001million um building improvement, renovations and so on. So project priorities always um safety and security of the buildings. We want our kids safe number one academics should follow kind of hand in hand or second though we always want to make sure our kids are safe. Uh we want to make sure our facility our moss meet the needs of our 21st century learners and we also want to work on creating new facilities that better serve our kids. Um and then also the other thing uh as you know young families they are looking at communities to move into and one of the first things they look at is the schools. So we want to make sure that we are very competitive with the neighboring districts and communities around us. Here's the timeline. It goes way back to
002uh August of 23. And that year was the year that we had a large number of kitty kittyard students come in to the point we had 25 kids per classroom. We had five sections. We needed six. We wanted to try to add another classroom to the Washington Elementary, but there was no space. There was no space. We couldn't move a program. We couldn't move somebody else to another classroom. The board talked about do we move the third grade up to Schuler. Is that a a solution? then what? So they said, "You know what? Let's let's kind of get into the weeds. Let's hire some folks to come in and do a full facility review. Tell us what we need to do. Tell us what things are in great shape and what we need to look
003at uh for improvement." So they hired a company called IAT. Uh they worked for uh Iowa School Boards Association. They hired him in May. uh December they hired an architect company to work hand inand with this construction company as they started to review and evaluate all of the facilities um that the kids are in. They also looked at the bus bar, the achievement center, everything. By May, uh the board had been presented a master plan by the architects along with uh information that was prioritized as high priority needs for improvement, medium, and then things that could wait five and years out. And then uh they hired a company called Piper Sandler, a financial advisor. Travis Squires is here. He's in the blue. He's going to talk a little bit about some of the finance plans
004that are presented to the board. And then by July, a few months ago, board decided um working on the legal language. And then August, I guess the board started working on uh they decided to put it to a bond vote. So in a short period of time, the board was doing a lot of decisions, meeting often. Um and here's what that master plan looks like. These are the high priority uh things for building. You can see Washington's at the top. It is the priority for the the board to make sure that that building is addressed and improved on its needs. Here's a larger version. Oops, there it is. >> Here's a larger version of so you kind of see it where you're at, but you can see all the things involved in Washington. It's per
005square foot cost per program. It's approximately a 17.43.5 43.5 uh million dollar building uh renovation um addition and we'll show you like schematics of that. Uh and then Schuler Elementary the things that made the final cut on the critical high priority needs the middle school and then at the high school. and in your um notes handouts on the um the table over there you can get a copy of this PowerPoint so you can go back and reference it. So November 4th that is when uh the board the board um the patrons will be uh looking at three different ballot issues. The first one would be a $22.5 million go bond general obligation bond and it would fund everything that's academic. So everything at uh Washington, Schuler, Middle, High School, all things that are academic, that
00622.5 um geo bond would um take care of that. The 18.5, it's a sales tax, a penny, a sales tax. We call it save. Also, it would take care of that multi-purpose uh practice facility at the high school. I'll show you that in a minute, and I know you've heard about it. The last thing on the ballot is a revenue purpose statement and it gives the board authority to use that save dollars. Every so often, Travis, how many years do we have to approve that? >> Well, it was originally a 10-year tax and then every time the state legislature has extended it, the community has had to come back and vote a new revenue purpose statement. So, the the first time Cass County voted was, I think, 2004. Um the tax then became statewide in
0072007. So you know at that point the district needed to renew that. Um then the the most recent uh iteration was in 2019 um when the state legislature extended the tax all the way out to 2011. And to date there are about 230 of the 325 districts that have voted to do the revenue purpose statement. And so that line's kind of falling in line with getting that taken care of. >> I had a I have a slide on that. So I was just trying to follow um whatever Travis was talking about. Thank you, Travis. I I knew just off the off the top you could address that. So revenue purpose statement, the public has to give permission. They have to vote and give permission for the board to use that money. Okay. So two different
008columns, two different bonds. And you can see on the left side the 22.5 that's the geo bonds. You can see the listing talks about all the things that the plan would involve covering everything that's academic and then the right side that would be everything that multi-purpose practice facility. I try to go through these pretty fast. Just some FYI stuff. the geo bond uh would have to have the board has to have 60% approval on that from the public on the vote and the other two it is 50% approval. Okay. So Washington Elementary you can see these are major pieces that are part of the project. They would be uh demolishing the 1958 and the 1962 sections of that building. If you've been the uh Washington Elementary um you you would understand why they're looking at
009doing that. They would also add a kindergarten and a first grade wing there. Uh there is a need to increase from a five classroom grade level to six classrooms per grade at Washington. Also add um preschool. We'll talk about that in a minute. And then a new secure entrance, a cafeteria, art, music, special ed, any of those specialized classrooms. the music at art classrooms are very undersized for those programs. Improve the traffic loop, parking, any of that stuff. Kind of goes right along with just an addition at a building. Okay, so here's a bird's eye view. This is a conceptual drawing. The board told the architects, "Hey, we want uh six classrooms per grade level. We want to move the preschool up to this site. Uh we want to um have a designated uh cafeteria
010so the kids aren't using the um the gym for PE and then you pull the curtain down and then they eat lunch on the other side. Right. So from about 10:50 until about 1:00 lunch is being served and then on the other side they're still having PE. So you can imagine what goes on in that building. Um the preschool Uh the reasons for um here would be the preschool edition over there. I'm moving it from the Lincoln building. Right now it serves a good purpose. It's a great location. The Lincoln classrooms, they're a great space. There's nothing wrong with it. But we do know uh legislation between the legislators and the governor, one of their their uh priorities is early childhood education, which means preschool. and it's going to help out all the communities on
011the daycare thing. Even though we are getting Noah Hawaii to help out with the daycare, um the idea behind it is they want to fund all day fouryear-old preschool and it would be state aided funded. So we want to take advantage of that. Right now we cannot. the four classrooms that we have at the Lincoln building, we can do four or eight eight sections of preschool. half day morning, half day afternoon in those four classrooms. If preschool is a full-time classroom for the day, you know, uh full-time preschoolers, we would need more classrooms than the four that we have. Jack and Jill has that same story. They have enough classrooms now, I'm told, to do half days, but not full days. So, if we want to take advantage of that state aid funding that would
012be coming to the schools, we got to kind of be ready for it. Um, it would be done in phases. The architects in construction company said we would be able to do this project in phases and not displace kids in and put them like in the little portable classrooms or move them out to the achievement center like the kids did during the fire. Right. Now walk up here. This would be phase one. This would be done during the school year. It would not impact uh the kids going to school. This would be done during the summer. This is that old 5862 wing. It would be done demoed out soon as the kids are out of school and then they build it back and then any of the other renovations, they would make sure that it
013would not interfere with any of the education of the kids. So, if you're wondering how they going to do all that, they did talk about trying to locate that kindergarten first grade wing in other locations. They really did try to fix that. It just didn't go anywhere besides just right where it's at. Now, is that what it's going to look like in the final project or product? Maybe, maybe not. The board said, "This is what we need. If the bond passes, we will go back to the drawing board, probably use this as a guide, but we will now involve teachers and everybody we can think of that has input, knowledge of what needs to be in our buildings for today and for the future. They'll give the input then what they think is a good
014idea and then they'll gather up all those things, put it together, and then there could be something kind of different or not. word. I'm gonna anything to jump in on. I think um when you were talking about the preschool I just was going to say that it's even possible that the state will decide you know to mandate it that there will be that expectation of and so we really would need to have some sort of alteration made and we're very aware that that helps out with parents in terms of child care also um if they've got the kids that are in a preschool which is in the same place and then we're not having to worry so much about transportation integrating it into the same space. Um, makes a lot better for our administrators to
015be able to provide better oversight over all of the student spaces. Um, and it also makes it easier for the kids when they're transitioning from like one grade, one school building to another. Being able to be in the same place is actually really helpful. So, like there's a lot of benefits to it. Um, those of you who know the old Lincoln building, right? That's where we have um the preschool now. I mean, that was that's pretty old building. We'd already stopped using it. We've managed to repurpose it for several different things and it's currently being repurposed for preschool. It it's nice. It has these big windows that are sunny, but they've had to make a lot of adaptations to fit into that space. And so the idea of being able to serve our littlest kids
016with spaces that are designed for them instead of spaces that are just sort of accommodating them is actually something that's a really big benefit for our for the upcoming families. You know, the youngest families and people who will be having kids here in the future. >> I would also add that, you know, um having our students on our main attendance center campuses is really important for a lot of reasons. Um, in my opinion, safety and security also, you know, we we have made use of spaces outside of our main buildings because out of need and kind of just to scramble and find places. Um, so that would be another goal that this would achieve is is putting those onto the Washington campus. And so they can get take advantage of specials too. They can be
017involved in the music programs, art programs, other things that are happening at Washington as well. nurse guidance, special ed, um SLP, any of those things that kindergarteners, first graders normally have. Not necessarily do we have those same support systems over at Lincoln. Now, they get the special ed service in SLP, but the rest of the stuff, they just don't. So, you know, if we're going to plan for now and for the future, the board believes moving the preschool over there makes sense while we're doing a building project. Okay, moving on. Okay. Shoulder Middle uh Shoulder Middle right here. This building. We're trying to do all these town halls in the different building so you have a chance to see what they look like. As you know, this middle school is beautiful. It's a beautiful historical
018building. It's beautiful on the inside. On the outside, it's in great shape. It really doesn't need any kind of renovation. Maybe the locker rooms, but it didn't make the high priority list. >> Well, we just did it. >> The locker. No, not that, >> but most of this is >> Yeah, it's been wasted. >> Yeah. Yeah, I was going to say this has been done. >> Yeah. So, the only thing that kind of popped up on kind of midlevel um like a maintenance project, I think it would be the locker rooms here at the middle school. Otherwise, it's in great shape. Scheler, uh you're looking at um the restrooms. The Schuler is three levels. All three levels of bathrooms need to be renovated. We've gutted out new pipes, new everything. Um because they're they're original.
