Yeah. No, it seemed like a plain audit of we had it with what we were state for students or something that was brought up and then the internal controls. Those are the only two things I saw. >> Yes. Student count has not been on for about five years here. Um that headcount seems to give us some trouble um counting how many are actually in those classrooms compared to
056what JMC or student support or student software has. they just can't quite get it. So, we worked really hard for this year when we did count. Um, we we got a lot more people involved than we had in the past. We were doing headcounts. We were doing lists. We went through and met with um each building secretary um trying to get that count right because what happens is if you overstate um and say, "Oh, we had, you know, 14 and you really only have 13." You know, the state sends you money for 14 and then you overstated, right? And so then they write a a file in your audit and the financial auditors have to get involved and the superintendent has to get involved in a report has to be filed that says you know
057how are you fixing this right some type of compliance how are you fixing this why are you counting wrong why what's going on um it is a lot of work when you >> give money back to the state for the >> yeah yeah and you know we you know it's seven800 student I mean every student counts right and when you have to give four or five students worth of money back that you didn't know and so so it's it's an interesting process. We feel like we've got a good process in place but there are many hands in the JMC file and so it you can see how things sometimes get ministered. You think of students coming and so you mark them here and then you find out you know mom dad moved or something happened
058and oops we didn't get it by the deadline. So, um I think we're much better, but looking at past, it looks like it's been an audit uh comment for the last at least 5 to 6 years. Um but 22 23 23 24 and then also in 2425 it was higher than usual. >> And so it's the actual count off. >> But yeah, we don't have those audits that have been completed, right? But we only know it because the when we do the aid levy each year >> and it comes back the adjusted amount. >> That's when I see it. >> Do we uh we didn't put it on for approval? Uh do we in the past this board has approved the audit? Is that >> not our preference or >> No, we absolutely can. You
059can't. And and I just >> I think it's good practice to demonstrate that the board reviewed it. >> Yes. Yes. And and then the question I was going to ask that we had brought up before that um with our previous audit firm um they actually asked for brief board interviews with they hope to get at least a couple of board members and they also were willing to come and present talk to the board about the audit. I mean the audits have always been clean as long as I've been on this board. So you know in a way it's like >> okay so new auditing firm um they did not request board uh input as the old board as the old auditing firm did. So that is a change. Um this board uh this auditing firm
060did ask if they wanted to speak. Um it we were just so late in the year, you know, because this was from 23 24 that I said, gosh, I would rather you do maybe the next one. Like this just feels like the timing of it off. But I mean, I'm sure one of them to come speak because that was part of their contract is that they would they would present to the board and I kind of been the one who said, you know, it's it's we're too late kind of to even talk about a year that >> but you weren't even here for the year, but >> I wasn't here for the year. So, it it was a tough one to so I kind of made that decision and said, "Let's not but you know,
061we definitely want you to do in the future." Well, and because this board will have to make a decision that contract be coming up here again shortly and you know it'd be nice to >> where where are we in the process with the 23 24 then? >> Yep. So 23 24 we just finished the 23 24 um we were actually working kind of on both years. We were doing 23 24 22 23 23 24 all at the same time and we've actually started 2425. So we've been working on >> So when did we finish 23 24? When did it get due? Um, so it'll be by December 31st. So we'll have it I I intend I figured we would have it by the 1 of December. We should have it soon. So the hope is
062it's a December 10th meeting that we possibly could approve that one. >> Okay. >> But it's I mean when is it due? When were we It's due the 31st of this year or when is it due or when was it due? >> The 23 24 one. >> Yes. because normally it feels like that comes in the summer and we look at it like it's like a September October thing. >> So it's normally June 30th that that is due and then they do extensions and we did an extension because we hadn't finished the year before. >> Wait, hang on. June 30th. So the fiscal year ends June 30th and then it's a full year for that audit to be completed. >> Okay. >> I was thinking it was due like March 30th and if we do
063a three-year extension it's June. They do a they do an initial um March 31st. So you they do like a uh not the final like it's kind of a here's where you're at kind of thing in that March one because that's kind of halfway through the year thing and then the finals do due that June 30th. And so you're you complete the year and then you work kind of the whole next year to wrap. You know what I'm saying? And so we were we worked on that first year, but my first year it just took longer to get that >> much should be easier because it's all your data and information this 23 24. >> Yes, it has. >> So is the issue that because you're new or is it that they're behind? >> Oh,
064no. I wouldn't say I would say it's more on me than them. They're they're not behind. It's it's more um everything, you know. before CO they came on site right people and you would just have five days they would do the audit it'd be done and you that's just not the case anymore and so how audits are usually done is um they'll come on site for like a half day kind of thing and kind of introduce themselves that kind of thing and then then you work with five different auditors and this auditing firm like um Nigman Johnson you know they were all at from Newton So they're all from the same location. Uh these people we deal with, one's in Kansas City, one's in Minnesota, one's in De Moines. Um and so you you just
065work through um a software module that they have. And so you just upload documents, but they are not as comfortable with our software as the past auditors. And so what we used to do is they would go in and run whatever reports they want. This firm you you have to run the reports for them and you have to submit them. And so they've done a great job. It's just everything has taken a lot longer. Um, and and we'll start to try to expedite that faster because I know my office staff is ready to to move to the next year and we we've been trying to finalize this year so we can't move on to the next year and and we are ready because we're ready to start our auditing process. >> Yeah. When does that
