001All right, gotcha. I now call the board of education regular [music] meeting to order at 5:30 p.m. And good evening everyone. I see a lot of blue and red in the audience tonight. A lot of familiar Washington [music] faces. Welcome. Um, we probably should have had this in the big room in retrospect. Um, uh, filter in where you can find some seats. If anybody's got any seats next, please make room for your neighbors. Um, [music] I know it's tight quarters tonight, but I really do invite you to stay for the whole meeting. It should be really informative. I'll talk a [music] little bit more about that later. But before we begin our formal agenda tonight, I'd like to take a moment to recognize that we are currently in the midst of Black [music] History Month.
002This is a time to reflect and honor the contribu contributions black Americans [music] have made and continue to make to our nation, our state, our community, [music] and right here in our own classrooms. As a board, our work is fundamentally about the future. However, we cannot build a truly [music] sustainable and inclusive future without a deep, honest appreciation for the history that has shaped us. The Rapid Schools has a vibrant tapestry of backgrounds, [music] cultures, races, and that is what makes our district truly special. Tonight, [music] as we deliberate on the policies and projects before us, let us ensure our [music] decisions reflect a commitment to breaking down barriers. By transparent by prioritizing transparency and equity in every vote we take, we [music] honor those who fought to ensure that every voice has a seat
003at the table. Our goal remains clear to ensure that every student who walks through our doors, [music] regardless of their race, culture, or background, is seen, heard, valued, and empowered [music] to excel. Thank you. With that, is there a motion to approve the agenda [music] for Monday, February 23rd, 2026? So moved. Second. >> All those in favor say I. I. All those opposed say nay. Okay, next we will pass the meeting to the area chiefs for student highlights. Good evening. Uh tonight we're gonna kick off our student spotlight. Uh we honor Gabriella Snowski, a fifth grader from Biola Gibson Elementary. Gabby is an outstanding student whose leadership, creativity, and genuine care for her school community consistently shine through. She greets each day with positivity, radiating warmth through her bright smile. Her cheerful good mornings and
004heartfelt see you tomorrows resonate with both staff and students. Gabby is not only compassionate and helpful, but also values her academic learning, embracing the challenge and rigor with enthusiasm. She readily volunteers wherever she [music] is needed, supporting younger students with skill practice, assisting with daily school announcements, welcoming and guiding new students, and working collaboratively and respectfully [music] with peers with disabilities. She dedicates her time to helping others and fosters a culture of [music] inclusion and support throughout the school. Gabby is also a thoughtful problem solver who identifies and implements solutions to schoolwide needs. She plays a key role in planning and organizing our schoolwide PBIS celebrations [music] as well as promoting sustainability through recycling efforts. She consistently demonstrates integrity, advocates for her peers, and ensures that all students feel valued and included. As a Biola
005Gibson student ambassador, Gabby has developed strong leadership skills and serves as an excellent role model and mentor. Her positive attitude, initiative, academic drive, and compassion exemplify the Gator Way. Being respectful, responsible, ready, and safe, Gabby is truly deserving of a spotlight student. So, nice job. [applause] Let me take a picture. I have a I have a certificate too. Okay. I have a certificate. [applause] All right. Hello. Uh I have Demaya Perkins here. She's a third grader at Hoover Community School. Deaya comes to school each day with a positive attitude and a readiness to learn. When things become challenging, she perseveres and continues to give her very best effort. Demaya is a wonderful friend and role model to every student in her classroom. She also shows great respect to the adults in our building. Hoover is
006very lucky to have her as part of their school community. [applause] >> [applause] >> Good afternoon. [music] Is John Freeze here? I know he was on his way. >> He's on his way. Okay. Um, so I'm going to read this, but he's gonna We'll do the picture afterwards. Um, our third honore this evening is second grader John Fes from Trailside Elementary School. For his tremendous growth, perseverance, and leadership this year, through hard work, determination, and a commitment to personal growth, he is thriving. John has worked diligently to remain in the general education classroom and has taken ownership of his behavior and learning. He consistently models our new news expectation, using a neighborly voice, being exceptionally safe, demonstrating world-class listening, and making sophisticated choices. John's positive attitude and respectful behavior have made a noticeable impact on