019The thing that the architects and the uh uh IAT did identify as the the skywalk, the catwalk, the sky bridge, you know, whatever we call it, it it needs improved. It's hot in the summer, cold in the winter. Um the windows need to be replaced. Maybe all of it needs to replaced. And so they came up with the idea of why don't we use it as a commons? And the kids can eat lunch. This the Scheler Middle School kids can eat lunch there. Instead of again slitting the gym at Schuler um uh gym, half of its PE, half of its lunch. And so this serves that second multi-purpose use of uh improving that skywalk and then it becomes a commons uh space for the kids to eat lunch and then it could also be used
020later on in the day before lunch, that kind of thing. things to add? >> Yeah, I don't know um if anybody's been here during lunchtime, but it's it's really crowded. And again, from the perspective of that, we've been making the best use that we can of our space for as long as we can. I think that's usually kind of how bond projects work is that a school district finds that as norms are changing, you know, enrollment's changing, you adapt, you adapt, you adapt until there comes to a point where you're like, "Okay, there's some things that really really badly need to be fixed, like the bathrooms at Schuler. And then we've got a bunch of other things that really ought to be fixed, like we can make them better." And so that's that's why this
021bond project ends up being, you know, we kind of call it Washington, but it's also folding in these other high priority upgrades to the other buildings, too. >> How could you make the lunchroom in the catwalk? Are you making it wider? Because the last I checked >> Yeah, they would take it out, I'm hearing, >> and it ft or make it a lot less. >> Yeah, you can see that on that schematic, too. So, um, any higher I mean, >> interesting, >> but we put them more notices. So, >> Christy asked about that right away. >> Yeah. >> Yes, we will. >> We will make sure that there's notices there and we're going to think think that through and make sure to tell that think about all our traffic. >> That's part of that design
022that comes later if we believe. >> High school. High school is our newest building. It's 30ome years old. So, I don't know if it's really new, but it's the newest of all four. Uh improvement on the secure entrances. We'll talk about the media center renovation and then some flex uh spaces for students and then adding four classrooms. Here is the high school and at the very top left, that's that front door when you come in and then you follow follow the blue dots. That would be a proposal for a secure entrance. Can you still get in the music um entrance whenever? >> If it's locked. >> It's locked all the time other than when we have performances. >> Yeah. Okay. So, we're going to keep moving, but keep asking questions. Here's a bird's eye view
023so you can kind of see. Um I want you to see the layout parking lot to the north. You get a better picture of it. And then to the left, that is that multi-purpose practice space where it's going to be located. If you look at just the box of that multi-purpose, the board looked at, can it be relocated in different places? Can we put it closer to the competition gym like where the um the multi-purpose wrestling practice space is, right? Would that box fit over there? Not really. Could it fit in that southern south parking lot? Not really. They even talked about putting it kind of on the norththeast corner where the music uh department's at and just kind of add a wing off there into the parking lot. It didn't fit. So that's why
024it's on that left side. If somebody asked why, that's where they came to the conclusion and that's really where the architects construction company said it this is your best place and fit. Okay. Okay. Here's that multi-purpose space. Now it's all conceptual. But we talked to some coaches and said, "What do you guys think? What do you coaches think are the needs for a larger practice space?" And they said, "Three courts. They want a weight room, batting cages, locker rooms, restrooms, uh a training room. They also want a running track. They thought all those things um for a full year of different activities including music. We could march band in there. We can do all kinds of music competitions. They thought this is what they thought would work. Now, could it change between now and when
025uh they build it and the bond passes and they build it? Yes. It could be two ports. It could be whatever we get down to uh deciding the real needs are, but right now the architects put this together so we have a good idea what it could look like. >> Secure entrances, kind of a turnkey. You're buzzed in to get into a little atrium. Uh then the secretary looks at you again. Okay, I think I know who you are. Say your name again. Then you get buzzed into the main office. I get a a second look at you. Name tag. And then we're able to control the movement of people into the buildings. High school, middle school entrances, same kind of thing. Are these exactly the way it's going to be? I don't know. But
026they wanted us to see what it could look like. Okay. Construction budget context. So, some of these finance slides um Travis Squire's put together and I'm going to let him shortcut some of this stuff. So, Travis, financial advisor, you know, quick version of any of these. >> Yeah, sure. Um, real quick thing, I know some of this is out of focus as we kind of moved it between presentations, but one of the things that we did a look forward just because I have some, you know, experience thinking back to when the 2014 bond referendum almost went. So I started thinking well what you know that list of projects and what was looked at at that time you know how would that compare to where costs are today because I think a lot of people would
027say you know a facility master plan of 40 million you know that seems like a large amount for our community and we run into that across the state you know there's 43 different bond referendums across the state that amount to about 1.3 billion of total uh projects. So if you if you kind of do that average, most of these average about 30 million worth of projects. Um as as we kind of were looking at um this construction budget, obviously 2021 uh 22 experienced some pretty substantial inflation on the construction side. So what we're charting here is just looking at your projected budget today with a 2026 cost of 40 million and how did that compare historically if we take a a pricing index of school construction across the nation. So if we if we go
028back to 2015 that bucket of projects would have costed uh 248 million. So that's the equivalent of what this is today. So going back to when that 20 plus million dollars worth of projects were considered in 2014 before it was kind of shelved and put put on the back burner. Um it's a very similar cost. Now if we looked longterm and I think I looked 20 I think we looked like all the way back to 2005 through 2025 average construction inflation's around 4.3%. So, so if we took these projects and, you know, moved them forward a year at 40 million, you know, five years from today, that looks more like a 40 $9 million project. Now, construction inflation isn't meant to be scary, but just kind of the reality that construction inflation really hasn't followed
029the norm for inflation because you do get pockets where it's much higher and then historically averaged about 4.3% where general inflation has been closer to two to three. So, it's just outpaced a little bit. So, that's all the commentary I had on that. We're going to keep moving along because again, we're trying to stay within that hour and and to be respectful if we have questions. >> Yeah. So, real quick on borrowing capacity, you know, this is a little bit more straightforward in terms of just kind of, you know, this is available. I don't need to read bullet points to you. Uh, but do know that the capacity review really started in January. Um, district has capacity for, you know, 53 to $55 million worth of projects um being the maximum. the district wasn't interested
030in designing to the maximum but looking at the needs not only of what might they need up front but then what they needed to do over time. So, while you you see these capacity numbers, um you know, the the voter pebble is a resource the district has. They basically use it for ongoing needs. The sales tax was a 17 to$19 million capacity u based on a $1.5 million payment uh depending on the borrowing length 20 or 25 years. And the the voted bonds could have been as high as 33.3 million. Um so their district is focused in at about 2thirds of the capacity um from the geo bonds and not using more than that right now. So that's how they landed at the ultimate 22 million. Um in terms of the the upcoming slides then
031they're just a few bullet points in putting together this plan. I do think it's important to note, you know, back in June, uh, you know, there was some thought process of, you know, do you put both projects on the ballot, kind of tie both projects together. Um, at that time, the district had elected to consider a financing plan with a $28.5 million bond, the $12.5 million sales tax with both projects on the ballot. Um, as that plan updated and evolved over the the time period, there became a desire to look at asking less from the property taxpayers as well as trying to separate the projects into two logical buckets. Um, there was going to be multiple borrowing sources anyway. So, there was going to need to be separate authority for each of those. So, the
032updated plan in August and lowered the property tax impact. So instead of a property tax impact that would be basically on average of where you've been over the last five or six years with debt payments, uh your debt payments will actually be lower than they've been over the last five to six years on average. So instead of a $310 levy, it would be a $2.50 levy um was the thinking there. And then again splitting the project into two separate questions. Therefore, you know, one project, you know, could go through, the other one not. um you know and it gave the authority of the voters to think of them separately instead of clouding the decision-m across both projects. Now are is could you have done it a diff could they have done it a different way
033as a board? Sure. Um, you know, I I think they walked through all of those options in early August and ultimately landed on, you know, we think this is going to be the most transparent process when it comes to the voters on November 4th, being able to make a decision on voted bonds on the Washington and other projects, security projects, and then having the ability to vote separately on the multi-purpose uh facility. uh there wasn't enough capacity to flip those around which I think has been kind of some of the if I've heard some criticism or why why did you do it this way? We've heard a little bit of that and you know flipping those around uh wasn't going to be possible financially. Now could you have said Washington only and then security and
034fieldhouse in the in the geo bond? Yeah, probably. But that didn't fit the kind of the the highest priorities of Washington and security being together and then the fieldhouse being separate. Um so I I know that's some sometimes that's a lot of high finance speak and why did we do this separately? Um, so that's getting a little bit into the weeds, but we just trust the public would be able to understand there's two separate projects uh in in the case of how you get authority, but it was all part of a $40 million uh plan. A little bit on the revenue purpose statement. I hit this kind of real high level. Um, all districts now are on notice to get getting the extension of the statewide sales tax. Um, a lot of districts didn't do
035it right away in 2019 and then have then waited for the next regular schoolboard election. Um, I there was at one point a plan to put it on in 23 and then, you know, there was new administration coming on. So, the ability to kind of take that on all as part of the financing plan. I get it. It adds a third question. It's really long, but it's fairly straightforward. It's just asking for the district to continue to have the authority to spend the money. Why is that important? Well, if the legislature decides that they want you to use the money for something different, right now you default to whatever the legislature says once you get to 2031. So, this puts local control in for the revenues um out through 20. Um yeah, so historical context
036hit a little bit of this already. Um the average rate from 2020 to 2025, uh the district has paid off the debt early. So that original uh 2019 bond paid off three three and a half years early essentially. Um in terms of looking at the the next slide which is I think pulls in the sales tax uh repayment is planned out through the life of the tax of 2050 about $1.4 million. So a little bit lower than the maximum annual payment currently estimated about a 4.3% interest rate there a little over 4% on the geo bonds. um we think the district will still have $600 to $800,000 a year to continue to do for maintenance projects. So that was an important part of this overall plan was that there was still enough uh money left
037over to continue to execute on that. Um you know why are we you know do we have a vote at 18 and a half but we expect project funds about 175. the district does have to set aside one year's payment um in terms of a debt reserve fund upfront. So, we do have to borrow for that reserve fund and fund that over time and essentially will make a 24-year repayment turn into 23. Um so, again, a little bit on the the tax rate history there. We're going back here a little over 10 years to show, you know, the tax rate uh maxed out at at the district level at 1580. Um when the bond passed, you know, it was right in that 147 range. Um again, a few things going back to 2015 to 2019,
038the district did some uh things with their budget to help shore up their financial condition. Uh put them in a really good spot when they got to selling bonds to achieve a high bond rating. um as we get into 2026, the last year on the debt repayment, um you know, even moving uh you know, this this tax rate impact that's been talked about is about a$110. So a$110 from 1252 would put the district's tax rate in the 1360 range, which would be the fourth lowest tax rate or fifth lowest tax rate that the district has had in the last 25 years. So, in terms of, you know, responsible use of of funds, you know, the district has really tried to manage the tax asking. They didn't go ask for the full 33 or 35 million
039and push that debt service levy back up to 405. Um, they they kept it at that 250 range. And, you know, in fact, today, if you ask me where rates are, we're probably a little bit closer to 240, but we haven't sold the debt yet, so I'm not counting that rates will will automatically stay where they're at right now. So, it could be better than we're anticipating. So, just want to be transparent there on that. And then kind of the last thing here is a a levy rate comparison. Everybody here on staff knows that I don't necessarily love levy rate comparisons to other districts. I like looking more historically because all of your tax bases are different. Um, but what I would say, you know, compared to everybody around you, especially those that do have
040debt outstanding, um, voted debt outstanding, you will be in the range with where all of them are. Uh, you know, Glenwood has paid off their debt. Harland still has debt. Shannondoa, Red Oak. So you'll still be all lower than all of those with voted debt on this chart other than Lewis Central, which isn't really fair because they have a massive plant on the river that generates a lot of tax base that you don't have here. Uh so again, responsible use of of taxpayer dollars. I think you can make a case for it. I think in terms of what the district control, uh they're managing that controls. So again, we've hit this already, so don't need to hit hit a lot of this. Just kind of want to wrap this up the next couple minutes with
041a few of the the tax impact items. Um, so this bond would increase taxes about a$110 per thousand. So if you own $150,000 home, um, your taxes from what you're paying this year, so this budget year, so the tax payment you just made, this is a bad time to have it, right? You're all probably a little miffed at the September 30 tax payment. you go into March, you compare that tax year uh with what you would pay with a bond issue on $150,000 home, you're going to end up with about an additional $6 per month. So again, returns you back to about where the tax rate was uh four years ago. Um but about $6 per month on $150,000 home. Uh if we look at the average assessed acre of a land in Cass County,
042now do keep in mind that they do not pay taxes on a land in the state of Iowa based on market value. So best we could do is look at some recent publications. The department of revenue publishes about 2007 which is about statewide that's pretty close maybe a little bit higher than the state average on assessation. Um, so if we look at that a property, um, per acre. So, sorry. Can you slide that real quick? >> Well, I was going to put it to this slide so you can talk about it. >> That's just residential. So, >> Oh, I thought that's a right there. >> Um, okay. Yeah, you are on though. Sorry. Now we're at the A. Thank you. Um, >> I'll back it up. >> No, no, you're good. Good. This This is
043perfect for explanation. Thank you. We rehearsed this before. I know we did. Uh in terms of uh a land property here that 2007 which is highlighted in that middle table there in that blue line uh they only pay taxes on about 74% of that. Now that can change from year to year. Uh but historically this has been the range over the last five years. So that taxable value per acre is 1482. Um so that would be the number that you'd multiply through the dollar10. Um, so a$110 per thousand on 1482 is a $163 per acre per year. So that would be the change in the debt service levy component. Again, that's an annual tax asking. Um, you know, so when when you look at overall property taxes, obviously this is slightly different than residential property.