066start for the next year? >> December 5th. >> This starts 2425. >> And they can't start that until they finish this last one. So that's why we're finishing this one getting it and then we start the next one. So it's just and again once we >> when last meeting we're talking about it wasn't done. So when did we get this one done? >> The 23 24 we are we will be finished by tomorrow. We had we had like three things that we had to wrap up. it was part of a Gazsby report and um you have to send it off to an actuary firm and information that they pull from our system and so it just took longer and then um since they were doing it we told them to you have to do a
067report every year. So we we had them go ahead and then just do next year's report as well so that we've got all those so that wouldn't slow us down when we do the 25 242 year. Sounds good. Well, maybe when we um since we've already looked at it and everything, when we go to approve the FY24 audit, you could also put this one on there for approval as well >> and have them present on the next one. >> Yeah, FY24 or FY I mean FY25. It sounds like probably they won't be doing that till >> But the one with the current >> Well, if we're on track, we start December 5th. should be finished March 31st. Good >> and then get it in. >> That would be great. >> Oh, good. Okay. So, some
068of us who've been on the board longer were asking some really and Louise questions. Do you guys have any more questions? You guys haven't had a chance to actually go through an audit, a school board audit. No, I kind of expected somebody to be here, but >> yeah, >> I and I think that's the thing. It used to be an annual thing and so now we're like three years behind and that's what I feel badly for you guys. >> Reading a whole thing of >> the whole time. Yeah, >> that was pretty clean though. So, that was great. >> All right. Okay. Our um second discussion item, staff beds report results. I don't know who's doing that. >> Um I am. Okay. Um, so there's the department of ed kind of has three big reports
069that they have every school district do that to analyze your data. And so one of them is that C that we talked about that's that sort of annual report where they you they're kind of doing a a report of your um finances and that's a large report that takes a large amount of time because you're going through um and once you have that completed that's when you can then start kind of your auditing process. The second report is student enrollment and so they make you do a certified enrollment. They want to know that what you have in your student information software is the same as what they have. And so you you run you upload your reports and they'll kick back and say, "Okay, you've got, you know, six kids that are open enrolled, um,
070but we only have five." And so then you spend your time trying to make sure that JMC and the state have the same information. So then the third report is what this is. This is the staff beds report. So then they take the same information but now they do it instead of a student enrollment they do it based on what your employees are uh what do they teach what job do they fulfill at the district and so they pull that from our payroll records and as well as then each there's so many people who are involved with it the principles do so much work with making sure the teachers are teaching what they've you know have an endorsement for you've got um how you know are they a full-time employee? Are they a contractual? And
071so every single person who does anything for the district has to be accounted for. So, um, what I did is I tried to throw some stats together and I gave you a hard copy of it because, um, it's not a very userfriendly report at the end when you're like, "Okay, now let me see what the data tells me." So, what I did is kind of created my own because I didn't really It'll give you a spreadsheet. It's about 18 pages wide and it it's no way to really do a nice formula with it. So what I did is I kept information from last year and information. So we have 273 people in some capacity that we pay um whether it's a community coach or a seasonal person or um or full-time. So 273 people. Now
072there are more jobs than that because um use Andy Mitchell's example. He's an athletic director. He's also an assistant principal and he was a baseball coach. So he fulfills three roles. So um it's more than there's a lot of people but 273 people actually is who um are paid in some capacity from the district. So what I did is I just put last year's and this year's information. Now the FTE means a full-time equivalency. So as you can see you have four building principles but they are a 3.5 FTE. of three full-time and then Andy being a part-time assistant principal. So the FTEES tell you what is the equivalent if they were a full-time position. So as you go down through there and then I kind of did the plus and minuses. So and I
073think even the building principles mentioned that you know we're down in some some staff and things like that. So based on this we are down two regular ed teachers um from last year. We are down one specialed teacher from last year. So we're roughly down 3.8 FTE. Now again 0.8 sounds weird but it's based on a full eight hour a day person compared to um people. Then it has you go through all the licensed people and then it gives you all the information on the non-licensed people. Um so the positions like pair of professionals, your student support are anybody that's an adviser or sponsor, they're seen as student support. Um and it goes through each of those. And so then I try to do kind of a scale of where we're down. It looks like
074we're down three in nutrition. We're down three in operations and maintenance. We're up one in transportation. Um and we're up one in Paris. So we have one more parah this year than we did last year. Um and again you're doing it as a count date that same model. So you know we may hire someone now but they might not be a part of this because when we did this data we also have a school resource officer that we didn't have last year. So that changes your count. So we're down roughly 2.3 FTE on the non-licensed. So we're down about six overall employees from last year to this year. Um so I I kind of wanted to spell that out again. It's lots of data, but what this does is by doing these three reports, you
075kind of do this annual review of your accounting, you review then your staff, and you review your students to make sure that all the data is correct. It's so important and so vital that our accounting system has information correctly as well as what our student information system has correctly. So, this is also a great way to catch things if if we don't have someone right or someone is teaching something that they're not licensed to teach or um we've got someone who's doing too many jobs and they're more than a 1.0. Um it helps us catch that. So,