007our classroom community. Perhaps most tellingly of his character is the way his peers view him. One of his classmates recently wrote a persuasive letter explaining why he wanted to sit next to Jon in class, citing specific examples of John being a role model and expressing a desire to be more like him. This speaks volumes about John's influence and the respect he has earned from others. John's growth this year has been both academic and personal. He is a positive role model in our school community and his pos his progress is truly deserving of recognition. Congratulations, John. [applause] Hey, Adam. Sorry to interject. I just was curious because that was [music] special and I I'm not sure if he's heard that about himself yet. Has he been Did he get to hear those nice [music] remarks? >>
008I was just chatting with Principal Nuri here. We're going to show him. We'll get a picture. >> Okay. I just want to make sure he heard all the special thoughts. >> I can come back and do it again if [laughter] [music] >> next we have our staff. We have a staff spotlight today. >> That's me, too. >> Yep. It's you. Yeah. >> Okay. Thank you. [clears throat] >> Do I call the person individual or >> Okay. >> Hi. [music] Okay. The Cedar Rapids Community School Board is honored tonight to recognize a true pillar of Kennedy [music] High School's community, school counselor, Rachel Collins. Rachel first joined our [music] district in 2005. For over two decades, she has been a steady, compassionate [music] presence for our students, navigating the changing tides of education with grace and
009an unwavering commitment to student well-being. Kennedy principal Jason Klein describes [music] Rachel as fantastic, but more specifically, he highlights her relentless tenacity. He says, [music] "Rachel is all about finding a way. When it comes to struggling students, she finds ways to [music] get them back on track. When students are in crisis, she finds ways to help them recover. And she's an incredible teammate for her colleagues, [music] finding ways to make their jobs easier every day. While her colleagues see [music] her as a problem solver, her students see her as a lifeline. One student shared a tribute that truly speaks to the heart of [music] Rachel's work. They described her office as a safe space, a place where dreams [music] and worries can be shared without fear of judgment. This student shared, "Miss Collins goes above
010and beyond her role. She's a mentor, a cheerleader, and a [music] trusted confidant. She remembers the little details about my life, which makes me feel truly valued. She celebrates my successes with [music] genuine joy and helps me navigate setbacks with kindness and wisdom. Knowing I have someone like her in my corner has made all the difference. Rachel, your [music] ability to foster trust, build confidence, and empower our students to advocate [music] for themselves is a gift to this district. You aren't just helping students graduate. You're helping them grow into resilient, [music] self- assured adults. On behalf of the board of education and the entire [music] Cedar Rapids community, thank you for your 20 years of service to the district and for always finding a way for our kids. Thank you. [applause] Yep. So, everybody come
011this way for a quick photo. >> Thank you so much. >> Find your windows. >> Congratulations. Thank you so much. Are we doing photos with the students, too? >> Okay. >> Oh, good. >> Great. [clears throat] [clears throat] >> Good job. that way just a little bit. >> There you go. Perfect. >> All right, everyone. Eyes on me. >> Thank you. Thank you, [applause] GABRIELLA. JOHN, don't go too far. We're There we go. >> Perfect. Thank you. >> John, I have to say this has been said before, uh, but we wanted to make sure you heard it. Okay. >> All right. So, our third nom nominee this evening is second grader John Fes from Trailside Elementary School. For his tremendous growth, perseverance, and leadership this year, through hard work, determination, and a commitment to personal
012growth, he is thriving. John has worked diligently to remain in the general education classroom and has taken ownership of his behavior and learning. He consistently models our news expectation using a neighborly voice, being exceptionally safe, demonstrating world-class listening, and making sophisticated choices. John's positive attitude and respectful behavior have made a not noticeable impact on our classroom community. Perhaps most tellingly of his character is the way his peers view him. One of his classmates recently wrote a persuasive essay explaining why he wanted to sit next to Jon in class, citing specific examples of Jon being a role model and expressing a desire to be more like him. This speaks volumes about how Jon's influence or about John's influence and the respect he has earned from others. John's growth this year has been both academic and personal.