044Um, that's your home. Pay taxes on your home. Everybody kind of understands that. Um when you got a land it's a little bit different. You know it's kind of a tax on a business productivity. Um so yeah there is a tax there. Um a $163 per year is the uh forecasted impact there. U again this is the the details on the residential. So how did we get from $150,000 home to a tax impact annually of 7293. So just below that highlighted line. um paying taxes currently on 47% of the assessed value. So a taxable value of 71147. If it's your primary dwelling, you get homestead credit. So it reduces the taxable value by $4,850. Net taxable value of 66,000. Multiply that by $110, you get to 72.93 per year or $68 per month. I know
045why I talk about one in a year, one monthly. Most people pay monthly mortgage payments. So that would be an increase that you would see there. Uh commercial is a little bit different. For sake of time, I kind of want to move on on this. Just know the first 150,000 is treated like residential. Everything above 150 is treated at 90% of assessed value. So you get some differing numbers there. So uh kind of this last slide with town halls. you want to >> well and and I put these two slides that you could speak to afterwards because um I wasn't doing it justice the last couple times I presented you >> no no you're no you're good um you know something that we deal with in every day we're talking about this every day it's
046not necessarily expected that you know administration will have all these bullet points memorized but a couple things to to know on uh sales tax revenue debt um since 2019, all sales tax revenue debt has to go before the patrons with a public hearing. Um at that public hearing, then voters have the ability uh to petition that for to go on the referendum. So that's that's what happened with your sales tax debt. Um with respect to the revenues that are generated, um it's basically a a pot of revenue generated at the state. There are a couple carve offs for property tax relief that do actually flow to all of the schools. Um, and then the revenues are split up by your residential enrollment. So for your current, uh, year, uh, that,452.3, so that goes to your
047October 24 enrollment count, uh, 135787 is the amount of revenue per student. So that generates uh 1.97 million of revenues. Uh by the time you're borrowing money, which has been talked about in the public, we expect those revenues to be right around 2 million. Uh so that's how we kind of look at using about 70% of your sales tax revenues towards the debt payment. Obviously, as the revenues grow, the debt payment is fixed, so you should uh hopefully generate a little bit additional margin there. And then um again kind of going back to the debt characteristics on the geo bond, we think it's 22 years uh could be faster. Uh we'll probably do it in multiple series to hit the timing of cash flow needs so you're not borrowing all the money up front and
048having it to invest at a lower rate. Uh we think annual payments will be about 1.6 million. So again, that's currently a 237 levy rate. We're using 250 in the communication because that's what it was when we started in August. So anyway, that's a real quick rundown on finances. I tried to keep it about 10 minutes. Maybe back up. >> Just a hair. >> Those are when our town hall meetings are. And on the district web page, there is a uh bond referendum link. So you hit that link and then you can find out more information. You can put in your your uh property valuation to see what your actual tax is. It's an algorithm, all that kind of stuff. So, we've got about 15 minutes. Um, if you have questions for the board, did
049I maybe you addressed it and I missed it, but what happens if not all three pass the geo bond, which is the one, you know, we're sort of call like the Washington bond, that one, if the if that passes with the that's the 60% one. If that one passes, we're obligated to spend the funds just the way it says we're going to because the voters are directing us to take this money and spend it on this >> um the one that's for the penny tax, the save one that we're intending to use for the multi-purpose. If that doesn't pass, then that means that the board cannot do exactly what it says there because the voters have said, "No, we don't want you to do this." Um, but we would certainly have the option to be
050able to come back again in another year or even less, I suppose, although maybe it has to be next November with a different proposal or slightly modified proposal or something. Um, uh, the revenue purpose statement, I think we still have time. I think we put it on this ballot because we could still bring it up at >> two more years. >> We have two more years before we really have to get that one passed. And that's sort of one of those it's sort of unfortunate that it feels like it's tied to the um uh the ones where we're uh looking for for bonding because that's one that we would it's like a housekeeping one that has to do more with the money we're getting from the state and basically the voters just approving the money
051the way that that that revenue um that is coming into the district from the state and how that gets out to >> and another thing I would add if the save the revenue bonding against the saved revenue. If that were to pass and say the others do or don't, you know, whatever. If that were to pass, all the voters are doing is authorizing us to sell those $18.5 million worth of bonds. It does not necessarily indicate that we have to do that. So, that's the difference between the language in an obligation bond versus just authorizing. you're giving us the okay to um issue those bonds for that specific purpose. We don't even have to issue the maximum amount. If the if we went back and reevaluated the project and decided that we only needed a
052different amount, we can do a different amount. So that's the difference between the general obligation bond where we have to do exactly what you voted versus if you approve this one where you're just authorizing us. the revenue purpose statement vote. Um, it gives board permission to use that money. Every year we get approximately $2 million coming into the district. This year we're getting 1.8. Next year projected to get 2 million. It just automatically comes to the district and the district decides how they're going to use the court says, you know, put a new roof on the high school, a new HVAC system at the high school, you know, general maintenance in the classrooms, that type of thing. That's why they're holding back some of that money on the save. So, it just automatically comes. That
053vote will allow the board to make decisions and use that money. If the vote or the vote does not pass, the board cannot use that money. And I don't know where it goes. Does it go to other districts? There's there's you still get the money, but there's a property uh tax uh waterfall. So, essentially, they'll make you get rid of your PEP levies first. >> Um >> so then the district runs short of having facility maintenance dollars on an ongoing basis. Um so that's that's the the downside to the revenue purpose statement. Why no district is operating without a without a revenue purpose statement that I'm available. So they every every time the legislature extends it, they want the local decision makers to be able to specify what they do. By and large, almost every
054district has the same revenue purpose statement that allows you to use the money as outlined in the code, but then it becomes the board's authority. If you want to use that money to lower your debt service levy in a year, the district can do that. Um, if you want to use it to What's that? >> Thank you. >> Yeah. Um, even if you guys don't have questions, um, I would love to hear like what are your concerns or what are the things that you're excited about. I'll share right now. I just think it's I think it's an amazing it just it just needs to be dummy down for some of us because I look at that and I think, okay, that's going to cost us about $200 a year. Yeah, you know, for sure, but
055let's do it. But but I'm just afraid that you're going to, you know, there's a lot we're senior citizens. There's I'm a retired teacher, so I of course I I want to support the school, but I'm just afraid there's a lot of people that it it's just this is way over our heads >> in explanation. And um and I think it's all good and I love that you did it in 45 minutes, but I'm just really concerned that, you know, this is what I need to know. How much is it going to cost me? What do I what do I do when I go to the ballot? Do I vote for all three? You know, just make it simple somehow. Yeah, I really I really appreciate that feedback. The experience we've had over and over
056again for months now has been that we meet with people and this is each of us as individuals or as groups. We meet with people who are like, uh, what is this about? Why do you want to raise our taxes? Why are you spending money on athletics? And then once we walk through and kind of explain everything, I I can't think of a single time where the person hasn't said, oh, okay, that makes sense. you have my vote, you know. Um but yeah, getting that information out there is is hard to do and um a lot of it is, you know, this it it's we're trying to accomplish a lot. So, in a way, I don't want to try to make it too simple because then it looks like we're, you know, trying to obscure
057what we're doing with the money. Um, but if anybody has suggestions, like even with some of our um the handouts and information that we're giving, if some of it if you're like this doesn't make sense or this is too much or what I really want to see is that, I would really love to get that feedback. >> And and we appreciate all of you coming and wanting to be informed because the fact that you're here and you can inform others on what you learned or at least where to go get good information is great. I think it's also been very important to us as board members that we're very transparent with this. We know that the timeline for this is not ideal. Um, had we if we had the the ability to have done it
058differently in terms of having more time, that would have been great. But we also recognized the importance of um the timeliness for the safety and security of our buildings as well as the Washington project that we wanted to put it in front of the voters if nothing else because this is not um lost time because we're getting to educate the public about the need um so that you know hopefully um we have a positive result on November. Um but if we don't we still have the opportunity to build on that and adjust. >> Yeah, I think that's really good feedback especially on you know the support. Do keep in mind like the board can only do informational. So, you know, something to maybe people who are on the the pro committee to give them some
059feedback of how how could you simplify your messaging to make it so those who are in support, but from the the district's level, they're a little bit more limited on like we have to give information. So, probably going to do more of the pros and cons and can't specifically advocate. That's a really good point and I think can be uh passed on. So, >> but you see the few people that are here and okay, I taught here for 38 years. So, I've been in every one of the buildings. I know they look like I know what's wrong with them. I know it didn't go right with different things, but you're not going to get a soul who doesn't think Washington needs to be fit. You hear about the mold, the rain, the water, and it
060every single new parent that brings their kid up through kindergarten, first, second, third, those of you taught in the place. >> There isn't a soul who doesn't think that needs to be done. >> So, people will go for that. And I don't think some people realize they think it's yes to everything, not yes to specific parts of it. They're just like, "No. It's like we don't need the facilities. Yeah, maybe you don't need the turf or like the turf on the whatever, but you do need to fix Washington. Yes, it'd be nice to Okay, I worked in Schuler. Those bathrooms all need to be done. They deemed it back when I taught and I was building. So, that's been a while. But um the facilities for um extra practice and stuff like that, they consider
061that a luxury, especially after, as you said, uh this summer with the assessment coming around. Everybody's afraid >> how much more money it's going to cost them. >> Yeah. >> And and we hear that. Um, I I worry about it when it gets that that word, you know, a want or a luxury attached to it because in the 17 years that I've lived in this community, people really like to support their kids doing sports and everybody wants our sports teams to do well. Um, that's and I think that in some ways we're hampered, you know, by our facilities and, you know, and it's, you know, it's a big deal. It's not just about, you know, sports and us having a fun Friday night. It's about those experiences our kids are getting. Um the relationships they're
062building with each other. They're learning about teamwork. Um the mentoring that they get from their coaches, you know, it's all of that. And uh when you have good facilities, kids are more encouraged and more excited about participating in those things. So, you know, I we have talked about that thing again and again and again as a board and every time with the data we have in front of us, the board has been like this is important. So, we're putting it before the voters because that is the way it's supposed to work. But we really hope that the voters, we can somehow communicate to the voters, you know, how we see that need. Now, I'm sorry, you had you had a question. I really wanted to hear. >> Yeah. Um maybe I don't understand, but on
063your tax levy, you show for 150,000, you're saying the annual taxes will be 72. >> Yep. >> $72 annually >> increase. >> Correct. >> Yeah. Correct. So is that on addition to what I'm already what 152 is already saying? So if I'm >> what what is the what is the current the current tax rate for that $150,000 house and then we're adding then that 72 on top of it. >> Is this is this a house in the city? >> Sure. Let's say it's residential. >> Yeah. So so residential property here. So we're showing you this at a$110. So that that that being the increase >> will go tax. So like this year's current tax >> what are they paying on 12.54 >> 1254. So then from that 1254 it'll go to 72 or you're adding
064>> 74 go to 136. It'll add $110 to the 1250. >> Yeah. So, you want to know on $150,000 house, what's the overall school tax rate going up? >> We can we can put that together. >> I think I think if we show if you can explain that, I think that'll clear up a lot of people because I think a lot of people are thinking you're adding $72 a year on top of already what I'm paying for school tax. >> Yep. And and then that's true. >> That is true. Yep. >> Okay. So, you're adding $72. But I think in context, right, it's it's good to to think through, well, how does that compare? At $150,000 house, I'm adding 72 with a$110. You you're already paying 850, you know, or or more, >> right? >>
065Total. >> So on a on a percentage basis, right, what is the increase? It's roughly 8% on the school tax component >> would go up. And so again, there's two big messages on the school. Yep, it would be an increase. It would be lower than in where it was, but it's going to be a that's why we're saying it is an increase year-over-year. You're going to see that 7293. That's going to be an increase from the taxes you're paying this year >> going forward. Does that does that help? >> Okay. My my other question was is I see you have 17 roughly 17 million for the elementary school designated out of that 20. >> Yeah. >> Out of that 20 whatever two >> 17 million to remodel the elementary school. Uh I didn't know if
066the board thought or saw any other ideas of maybe in if the middle school is in good shape, moving from the middle school, moving the elementary kids into the middle school and maybe building a newer middle school where the fieldhouse was proposed to spend that 17 million for a new middle school there where the fieldhouse was proposed and doing something maybe say a dome over the track that's currently there if they close that field house. >> I wish there were more domes around the state, but Sue Center has a nice one. But one thing I probably will say just like contextually on on new middle schools, I think when we started with capping 53, that threw out the idea that any new building was going to be possible for the district under that 53 million
067mark. And that would have been a singular focus using sales tax ngo. Now I can't say that's completely the analysis and I don't know if Bitus had run it but I'm pretty sure when the analysis came in from IAT there wasn't a new building proposal when the capacity came in at 53 max. It probably wrote out like if we're gonna have all these other main things in all the buildings, if you threw all your eggs into one basket on a new building, I'm assuming we're over the amount you could afford. No, I I'm contextualizing. I don't know that for sure, but that is definitely definitely an answer we can get back to you. >> Atlantic's not in the position that a lot of those de mo suburban school districts are in where they're just growing
068growing growing and so they have all this new money coming in and they have to have a place to put those kids. So, they're bonding to put up new buildings. That's not really our situation. We've been having small amounts of growth um enough so to put a lot of pressure on our facility, but not enough for us to be able to fund having new buildings. So, >> yeah, >> I think I think a lot of people think, well, 17 million just to remodel >> current building or thinking, boy, that's a lot of money. You could >> even don't understand. Maybe what you're saying is I can't put up a building that big. Maybe if they could show that, hey, if we needed a building this size, this is the money that would it would require.
069>> That's really good feedback. >> Can contextualize this. Um, Corning has a PK2 building. They voted a bond issue to go from 0 to 405 for $19 million to renovate Corning's BK2 building. Um, I when I first ran into that project, I'm like, you're kidding me, right? Then it's like, no, that's that's the cost post 2022 of of rens. It's it's not I mean, when we go back to that chart and you saw that year-over-year we saw construction inflation go up 20%. It put a lot of districts in a a really a pickle where we I don't think we're going to see a lot of new facilities built across the state of Iowa. Um unless something changes in the way that the tax system is allowed, it's going to be very difficult to to redo
070those. Did you have a did you say something that there was assessments that were redone this year? Mentioned something about assessments over the summer. >> The whole town was reassessed. The homes in this town for me. So, I might just speak to that real quick because one thing important to note there, if we do see assessments increase, um the 237 250 levy that we're talking about would go down, um so as long as you stayed about your same piece of the pie across the city, um an assessed value increase would lower the necessary debt service levy to pay for the debt. It would also lower the current what I'll say operating budget which is right around $1110 per thousand for the district. It would also lower that tax asking on a rate basis. So from
071a like a perspective of you know should I be worried if my assessment goes up a lot? As long as everybody's assessment went up by about the same part, your tax impact and tax burden should be very similar because the cities now are also limited um on a on a tax revenue basis where previously they would not. So there was new legislation passed a couple years ago uh that does limit the ability of the cities to spend. So you would have historically been correct. those rising assessments would have allowed a city to just increase their revenues by the rising assessment. That's no longer the case after uh legislation changed in 2024. So, you do have a few more protections. Whether that gives you any ability to sleep at night on it, I'm not I'm not
072going to speak for that. I don't pay taxes because I I hate seeing the reassessments, too. But I would say from a debt service component because you've authorized an amount of debt and we have a fixed debt payment. If the valuations are larger, the levy goes down. So your share should be about the same and you should be able to say that $72 on $150,000 home holds true whether assessments go up or not. >> Thank you all so much. If you have we have to start our regular board meeting, but if anyone has questions like please feel free to reach out to any of us. um our email addresses are available or you can call the central district administration and talk to Beth and if it's a more um like financial oriented question we can
073forward it on to Travis and he's able to he's available to answer stuff too. So thank you. Thanks everyone. the presentation since you after I know Yes. Thank you. Don't forget your Don't forget your boot. >> Don't forget your >> I know. Very very good. something. [Music] He was asking >> for you up the presentation or did you need somebody else to go? I don't remember what we called it. >> Just that you guys sit anywhere. Yeah. Yeah. We're kind of making do in here today. >> You're just looking really official back. >> No. Why are you guys all the way back there? But I was like pulling down. >> Yeah. I share with you that you Okay. >> You want me to move that table? >> I signed you out. Is that okay, Dr.
074[Music] Casey, will you get some water? >> Yes, absolutely. Do you already have >> please? Yes. >> Thank you. >> All right. Um I would uh like to call this meeting of the Atlanta Community School District School Board uh to order. It is October 8th, 2025 at 6:37 p.m. Could we start with the roll call, please? Yes. Jenny Gri, >> yes. >> Jenny Jordan, >> yes. >> Excellent. Thank you very much. Um, I will take a motion to approve the agenda. >> Jimmy, >> yes. >> Laura, >> yes. >> Christie, >> Yes. Great. At this point, we welcome visitors and we welcome anyone who wants to make public. Is there anyone here who wants to do that? You guys are here to present for us, right? Okay, good. Excellent. >> All right, so please no
075public comment. Uh and now we're going to have a special presentation. Um SR O and SI alphabet soup. Please introduce yourselves with uh your names as well as your roles. >> Uh so I am SRO Vim Sandy. Um, many of you who already know me are kind of a professional capacity most of you. Maybe not two of you, but um, basically all I am is a police officer that's dedicated to the schools and getting them to function with the file issues. Uh my name is Dean Neville and um I'm an FBI and um this is a new role for me um as for the school. Um my main role is I'm here for the students. I'm an advocate, a mentor. Um I also am a team member. I work with the administrators, um counselors, um
076teachers, staff, um I do check-ins with the students. Um, also big piece of my position is to work with attendants, high school, middle school, elementary school. Um, I try to get to know know the students and by doing that um I meet and greet the students at the doors each morning, couple times at the high school during the week, couple times at the middle school. Um, I attend lunches, recesses, try to get to know as many students I can and have positive interactions with the students. um work uh strongly with mental health and counseling and um and I have check-ins with students. Um I work with the uh juvenile justice uh officer and she sends over a list of uh students on probation. I have check-ins with them as well. Um as long as well
077as uh students with some social or emotional support. Um I've got a handful of students that I currently work with and I'm sure that's going to grow as well. Um, so my my main goal is to be here for students and work as a team member. >> Are you guys going to explain what SRO and SBI stand for? My SBI is a school-based interventionist. I'm sorry. >> And of course, uh, SRO is a school resource officer. >> And we work together as well. Sometimes we do home visits, um, pick up students, um, they can't get to school. Um, we've been on several of those already this year. So, um, we collaborate as well. >> Officer Sandy, are you in the school every day? >> Yes. >> There's students here that vehicle parked here and there.
078So, >> yeah. Um, a large facet of being an SRO is just the safety aspect as far as uh the unfortunate reality of the active shooters or just intruders or anything else. If there's students here, you better than I might be here. >> Do you spend the whole day just going from building to building? >> Uh, I bounce around the best I can. I have five buildings to cover. So, I do the achievement center, uh, Washington, Schuler, the middle school. My office is just down there. Um, and then the high school as well. So, uh, that where I'm at on a daily basis kind of depends on uh if I've already been called to go do something. Uh, whether it be uh checking in on someone that hasn't been to school for a few days
079or behavioral issues throughout school. Do you go over to the preschool though? >> Um, we talked about the one over there. >> Uh, I I need to get over there. Um, I I feel like the people who are rates don't get to see me as often, which is a shame, but for the most part, I kind of just go over there and more or less just a mascot. Uh, more than anything, but I will get out high vibes all day every day. That's great. I just want to explain how your goals are different um and like what did you come in to do specifically like? >> Well, um as an intervention, this is my supervisor, uh Steve McFillips. I'm with the AEA as old as he is. Um so my main job is not only
080with attendance, that's a piece of my job is to be a mentor. um to advocate for students, um getting to know students. Um I'm not a counsel counselor. I'm not a mental health professional, but I'm kind of another layer for students to come to to support. Um like I said, I work with uh the juvenile justice uh the court officer. She uh sends out u making sure they're on track whether it's attendance, grades, etc. Um, so it's just a another layer of support um for the students here. >> Are you here full-time? >> Yes. >> For the whole year? >> Yes. >> Only at the high school? >> No. High school, middle school, elementary school, all the schools. >> Do you have an office in each building? >> No. >> I know where you're at
081in Washington, but >> Yeah, just Washington. >> Okay. Okay. >> My office. >> Yeah. I I'm into his office a lot. Um sometimes officer Sandy's office wherever I can find a landing spot. >> So officer Sandy, I know you just started, but as you um what are your goals for and I'm thinking in terms of you have the opportunity also to kind of educate kids while you're there and so those types of is there any programming that you are excited about bringing or looking into or working on? >> Sorry, I don't mean to keep on cutting you off. Uh but yeah, no that that's another facet of uh doing school resource officer is effectively being a informal educator in a way. Uh last year I was already asked to do part of the DARE program.