013He is a positive role model in our school community and his progress is truly deserving of recognition. Congratulations, JOHN. [music] >> [applause] >> GABRIELLA, DEAYA, JOHN, and Miss Collins. Um, you exemplify everything that is wonderful about this district, [music] and I also would like to thank those who believed in each of those individuals and nominated them. [music] Um, thank you very much. um tonight. Oh, so we will now hear a report from our student representative, Katie. [music] Go. >> Good evening. So, the superintendent student cabinet has recently been wrapping up our work on the issue of vaping in schools with confirming our focus on establishing a consequence continuum and expanding education on reporting measures among students. Most importantly, we identified a gap in the reporting measures between middle school students and high school students where
014middle schoolers were uh reporting their peers for vaping much more frequently than high schoolers even though they have the same tools. [music] And so we're looking to increase education for those older students so that we can more effectively utilize the tools that we already have in place. After that, we have shifted our focus to looking at the three different models for reorganizing our district. [music] And we discussed which models we prefer and our potential concerns. So for the 58 model, our primary concern was the wide range in age maturity between the students who would now be in the middle schools. Fifth graders who would just be out of elementary would be in the same building as kids about to enter middle school. And because of this, their academic needs and their behaviors would vary greatly,
015which [music] could cause some conflicts. Moving on, the two high school model was by far the least favorite among students [music] because we were concerned about the loss of culture by removing one of our high schools along with the increased distance that parents would have to travel [music] for transporting their kids, which could also influence parents to move out of the district to attend Xavier or Cedar Rapids Prep. And while we recognized the cost benefits of having just two high schools, we felt that the cons of this model greatly outweighed the pros. And then finally, the intermediate model was seen as the best option among us students. We acknowledged the benefit of splitting up middle schools into fifth grade and sixth grade and then seventh and eighth grade due to their maturity and academic [music]
016needs being more aligned in that way. However, we were still concerned about the number of transitions that students would experience during their K through2 education. Being only at a given school for two years could prevent students from getting comfortable and creating a school culture. Other concerns were the function of extracurriculars and transportation when parents have to deal [music] with four schools instead of three. We also discussed the measures that the district could make to better support families during the transition between these school models, including the use of counselors or grandfathering current students into their current schools. So overall, we have been better informed about the purpose and creation of these three models and we do feel more accepting of future changes, but we want to further encourage open communication between the community and the school
017district to ensure that other community members also feel informed so that they too can be confident in the future of our school district. Thank you. [applause] >> [applause] >> Katie, can can we get a copy of that? Actually, will you email that to I mean, we I actually have our board code of ethics in front of me and our [music] greatest priority is the welfare of our students. So, that's one of the first um representatives from our student population that we've had on those models. So, I just want to say thank [music] you for standing up and providing that. Love to see a copy so we can discuss further. >> Send it to me. Yeah. >> Okay. Tonight we have four public hearings for the Cedar Rapids Community School District. Public hearing uh Taft Middle
018[music] School fire alarms upgrade project. Uh permanent utility easement Kingston Stadium Northwest Jefferson High School West Gym Floor [music] Replacement Project and permanent utility easement Kingston Kingston Stadium Southwest. Board Secretary Shelty, have we received any written correspondence related [music] to any of the public hearings on tonight's agenda? We have not received any written correspondence. Do we have anyone who has requested to address the board this evening regarding the first public [music] hearing? >> We have not. >> Do we have anyone who [music] um has requested to address the board on the second public hearing? >> I think um we'll close that one first and then >> Sorry. Okay. >> Um All right. The afor Sorry, I [music] missed that. The aforementioned public hearing is now closed. Half middle school fire alarms upgrade project. Do we