082Um I was given a presentation. We kind of ran through that quickly. Uh, I felt like that presentation wasn't necessarily geared towards the high school as well as it probably should have been. I felt like it was towards middle school. >> Uh, so I'm I'm actually in the process putting together a better presentation as far as their uh goes. Uh there's been a few other times that teachers have gotten a hold of me asking me um let's see the PE teacher up at the high school, they were asking me if I could do a defensive training class with them. Uh I'm not a DT instructor. Uh just straightforward. Um it's not something I shy away from by any means, but I know the county does have a DT instructor with camera. Um, I have not
083reached back out towards that. Uh, but that's something I'd like to get into as well. Uh, sorry. Um, I also take care of the Alice training for the schools. Uh, earlier this year before the students got here, um, we all sat down, had a nice big meeting. I ran through the Alice presentation that was granted to me by the Alice organization. U I'm also working on a little bit more of a simpler presentation with that because I felt like there's a lot of odds and ends that were just kind of thrown in there. Um but yeah, so it's not only the students, but I'm also having a chance to talk with teachers on a very regular basis. as we as a board or I guess kind of as an admin board team, we looked at
084student achievement and also uh attendance is our goals, which obviously that's part of what you guys do. I guess I would ask since we got started, is there anything uh that that we could do as at the board level to try and uh is there anything that you guys are missing out on or things that we could look into to provide to help you guys? I guess to help these guys, help you guys help them. That makes um you know, because obviously those are are our two goals and that I don't want to say it all live on YouTube, but it's what you're doing every day. Um, and so it's not what we're doing every day. Um, so I I would just maybe, you know, throw that. Is there, you know, something that we can
085do to help from a board level? >> Can I answer that? >> Absolutely. >> Yeah. Um, well, this program is schoolbased interventionist program. It's partially grant funded. And when I talked with Dr. Johnson, we talked about attendance and and the priorities of making that a priority. Um, what you guys could do to help us is uh make attendance awareness in the community that it is a priority for Atlantic. And that's what D has come in here and that's why she talked a lot about making relationships and that's what it's about, you know, and and and knowing that the principles are like so busy all the time. And that's what I heard coming into this position that this layer that that De's taken takes a little bit off their plate so they can do principal stuff
086and Dean makes it a priority to reach out. She has more time dedicated to attendance. Look who's here, who's not here today when the students are coming in, who's emotionally regulated, who's not. Calling parents saying, "Hey, you know, they're not here." especially anybody that's unexcused because especially at a lower level, you know, that that can be a safety issue. Did they get on the bus? Did they not get on the bus? So, DED looks at all that stuff. Um, this juvenile justice program is a preventative, but you know, if kids are in school and hopefully they're not out making crimes and the juvenile justice, the grant they give us, they don't ask for a lot from us. Just the kids that are on probation to check in, check in with the juvenile court officers, see
087what's working, uh, make some comments. So, you know, it's really win-win that that funding they give because they don't ask a lot. >> I'll add this piece in. Um, the AEA is going to train D or she's aware of that or unaware of it >> to use information from our JMC and Panorama. Those are two student data information things to just pull real time information on students that be that are at risk or looking to become at risk. So, she can run all kinds of information. That's what Kathy Hannipin had told me that she's going to start working with you and train you up a little bit and that that's going to be advantage for her just to kind of know that information to be on the lookout for kids so we aren't going to
088be chronically absent and know >> Yeah. >> I don't know if you're aware of that or not. Did >> Yeah, I touched base with Kathy a little bit. Yes, that was that was just this week. >> Oh, okay. Yeah, just kind of talked to her that this week. Yeah. Okay. That's good to know though. We can I mean social media and stuff like that we can we did that last year, you know, when the legislation changed and we seems like we've blasted that all the time and and I would assume we can continue to do that. So >> yeah, and we did have an increase in in parent awareness. Um how's attendance been this year? [Laughter] You guys mentioned transportation and the board has heard about that before that um we have some kids who
089um you ask them why aren't you in school and they're like I don't have a ride can't get there. It sounds like you guys are have been dealing with that. Like how how does that play out? Um, so the few times that we you typically transport children is based typically it's they didn't really want to come to school but then we showed up. Um, we kind of talked them into it. You can't make them go to school by any means, but a little nudging and maybe letting them know that under a certain age that your parents will be fined if they don't go to school often enough kind of gets the point across. >> Uh so that helps. um very or at least not to my knowledge have we had a kid that can't get
090to school necessarily and it's something that we kind of >> more the ones that are skipping school and they go after them. >> Yeah, >> we've had a few parents reach out too as well. So >> on that note, and I know we've already started the school year, but there may be some families that this would be appropriate for. I know in the past, you know, there there was always had been a push um to meet with families or to go make those home visits before you're in that situation where kids are um maybe not wanting to go to school and to make that that first interaction be a positive interaction. Is that um a strategy that you might use or that might work in at some point? >> Yeah. And I don't know whether
091that's I don't know whether that's you guys or that's you know in the past it had been administrators that were just going and introducing themselves at the start of the school year like I'm glad to have you at my school you know can't wait to see you next week type thing. >> Oh I mean I'm sure also speaking for here uh we're getting to know these kids pretty much as soon as we can. So if we start seeing kids that are missing that are typically here u I mean that that's usually a good reason to look at JMC and be like is it unexcused is it excused um as a little bit of an unfortunate thing. I'm not from originally. I'm from Wayne County. Um D said something about being so we have to learn
092faces and dance. >> Um in the same way like we've very quickly figured out the ones that are um chronically absent, very familiar with their faces and everything else. So we're getting there. And those are part of my check-ins as well. Um, some of my check-ins are with the attendants. So, some of our frequent flyers, um, I get with, I check in with, talk to, come up with a plan, you know. Um, I've got one student that laid out a plan, got with mom as well. And, you know, um, some weeks it works and then some weeks it don't. So, um, but that's part of my check-ins as well. Get with those students and, uh, parents and, um, try to get them here. That's the goal. Thank you. Thank you guys. >> Am I driving
093a bus? Nobody wants me to drive a bus. Like I will curb check it my expedition. You know, >> all right. >> Bigger bands and I'm not >> Is it us? Oh, >> I just moved over here. So, I think >> I'm just going to hand out waters quick because they started before I got back. So, >> okay. >> Are going to get warm and then heard this from us before too. But officers Andy and Miss B have been breaths of fresh air and so really helpful to us and I I really appreciate and I I think I speak for the team where um it's a growth mindset, it's a team mindset, it's a what can we do for kids mindset. So >> yeah, I don't know if you guys are going to address this,
094but since you brought it up, that's what I was wondering about is that whenever you add extra people, it helps relieve some of your burden, but also the communication has to increase. And I'm wondering how that's going with each of you with, you know, having these extra pieces that you're also having to talk to and make sure they have what they need as far as, like they said, knowledge about the kids and the families. And are you having regular check-ins? >> Not yet, but it's interesting. >> You are you guys? >> I'm not, but my and my counselors I'm not sure that do, but that was part of our >> I meet with Daily because she uses my office, so we're constantly. It's not necessarily a formal meeting, but we are talking and bringing in
095kids and talking about different situations. And same thing with Officer Sandy. Unfortunately, I've had to use him >> quite a few times already. So, getting to know him very well. Yeah. What I was going to say is that um so when I met with my counselors um my instructional coach uh Dana our attendant secretary and Melanie Felt our mental health professional this morning one of the things we talked about is because we have D you know how else can we be bringing her in to the team? How can we be you know making sure we're not just pigeon holing her into one area? So that's what I was trying to say. Sorry. >> Thanks. >> Yeah. Yeah. She's been a part of our weekly conversations about students um that we yeah that we just need
096to have conversations about and figure out a little bit. So she's been a part of those. >> Yeah. And I would say that just to add to that just today I highlighted three more of our heavy hitters. Um, so I give her kind of the more intense ones as far as attendance just because I know she's got the time um the time like that's >> um yeah, but but so she kind of takes the the the very intense attendance ones um and reaches out to them and then uh the officer Sandy um I've got to do a better job of giving him opportunities to teach. So um during our win time he's going to address our scooter riders. It's probably about a month and a half too late. But um and I you know you
097asked how the board could help. I think he needs a scooter. I've been telling him that rebuilding right around here and that vehicle just doesn't go very quick anymore. So great to see him on >> I was going to say too >> model scooter safety. I don't think she would need an office in every building because she's always just doing laps. And the thing that I appreciate is um you know, I have a unique situation because of the district perspective that I have. >> And when I get pulled into a situation, it's usually an escalation, right? It's a it's a it's a not really crisis, but it's it's a student crisis because the student is in crisis. And the flexibility that we have having the SRO and the SBI is huge because the amount of
098time a student can suck from an administrator because of an escalation. It it takes it takes a principal out of the entire job that they have to do and they have to put all of their energy into that one situation potentially one student. And by having these two positions, it has it has literally changed that entire landscape for for that situation. And so I appreciate it because I've been involved with them a few times just because of the situations that have come about that we just can't anticipate. The ability for them to be flexible is huge. And so that piece is very very important. And that's what I appreciate about both of the positions because their flexibility. They can they can kind of be on the crisis team. They're available. They can come help. They
099can come help supervise. If we can't get a student to move, they sit with them and it doesn't take the administrator from the rest of the administrative job that they have. So it's great. and she carries a radio on the district channel. That's been a huge thing, too. So, we can all reach her. >> It's been good. >> Great. Thank you. >> Thank you. >> All right. Um, so yes. So, last month we talked about some of our academic data with a lot of testing. So, that's why this month we will be focusing on absenteeism. >> All right. So, >> I can go ahead. >> Okay. Whoever Yeah, whoever's going to cover Miss Stacy. So since Mr. Tor's on here, um, we just kind of put together some slides so you guys could see similar
100information at each building. Um, so that, yeah, so you had a similar picture. You're looking at hopefully close to apples and apples. Um, you can see our attendance, you know, on October 1st, 98.7% of people are there. Year to date, 97.2. So it's it's doing pretty well. So we need to celebrate that. Um, couple things I want to point out, too. So on the side here, 17 out of 23 students that were chronically absent last year are on track to be less than 10% absent this year. So I want to point that out. Like first off, the number 23 is significantly less than it was last year. So we're talking about our toughest kids to get to school. So of the 231 17er are on track to make it. That's a really good like excitement.
101Like we need to be pretty pumped for that because I I I think her number was in the 40s last year. I know when we get to my number, it was almost double what I had last year. My number last year was double what it is this year. So, our attendance, our number of kids chronically absent has taken a good drop in a in a positive way. So, I just want to make sure we point that out because, you know, some of our numbers might look not as, you know, they might not be as good as they were last year, but our numbers are fewer. So, when we talk about percentages, it's because we have fewer students to deal you like that that are at that number. Uh, we also want to point out that
10237 of the 605 students that she has have missed more than 2.8 days. So, we're talking that 10% that chronically absent number is our 10%. So, we just wanted to kind of show you right now we got about 37 kids that are on track to miss more or be chronically absent. Of course, that number is that's a that's a really quick snapshot. So, like we're talking 28 days in, somebody had a cold for 3 days and now we're you know, >> right? >> They're over. So, um, we don't we don't want to get too excited about that, but we wanted to show you the numbers of of the students that were chronically absent last year, how they doing this year, and then also take a look at who's on track to be chronically absent for
103the the the year right now. So, >> we also use the same window of time. So, August 25th to like mine was Sep I think everybody did September 30th. So, um, and compared it to 2425, that same window. So, if we go to Schuler, you'll see the same. Uh, it's pretty good news still. Uh, it's seven, you know, 97% students are coming to school, which is great. Um, a little bit not as great data. I we only have 10 students that were chronically absent the year before. Five of those 10 students are on track to still be chronically absent this year. So, it's not not as great. Um, but again, like I think two of them had three days and the other 2 point, you know, 2.8 days. So it was like like I said
1043 days is is already chronically absent. So hopefully we we see some movement there. And 20 of the 25 225 students have missed more than 2.8 days of school so far this year. So um we're looking at you know a slightly bigger number but you know I think that again 3 days or 2.8 days is pretty easy to hit at this point of the year. You could like I said be up for something. So, this is just a snapshot of where we are right now and hopefully our numbers continue to get a little bit better and a little bit better. I think we need to make sure we take a look at the like the the green and the hey, we're doing pretty well across the board and I think you're going to see that.
105So, speaking of free well, let's just look at that 100 at the top there. >> The funny thing about it is I checked that particular day. We had three kids gone. Um, so I don't know when it pulled the data, but I like when it pulled it. Um, >> panorama. >> Yeah. So, yeah, panorama. So, >> it's great. I was gonna say, >> well, yeah. So, I mean, it's awesome, but it's probably not 100% accurate like it says it is. Um, so, uh, same thing on the right there. Uh, I have 34 that were on my list from last year, which actually is pretty close to what it was the year before. the problem we had, we um we would have students improve, fall off the list, but we had somebody fill the role unfortunately.
106Um and so we felt like we traded places, which um some of those students weren't even on our radar last year, which is really puzzling to me. Um and and some of those have gone on to, you know, off get off to a really rough start this year. Um so trying to figure that out. Uh but 20 of the 34 um had had missed less than the 2.8 eight or the 10%. Um, and uh, I will say with the start of our year at the middle school, um, I'm pretty proud of that actually. And what we're seeing now is, um, some of those students that were really impacted by it, you know, those two or three days when when everything was happening, it felt like this was the safe space and and I I was
107proud of that. But but now we're seeing some students that, you know, that there's always a effects and reminders and so we're seeing, you know, a handful of students that are truly struggling and and and and uh and we're trying to get them get them here and and get them through the day. But uh so anyway, um that's where we're at. And I don't get too worked up about generally when I looked at last year um and I'd like to go back the year before. I haven't yet. um that August, September for a lot of students is the toughest because you're coming off summer, you know, and getting that that habit reestablished. And then a lot of times they they can they can work the way through the year. You might have a little blip
108again in the winter time, but um so I feel like the first 28 days are for a lot of these students the hardest to really get back into the routine. So, um, and then the bottom there, 39 out of 318, um, on track, um, right now that have missed the 2.8 of the first 28. So, at the high school with 121 students who were chronically absent last year, 90 of them are on track uh, to have less than 10% absenteeism uh, for this year. That's a huge percentage. But of the 474 students in high school, 65 of them so far have missed more than 2.8 days. And again, that could have been when they were sick for three days, they may not miss another day the rest of the year. So, we're hoping that number
109percentage wise goes down quite a bit of those that 65 of them at that 10% maybe that number gets down into the 20s or less would be the the goal for this. But but overall we've had, you know, as you can tell, our attendance has been great. We've only had one attendance meeting so far with the parent, but by this time last year, I probably had four or five. >> Uh so so far just one. And so very very happy with that. And De has been so so helpful with it's nice for them to hear when she pulls a kid in from missing and asking what's going on. It's they get to hear her voice instead of mine. They're tired of hearing my voice, so they don't respond as well sometimes and they do respond.
110I think it's going to pay off in the long run. >> So then again, we get to district and they have not caught on that district needs to be just as pretty as the buildings. So our data is a little less um fun to look at. But you can see here, so this is going to be the district perspective. And what I did and what part of my school improvement plan was to give you guys data specific to my special populations. And so this population is specifically um special ed. And we're yellow. And so it's just like a red light, green light situation. Yellow is potential, right? there could be some potential issues, but for the most part, 90 or so, it's saying of our student population, 79% isn't really doesn't really have a a
111concern. And of our special ed population, um, of the 211, we're at that 72% of the 79, so 72% of our special education kids are in that exact same category. That's great. That's awesome. Um, I think that's that's that's huge because if you're looking at special education, it's probably the kids that have the hardest academic need to fill. And so those kids are the ones that struggle the most. And of our of of that population, 72 of them are handling it awesome. They're doing great. >> Can I interrupt real quick? >> Yeah. Because one of the things too, and I'm not sure that I've ever explained this to you. So because all four buildings use um JMC in different ways uh so like academics Washington has a very different way of doing their report cards.
112So when JMC pulls that it's not pulling the entire district like it should. So some of those numbers can get skewed. So that's why I appreciate where you're pulling in like the special populations etc. and the SEAL um that is still old data that they've not rolled over yet. Um it's our understanding I think Dr. Johnson was explaining to us yesterday that Panorama is going to be getting like an overhaul and I think that's me. >> Oh yeah going to a student. >> So I just want to make sure that like the academics looks low but that's because it's not really filling in the whole building. And I'm not sure how Schuler does it either. I think it's probably the same. looked like half and half, >> right? >> So, just wanted to make sure
113that understood. >> Yep. >> So, then another population that I could draw data from is our EL population. Um, so in our district, we have 115 kids that are identified as EL. And obviously you see that there. Um, we do have a little bit of a concern there because our population does turn red, but at the same time, you're going to have probably the population of people who maybe have not acculturated themselves to showing up every day on time, being where they need to be, what are the expectations, having transportation readily available, um, having the resources to fill in if their transportation isn't readily available, whatever it is. But we do see a little bit of a au you know a concern here. But I'm going to say personally I feel that most people automatically
114think that this is the population that has the some people would probably actually have thought it would have been. So I mean I think it's I personally feel it's higher than most people automatically assume it's going to be. So yes, there's a concern there, but we also have um again a big population of brand new students again. Uh so that'll always be population. We just have to acculturate them and get them up to speed with what's expected high. >> Do you or do you or anybody have a sense like so how many of those students are this is their first year in the Atlantic school district? >> I have two that just started this week. >> This week >> or there eight I believe in middle school. I was going to say >> I think
115there's eight. >> Actually, there's there's there's eight. I don't know if they're all middle school. If it's Schuler Middle, it might be the >> I think that's not Schuler Middle. I only four or five. >> That's Schuler Middle. I think it's eight. And then I'm not sure what Washington is. >> 10% maybe 20%. >> That's too high. >> Yeah, that's too high. >> Okay. >> Uh 504 population. Um again, so now obviously you can tell we're starting to get our numbers gradually go down, right? So hopefully we're all aware that as soon as you have a smaller population of people you're pulling from, the second somebody doesn't hold up their end of the bargain, it drastically changes our data. Right? So of the 49, again, we're in the red here. We have 67%. Um, so
116it's a little bit lower than where we would want it, but at the same time, again, the 504 population is a special population. So, if you don't know what a 504 is, a 504 was originally established as part of the IDEIDA, and it was a way for students that had diagnosis to that do not qualify for special education services to still receive supports and accommodations um through plans. Okay? So, if a student has a diagnosis or it used to be if they had a diagnosis, it is not a pre-qualifier anymore. Um but students are parents are able to um ask for a 50 consideration for a 504 if they feel that the student their student needs um an additional support outside of what is considered standard within the district. Right? So accommodations are a tricky
117business um because they are actually fall under civil law. They don't fall under special education law. Any student can receive an accommodation if necessary to provide success. And that's what I that's what I lecture all the time. And so when you get into a 504, they do the 504 process does pull in a little bit more legal situation than just strictly accommodation civil law does. But basically what it does is it provides just another layer of support and protection for the student and the family to make sure that the needs that that student has. It might be a student who's in a wheelchair that doesn't qualify for special education. And so accommodations could be they may need assistance to transport themselves between classrooms. They may need um oh there's so many things. >> Yeah. Health
118needs. It could be part of the health plan, right? Um things that that our uh director of health gets involved in. And so that's just that's just qualifies there, which is a small population. >> Uh I thought this one was interesting. Um, but obviously the enrollment isn't right here because we don't, you know, see. Yeah, it's crazy. So, I'm guessing I think this is this not because it can't even split it either because our number Well, yeah, I guess I guess right. >> Okay. So, that's got to include preschool too then, >> right? Anyway, so of our 1599 enrollment that it's showing there, 809 are not 300 and reduced, 790 are. But look at that. we have great numbers there in attendance. Um, a lot of people would have also guessed that that one probably
119would have naturally been the lowest and it's not. So, that's kind of an exciting exciting one to look at as well. Now, I did not want to put the attendance on here by race because some of the numbers are so low. It's very obvious who's who, right? And so I just wanted to show you the way that our students identify um because I feel that it's just an interesting statistic and I can't show it by attendance because like again even if you would look at our um black or African-American statistics there three kids are going to qualify. If one kid doesn't show up it takes the percentage for the whole group. Right? So you can see there we have students that are identifying as Asian, black or African-American, Hispanic, Latino, multi-racial, native Hawaiian or other
120Pacific Islander and white. And that's just the breakdown of our population in our district. Okay. Our challenges as we were talking through them really didn't find anything new um that what we had presented on last time. Um but these are things we're still trying to find solutions for. Okay. And then I tried to get some photos. See, this is what's hard where I follow the same rule that my kids do so I don't get my cell phone out at assemblies and stuff. So, um, but Mr. Smith and and it was funny. I think um the new Mrs. McKay may have gotten some pictures today instead of the OG who was requesting them, you know. So, I I don't have anything from the K8 peeps, but Mr. Smith was he I don't know. He's just he's
121amazing educator. And so, during the coordination and the pep rally, um he was getting some drone footage for us. >> I wondered who did the drone. >> Huh? >> I wondered who did the drone. >> Yes, that was Mr. Smith. Letter flip. There it is. >> So, just to give you like And honestly, like the pep assembly and now I know I'm biased because I was involved in cheerleading some aspect for 21 years, but like our cheerleaders in their pep rally and what they performed was like next level. I was so impressed. Um and just the the fun that the kids were having and I it just felt really good, you know, to go into um the weekend with that energy and our student council did a great job. And I I don't know how
122many of y'all were at the game on Friday night, but it felt so good to see the wave come back. I was like, and my kids started that. I know. Isn't it silly? It's the little things in life, right? But I met Kenny. I was so happy watching that wave go three times. Anyway, so that's just some celebrations. >> Awesome. >> Is that the last thing? >> Yeah, but I think we always go I think it's the video that's messing it up. Yeah, I think so back to our timeless life. Yeah, >> I was going to say I'll go along with that too. The elementary kids loved getting the dress up days, homecoming just shot that we did. We shocked downtown. They had fun with that and the pep assembly was great and there was
123a bunch of spirit. So, it was a lot of fun. >> I can speak for Stacy Morning, too, because I think one of her favorite comments was Adam and Sandler Day and there were kids showing up and they were like, "I don't know why my mom put this big sweatshirt on me, but she told me I had to wear it. So they were like coming in like siblings clothes, not understanding the whole thing, but they did it anyway. >> She liked it. >> Any questions? >> So >> before we get into the superintendent report though, we also want to want to update you on Hawkeye 10. Um, as you know, you probably seen a lot of things. There's a lot of moving going around in conferences, college, high school for all the many years. We've
124had three schools that are current member of the Hawkeye 10 uh been asked, well actually six schools from the Hawkeye 10 have been asked to join other conferences. Three have accepted that. Lewis Central was asked to join the Missouri River. They said yes. Three other ones that were asked said no to the Missouri River which is your council bluffs and your sous city public schools. We had two others from our conference that were asked to join the uh western Iowa conference which is trainer and underwood uh and they've all voted yes for that. The next step in that is then the Hawkeye 10 board of control which is actually the principles uh for the conference have to vote on accepting uh because they've asked to get out a year earlier. bylaws say uh you have
125to get two years notice and then basically you're out but they'd like to leave for next year instead uh to get out. Um there are some not complications but other things that have to happen besides and one the Hawkeye tenant have to say yes. Um I think the the wick has to look at a few things cuz their original proposal was to bring them in the 2728 year but they asked the current Hawkeye 108 ads would you rather leave after this year or the following year we told we just need to know we can make adjustments whatever we just like all changes to happen at the same time we don't want to make one schedule for next year then another schedule for the following year >> you know just just get it get it done
126and over with. So that that vote on accepting if they can leave early will happen tomorrow. But that's not a done deal yet. The uh state has passed a law that says conference realignments all have to go through a committee uh that the the IHSAA and GHSAU have to create uh that committee. So anything that was done >> that's just it. They have to create the committee and then they'll they can't tell. I just thought we had a meeting this morning. They cannot tell the committee what to do. They have no say in after that point. So anything any conference changes that happened after July 1st, 2025 has to go through this committee eventually. Problem is committee is not created yet. The committee probably won't get created until February. So there's two parts of the
127committee. There's a fasttrack and then there's a research track. If all the schools agree that the accepting conference and the and leaving conference, if everybody's 100% agreement on the moving, it's a fast track. Boom, they go on. >> It's a majority vote. It's not all >> according to the Hawkeye 10 constitution. I'm not saying >> that's no, but I'm talking about for the state. >> Correct. But that's why I was clarifying. >> Hawkeye 10 does not have to have. But let's say in Hawkeye 10 of the of the eight remaining schools, if seven say yes and one says no, >> it's going to go a long track to the state committee. If all schools say yes, all students from the wick and all schools from Missouri Valley say yes, then it's fast track. It happens.