019have anyone who has requested to address [music] the board on the second public hearing? Permanent utility easement Kingston Stadium [music] Northwest. We have not. Right. The aforementioned public hearing is now closed. Do we have anyone who is requested [music] to address the board on the third public hearing? Jefferson High School West Gym Floor [music] Replacement Project. We have no requests. The aforementioned public is now closed. And do we have anyone who has requested to [music] address the board on the fourth public hearing, permanent utility easement, Kingston Stadium Southwest? We do not. All right. The aforementioned [music] public hearing is now closed. All right. Moving on. Uh we will hear from those who have requested to address the board. Please note that if you are [music] planning to speak on the budget strategy and school consolidation
020proposals, we have placed those aside until right before the work session time. Um, so I just want to state before [music] we I had a few words before we start. So I know we have a lot of folks here tonight to [music] talk about the staffing at Washington. Um, among other topics and I just wanted to share a few thoughts before [music] we get going. So first of all know that your voices are welcome here um and that we are all here for the same reason tonight, our students. Tonight we will also hear on our budget process [music] and our district staffing model. If you are able tonight, please stay and listen. I'm sure it will be informative. [music] And we are in our second year with the district staffing model. Um, and while it
021feels new to us as a district, it feels even newer to the community. On top of that, we've shifted to share a lot more transparently [music] with the community throughout the whole process rather than after the process is complete. So, you've all heard the phrase, this is how the sausage [music] is made. This is how the sausage is made. Um it's a lot of information to take in um and [music] to synthesize and we know that and we appreciate that you take the time to be here not only to share but to learn [music] alongside of us. What I learned last year is that where we start with the staffing model and where we end are two different places. So I invite you to stay tonight if you can or watch [music] the replay um
022after the meeting. Thank you for being here with us tonight and thank you for caring so much about [music] our students and their education. It is in listening, collaboration um and finding [music] solutions together that we will move forward as a community and move through [music] these challenges together as Cedar Rapids schools. I also want to remind you that there is no consolidation um topics on the agenda tonight. So [music] if if you're here for that, it's not really something that's going to get discussed. I just want to make sure people know that because we've had a lot of we've [music] had some pretty big meetings. Um so we are in that um phase where that is being studied right now. So with that, board secretary Schulty, do we have any requests this evening? >>
023We do. We have [music] 22 total requests. >> Okay. With 22 speakers this evening, you will be given up to 3 minutes for your remarks. Please respect [music] the time limit allotted to each speaker. Board Secretary Schulty will serve as your timer and [music] indicate when your time has expired. If you have submitted a request to address the board and choose to refrain from speaking [music] in the interest of equality and fairness, your time may not be yielded to another speaker. To abide by the open meetings law, there will be no dialogue between board [music] directors and the public during this time except to clarify the nature nature of questions or comments from the individuals speaking. We ask that the audience and speakers refrain from using inappropriate language and outbursts [music] as a matter of
024respect for all in attendance. This board has zero tolerance tolerance [music] for profanity, vulgarity, demeaning language, or threats of any kind. Lastly, I'd like to [music] remind our speakers that the board cannot address personnel and student matters. The board policy outlines a process for addressing and resolving concerns. [music] We ask that speakers refrain from using personal names and information during public comment. Before we begin, I'd [music] like to remind our speakers to state their names. Um, you do not need to state your address unless you wish to um when called to the podium. [music] And board secretary Shelty, could you please call our first speaker? >> Yes. Our first speaker is Lori Y on a byianual update [music] on the Cedar Rapids Community School Foundation. >> Good evening. Uh, I'm Lori Y, president of the
025board of the trustees for the Cedar Rapids Community Schools Foundation. Here to give our by um our midyear uh report. Um, just to give you a couple of highlights of um [music] of what we've been able to accomplish um so far with the generous um dollars that we are entrusted with. Uh we were able to reimburse 269 teachers totaling $31,000 via the student enrichment [music] um grants program. We paid uh $24,000 to the insured curriculars extracurriculars across all grade levels. So every [music] student has an opportunity uh to participate in our wonderful extracurriculars across uh the district. We supported professional excellence in the amount of [music] $35,000 for our teachers and staff members and um distributed uh $73,150 [music] in senior scholarships which we're very proud of. In addition, we just rolled out um a