128>> We at that time when when those schools asked to leave, we found out they were want to leave. We decided to protect ourselves a little bit and we as a Hawkeye 10 with the principles and superintendents decided to invite two schools to our conference. U one was trainer who declined and one was Carol and we based that off of geographical location and size. Uh Carol we most of us playing anyways. They're about the same size just a little bit bigger than us smaller than Glenwood and smaller than Dennis. Uh Glenwood has said yes or Carol has said yes. they'd like to leave the Raccoon River and Raccoon River, I believe, has said you can leave after after this year or join next year. So, that's the other thing that the principles will be voting
129on tomorrow is to whether or not to accept Carol into the conference. I'm assuming, you know, what happens when you assume, but I'm assuming the border control will say yes to that. And that'll leave us with a, if all things goes as planned, a nine team conference for now. We'll still be called the Hawkeye 10. There's no sense. the big 10. If the Big 10 can have 18 teams, the Hawkeye 10 can have nine. >> Will we continue to look expansion to get to even number? Sure. And but right now, no, the ones we asked were the only ones that truly made sense. People have asked about some of the other schools. They're either growing way too fast and they may not be or they may not be a far trip for Atlantic but in
130Atlanta to one of the other schools and now you got over a two-hour trip for a conference match >> and we already have enough of that you know Dennis and the Crest is almost two hours >> and so we kind of backed off that we want to keep it about that within that two hour range if we possibly could. So that's the changes. We as ads, we're we are ready to go either way. As soon as soon as you we're starting already, if if it's a Carol in and the other three out, we've already got a plan, for example, for volleyball next year and we can implement that the snap of the fingers. It's already and that schedule's already creeped and we'll have the basketball one done shortly and if it if it doesn't go
131as planned, you know, and we'll make adjustments accordingly to that as well. So, I think we're ready to go. In the olden days when you had to mail contracts and stuff back and forth, took a lot longer. Nowadays, it doesn't take us any time to go. So, I just want to update you on on where that is. Where our board would get involved in is if we ever decided to leave by 10, right? >> Then we would come to the board and you you guys would have to make that decision if we ever recommended that. We have no plans to ever do that in my future. >> Mine neither. I'm trying to remember when we used to be the Hawkeye eight because that was a time. >> Yeah. >> Then we had St. Albert and
132>> before St. Albert because we added two more before then when the Hawkeye was at Dennis come in at that point. >> I don't remember. I was trying to remember >> originally. >> Yeah. Well, Southwest Valley Corning I think some of them were actually in the Hawkeye 10 Hawkeye back in the day. It's changed that much. >> Thank you. our superintendent report. >> I know the board noticed that the format of my agenda changed it with intent purpose behind it. I wanted to keep it out in front of me. Um focusing in on the goals of the board and then the strategic priorities and how my superintendent goals can match up. So that's why it kind of looks the way it does. And in each of the things that are listed under all three of
133the superintendent goals, especially when you look at superintendent goal three, um links to just all the public meetings and then the fact sheets that are involved in um our our bond uh referendum and and master plan and information going out to the public. Those are things that have been this month's priority that I've been working on. We've also um been able to meet with all the directors like transportation, uh maintenance, uh special ed, nutrition. I'm trying to think of everybody finance society. We've done individual meetings and then we have monthly director meetings administrators each one of those individually and then we of course had our weekly leadership meetings and you kind of see you know what went on in those different meetings. uh negotiations, talked to Mike McDermott, sent off a timeline of possible meeting
134dates so that our ultimate goal is March 15th. That uh that date is as a time that Lisa can offer contracts to employees. That's the first date that she can 20 days later it's done. So our timeline, we're trying to keep it on track so staff can get their contracts right away. they know that they've got employment for next year and we know what teachers are coming back. So Mike said it looks pretty good. We're going to see what we can do. We want to have a preliminary meeting before January. So um somewhere in that December 3rd, right? And then enrollment data. That's just another thing I left there from um last board meeting just so you see where our trends are for 2025. This week, actually October 15th is our our date to um
135certify uh enrollment. So we've been working on that all week. And then the next links are again just any information where you have a quick access to the web page. Um the bond referendum, any of the handouts, it's in folder. Last week homecoming was awesome. Tyler Brummer from Donovan Group spent the whole day here on Friday video taking interviewing video or interviewing staff and students and all the fun activities that were going on all day long through the football game. I am so excited to see his video that he's kind of put things together and then we'll have it as part of our our big display on the web page. the HSAP program. We're getting close to possibly having the need to add a um point a quarter time teacher. We're not quite there yet.
136I think we'll eventually hit that number of uh either 50 students or >> 25 families. >> What was again? >> 25 families. >> Whichever students come first. >> Whichever comes first. So, we are close. If that happens, we would bring that to the board um possibly the next board meeting. Last thing was I attended and quite a few of us attended a Cass Health Summit. It was at the um Cass Community Center. It was another opportunity for the community to get together, talk about the needs and issues that are going on in the community and come up with potential solutions and ideas. So again, another way Atlantic is trying to work together to find um support and solutions for for kids and families. So I thought it was good. Good. Any questions for Dr. Johnson?
137>> Great. Thank you. Um, board report. Do any board members have anything that they would like to uh comment on? >> I just real quick would like to comment on the volunteers. We have a lot of activities going on, especially in the fall. And there's a lot of people that step up. And I know there's a lot of emails and texts that go out needing help. And it seems like by the time the game starts, there's always somebody there that's grabbed the chains or grab the clock or whatever, the attendance people. So, uh, let people know who they are and doesn't go unnoticed. And we do appreciate that that stepping up to help. >> Um, I presented to the Jed program today, went to the achievement center. She Mrs. Walton needed a elected official from
138the town. So she asked me if I would represent as an elected official and it was kind of fun. Went to the achievement center and and presented to three kids and then went to the high school and presented to maybe 15 or 17 kids and just talked about school board and it was a fun little trip. So >> it's great. >> Yeah. >> I just want to comment on the principal reports. Lots of good stuff in there. But um the staff wellness challenge super fun and I enjoyed seeing I've seen a lot more people out walking in September because when you're kind of going by breaks and things and stuff and and I I like the one for October, so I'm excited to see what what comes up next. >> Date night. >> I know.
139I thought the October was great, but I'm excited like you know things. So we're just winging it as we go each month. So >> yeah, the fun fun stuff. really great. >> Okay, financial report. So, I shared with you of the financial report. We've just completed the first quarter, the first three months of the fiscal year. And so, this is a good um time to kind of measure and take a look at where we're at. We completed our first cycle of payroll for all of our staff. This was the first payroll for our certified staff for our teachers um because they run September through August where a lot of our other staff run July through June. So this was our first like real payroll for everyone and um kind of gives us a a gauge
140of what it's going to look like in the rest of the year. Our supply lines and our constructional services lines are high, but those are usually because we do a lot of annual upfront costs. to pay things annually and those all come out in August and September. Um so that feels like it's a big cost right away but then we might those will level off. We also purchased quite a bit of curriculum and classroom supplies right at the beginning of the year and then we'll see another big surge of classroom supplies like in January, beginning of the second semester. So um I feel pretty good with where our numbers are at now. Um, the thing about school finance is you you get payments through the state for 10 months. Um, so we just got our
141first payment, but it doesn't apply until October. So you have to have enough in your accounts to cover your June, July, and August um months of expenses, including payroll. So um September was kind of our first month of getting some money there at the very end. So you know, it always looks like your revenues are way low compared to your expenses, but that's pretty common. we should see that kind of balance out because now we'll have 10 payments from the state aid which is our biggest revenue source is our students and so we'll start seeing those revenues kind of um balance out a little bit and the comparison September 2025 like our cash expended those things are fairly consistent but yet the last couple they are which is great um but you know we've kind
142of had that day net cash is was our cash is getting tighter I guess is what I think and in the general fund cash. >> Yes. >> And so our expenses really when you look at that from last year to this year don't look much different. What you notice is the cash balance is less and um you know that is expected. we did have done negotiations and we've given increases so we would expect our expenditures to go up and so um also anytime um and we'll talk about this a little bit later but anytime you have any type of special ed deficit um you know that deficit comes out of cash and so we would expect to see our cash balance go down because that is not something that's u funded by the state for
143that deficit anything you're over that just comes out of your cash battle. So, I would expect to see that number drop this year. It's just and and we have some that we can we have some cushion to drop. It's just >> absolutely keeping that >> fairly flat. >> Uh I'll take a motion to approve the financial report. >> So, move >> second. >> Yes. >> Laura, >> yes. >> Christie, yes. >> Jody, >> yes. >> Jane, >> yes. >> Great. Thank you. Uh the next item on our agenda is our consent agenda which uh includes uh several items of sort of standard um school district uh operations. Um any board member has the opportunity to ask to pull any individual items that they want to or we can have a motion to uh approve the
144whole thing. >> I'd like to pull item C. Please you're pulling which item C Okay. But I would make a motion to approve the balance of their consent agenda. Thank you. >> Second. >> Okay. Laura, >> yes. >> Christie, yes. Jody, >> yes. >> Danny, >> yes. >> Thank you. Um, we talk about item C now. Okay. Uh, is there any discussion on item C or would anyone like to make a motion? I have moved to approve. I would move to approve um all of the um enrollments with the exception of A and B due to space needs. Student A and B is space for open enrollment. Correct. >> Second. >> Uh Jody, >> yes. >> Jenny, >> yes. >> Josh, >> yes. >> Laura, >> yes. >> Christie, >> yes. >> Thank you. >>
145Uh we now move into the discussion portion of our agenda. uh we have multiple board policies to review and I think Lisa are you going to sort of lead us through that? >> Yeah. So I sure and you'll find the attachment on the action items where it goes that you see through first reading. I also emailed this to you. Um what I did is I went through the board policies and kind of did a comparison of what what was different from when ISB comes out with new policies then they will send us a primer that says these these are what we're changing. I compared those to what Atlantic already has in place and so side by side you could click each one. I put the IASB version next to the Atlant or yeah district version.
146You can click on all those but then I thought gosh that's a lot of looking back and forth. Why don't I take the time to kind of go through those? Really don't have board policy committee. So, I thought I'll look through those and see if I can just come up with the the changes for you. So, I've attached it there. You also have a hard copy in front of you and it's been emailed to you. Just a real quick here's the differences. Um, two of the policies we actually don't have. They are new policies and so those will be something that we will need to add to our policies. The rest of them were some minor changes. I didn't see anything that I thought that's a major change. Part of it was some wording. Part
147of it was legal reference. Um, you do have the option to do a first reading this month and then do a second and final reading next month. You can do a first reading this month and wait second reading. You kind of have those options. You didn't get a lot of time to look at these because I did just put this together. um I want to feel like it was linked, but I couldn't come up with a way to how to share that information with you and it started to be get pretty tedious. So, I thought I'm just going to do one sheet um comparison. So, you have the right to however you would want to approve those. If you want more time, you definitely have them, but you do have links to everything. >> Well,
148Lisa, I appreciate the effort that you went to to compile this information and condense it for us. So, [Music] So, it looks like uh so board policy 208 is involving having board committees and um I've only been on this board for six years and I don't think we've really had any standing committees. We've done some sort of ad hoc but um did we in the past have we had committees more we the first abuse of committees that we tried to do was last year when I was and it really didn't take off we didn't didn't do that so I mean yeah we've had some committees in terms of um probably mostly for negotiations has been the most use of it but prior to that I think being a five member board we've Madison board. >>
149Yeah. I mean, would you say >> our policy only >> it didn't address the standard committees? That was the biggest difference I think, >> right? Which is Yeah. I mean, that's what I was sort of just leading us forward in a conversation about that about. I mean, part of me wants to say, well, this is the way this board's done things. I don't know if we need to make a change to make things more complex, but also it does the way our policy is written now allow us to make standing committees or are we not even allowed to or >> you just have admin here and this really the policy just gives you the right to do it. it doesn't say you have to do it and so it gives you the opportunity that if
150you want standing committees um you can you the district policy just didn't reference anything about that and then there was a little bit more for in the new policy about having to make the committees by vote or at the discretion of the superintendent really talk about in our policy how those committees were filled Um, was I the only one who couldn't access the district? >> No, we had the ISB ones we could, but >> I checked everything and everything came up that said access. It it seems like there was a few different things this this time on the >> and I didn't know whether that was it didn't seem like there was a rhyme or reason. >> I usually go through each link um that's given to me and I um make sure everything but
151I'm seeing now that it is coming up. Now it's funny because in my office they checked this today and everything worked and I'm sitting here now and now they aren't. >> We could we could read the ISB version though which you know is I'm sorry about that. Let me Yeah, I'll make sure that you guys have access. Now, all of our policies are online and so you can go to our school website and they're through assembly. So, you would have a way to access those. I just save you the time, copied that link and attached it here so that you didn't have to take that time to do that, but you would have access to all of our board policies. >> Yeah. But I will make sure that I always check those links before I
152send them out on Friday, but gosh, I'm not sure. Yeah, that's the last thing. I'm not sure what happened. >> I was just going to ask since they're here on the 507.05, do we still do emergency drills? >> The couple by whatever it is, just twice before December 31st and two after January 1. >> So, are you talking like the fire and tornado yet? >> Yeah. Yeah. >> So, yeah, because they're required by law, two of each each semester. >> Was the wording that got changed really the same thing? just a little bit more. >> They said you had to put in the actual dates. >> Yeah, I thought that was >> their wording is a little clearer. They probably would adopt >> that one. >> Um though I I did I was wondering about
153the um the age reference. Um >> so this is 401.01. So this is new. We don't have anything like this. not have an equal employment opportunity board policy. Um, looks like it was done back in 2022, but for some reason wasn't adopted here. So, it when I saw that I thought, gosh, we need that. So, um, we would be adding a brand new policy for that. >> So, we don't have anything about equality. >> We do not have policy 401401. No, I looked for the weekend and I kept thinking the same thing with me. How is it possible if you don't know anything? Yeah. Okay. >> And it came out. >> And then the one on substance use, >> there's a a formal uh that first paragraph, it's really all that got changed and it
154just says the district will provide a substance abuse prevention program and set restrictions. um kind of at the discretion of the superintendent and the building principal. >> So do we say that we will provide a substance abuse prevention program and our >> does not say that >> doesn't say it at all. >> Does not say that and that is what ISB was adding. >> Is that because of um a change from the state legislature or were they just sort of doing that? >> They didn't give much reference as to why they were making that change. >> All right. And then the only other difference is Atlantic's policy says anyone under the age of 18 to be reported to local law enforcement, that type of thing. ISB said anyone under the age of 21 in case
155you have students that are um you know doing that extra some extra classes and stuff like that because we can educate students up to the age of 21. Okay. Um, would any board members like to ask any other questions or any discussion about any of these? >> I don't see anything that's really >> And does everybody feel okay about uh voting on these for the first time since we didn't have access to everything necessarily? >> Sorry about that. Yeah, we we're we're good. And uh and you know, I'll just remind you that we'll get to do a second reading uh at the next >> uh regular meeting of the board. So >> Okay, great. >> Uh so our second discussion item is about early retirement. Every year I bring early retirement policy to the board,
156see if they're interested in uh having it as an action item in either in the next couple months, the November or December board meeting. So then um if the board chooses to to um approve that policy, we have uh time for it to be sent to all all employees. And that really only pertains to those employees that buy for it. We still send it out to everybody. It gives them time to um decide if they're going to take advantage of it, get get it back to the district, sign off on it, and then we go from there. So, it's just an option that I always bring. >> Have we investigated how many are eligible? just going to ask that. I my guess is to >> um and I'm just and and then my other question
157would be on um the health of our management fund um looking at the financial report and um whether that's something because you know if we didn't budget for that in the budget year >> yeah so management you know pays for retirement but it also does all of your property auto casualty workman's comp insurance. Um the state has has kind of come through with some mandates that they won't let you carry over as much as districts used to. And so um now they're actually rethinking that going back to legislature because that is also where you pay for your deductibles out of if you have inhaled damage and sometimes deductibles are $100,000. And so if they don't allow you to carry that over um you know how will you pay for >> a deductible? So, one of
158the reasons we joined the wind and hail program at Storm Protection was because our deductible is at 45,000. And so, that is a more manageable number than a $100,000 deductible. So, with that said, um we keep that man that management has stayed fairly low balance because it just pays those insurance that once a year and then, you know, takes care of the delay that we've done in the past. there is enough in there we would have a claim but there's not been a lot of cushion and part of it we hadn't talked about early on retirement so I didn't budget for it um when we did the budget back in March if it's something that we see like this needs to be an ongoing expense that I do need to budget for it absolutely will
159put that in now management fund is funded through property tax measures so as we talked about the bond and the different things if you change that management tax levy amount ount much that could cause taxes to increase. And that is a little hard to explain sometimes when we've just been talking about only this one piece going up and then have to say, "Oh, this might also have to go up." Now, that might be out of our control because right now our insurance rates for property and casualty have went up 20% 40% in the two in the past two years. So with a 20% we're having to increase that management fund each year already if we >> hang on hang on our property insurance has gone up 40% for the last two years >> 20% each
160year >> percentages >> we originally when we talked about insurance because they don't set those rates until almost after we've done the budget because they aren't set and so we have to make a decision then he when we had talked they he said I don't think they're going to go up more than 15. I budget 20 because, you know, you always hope it's 15. I'm glad I budgeted 20 and I've done that the last two years and so pretty much going to just budget for 20 every year um for that expense, but but we do have some cushion. So, it doesn't I don't want to sound like we're just oh, we don't have a single dollar in there. We do, but we also have to have a balance in there for if we would need
161it for a deductible for a a hail wind damage. >> I I think we're just seeing the pressure in that fund. I mean, >> what months do we get tax revenues in or our big tax money involves that? >> September. September through May. I mean, because September, right, everybody just paid their taxes, but you get then and then you really don't get anything again and then till like the March, April, right? So, you get two big amounts throughout the year. Now, you might have somebody who's a late filer, things like that. Commercial businesses, they might do their taxes at a different time. >> Has gotten the fable version of >> Mhm. >> Oh, came in late. Well, came in October, so you won't see it on these financials, but I know that it's there because
162we're already in the month of October, but it just came. >> So, it wouldn't have been reflected on September 30th report. Yes. Yes, that's what I'm asking is kind of where our management fund sits right now or where we >> So, um I didn't bring that fund balance and that is something if we need to one of the things we look at is we look so much just at that general fund that I'll be glad to bring you uh you know fund balances for management for ple for capital projects because those are other pieces they play a very specific role and so I know our focus is always salaries benefits you know to class supplies but absolutely >> it would be great to see those at least quarterly I think we would like to see
163on. >> Well, I think we need to see the management one now so we can be excited. That's what >> Yeah, it's it's not positive. And so, um, >> yes. >> That's correct. And and that's that's typical that you you use all the money that's in there to make the payment because you pay it all in July 1, you know, August one, and then the money then comes later. And so um that that's well and I just think that's and maybe that's part of the new legislation that's tighter than we've ever had it. We've usually always had a balance in there and so that's my concern with um looking at maybe another expenditure in there not knowing >> and we talk about that each March when we go get the tax rate we talk about
164how much should we keep the management and so it is always a a discussion that we have and it's always been like well let's not do too much there. I mean, if we don't if you don't need it, right? And so, but they they're changing legislature so much that it's one of those we thinking farther ahead than just the next year. >> Um, now they are looking at changing some things where we might to increase that, but again, it's all funded by property tax. >> Yep. I mean by looking at your timeline we would have some time to bring it back as a discussion item as we piggy back on looking at the management fund to see if we could I mean >> yeah that's fair information >> because if we do that next month
165because I think that what was the application was through January right >> right So, >> but things to think about other times I've done early retirement policy with board and I'd have to check with their attorney, but the board can limit it to the first three, the first five. Okay. So, you go down, >> you know, it I mean it it goes back to your philosophy about what early retirement is for, you know, whether that is uh a Yeah. Yeah, budget. Thank you. >> Yeah. Is it Yes. Is it a management tool for staff reduction and to save money in the general fund if needed or is it um you know some sort of appreciation >> and I hate to pose it that way because then you know if you don't agree with it for
166financial reasons it sounds like we're not grateful. you know, our teachers and we do, you know, we have early incentive and we have other things, but it is something that we have to be cognizant of because it is taxpayer money directly that we're >> it is and it's not necessarily going directly to student education. I mean again it it just and it's yeah it's hard to think about incentivizing skilled teachers leaving the profession earlier when they have such a hard time replacing >> and you know I I've understood the benefit of doing it occasionally um so that you know we sort of get that that extra oomph but if we're doing it every year people will just assume it and then you We're not we're not necessarily having them to make a decision one way
167or another. I don't think but that's kind of why I asked >> Yeah. So for for next time we could get range management and then also about how many would be eligible both certified and so bring it back