026every learner future ready grant in the total of $50,000 for [music] any principal across the district to be able to apply for their schools for uh funds for career career explorations um career readiness um pathways and OT. So, we're um [music] really excited about that opportunity um for our schools. We welcomed three new uh trustees and [music] um uh I am incredibly humbled um to be able to serve as part of this board of trustees and um for those who have served some are here in the room with us here today um [music] some current uh trustees as well. So um the the thoughtfulness with which they are stewards of the dollars that um are uh gratefully [music] donated to us is take it very very seriously. We have strong financial growth in health with
027um now at $3.3 million in [music] assets. Again, thanks to the generous donors and good financial stewardship of of the trustees. We have a newly uh endowed fund through the Twilight and Larry Wy Larry Wy endowed fund. Uh [music] Twi was a longtime elementary school teacher in the Cedar Rapid [music] schools uh who made an incredible impact and through their generous donation will continue to make an impact on [music] many uh for years to come. Uh these dollars are for teacher and uh CTE support. Um uh with Karen's leadership, I've rolled out the fundraising and donations in the district training to [music] ensure that fundraising is streamlined across the district. So, um a good uh midyear report thus far and again uh we're we're very grateful [music] for um the generous dollars that are given
028from teachers, from community um so that we're able to be able to give back um in our district. Thank you. >> Thank you. Next, we have [music] Gabby Cobert [applause] speaking on the topic of Pierce followed [music] by Jeremy. >> [clears throat] >> Good evening, members of the board. My name is Gabby and I am a seventh grade student at Franklin [music] Middle School and a and a proud former Pierce Panther. I'm here tonight because Pearson [music] Elementary isn't just a building to me. It is where I learned to read. It is where I learned or is where I made my first best friends and where teachers believed in me before I believed in myself. At Pierce, we always say once [music] a panther, always a Panther. And that's true. Pierce isn't just something you
029grow out of. It stays with you. Being so close to Kennedy High School [music] made my experience even more special. When I was in fourth grade, fourth and fifth grade, we [music] had pen pals from Kennedy who walked over to hang out with us at recess. Kennedy readers came to our classrooms [music] to read to us. We walked to the Kennedy. We walked to Kennedy to see plays and performances and [music] it made high school feel more exciting instead of scary. That connection matters. Last year when I [music] got to learn lot got the lead role in Matilda one of the first things I did was call my former Pierce teachers to invite them they showed up for me that's the kind of place Pierce is the adults there don't just teach you you for
030one year they [music] stay a part of your life now I'm at Franklin Middle School and being on student council I've had the chance to come back to Pierce the for the last two years and read to students I've also been been on the panel welcoming welcoming incoming sixth graders [music] from Pierce to Franklin. It feels like coming home every time I walk in the building at Pierce. [music] Most of my former teachers are still there and they are excited to see me and want to know how I'm doing. That connection between schools makes students feel more safe and supported. Closing Pierce and sending kids across town on [music] a bus and splitting them up from their neighborhoods friends is uh is a horrible idea. You you would be breaking up friendships and taking away
031the adults in their lives [music] who care about them and taking away their sense of safety. Pierce is a place where kids can feel like a part of a family. [music] It is where my friends and I gathered on the playground on nights and weekends. It is a safe area and within walking [music] distance of all my friends. It is where we held our Girl Scout meetings [music] and it is where I learned how to ride a bike. It is part of our neighborhood and someday I want to walk the halls of Pierce [music] during my senior walk. I want younger students to see that they can grow up and become strong. [music] If Pierce closes that tradition, if PICE closes that tradition and the sense of belonging disappears, [music] please don't take away that
032from future students. Once a panther, always appears panther. Thank you for listening. [applause] >> Jeremy Cobber is next on utilizing easement, [music] followed by Craig. That kid's long- winded. I [laughter] was going to say something about bringing uh Jesus back to school, but I don't want to bore you guys. And I know that Jesus said uh render on to Caesars's. What's Caesars's? Never mind. I'm I'm not going to say anymore. Thank you. Don't blow everybody. Thank you. Craig is next to talk about methods. Craig Cely [music] followed by Naen. >> Thanks for this opportunity. I'm beginning to discern that we have a tremendous school board and they [music] really truly do care about the students and I'm very thankful for that. I got a book by Senator Elizabeth Warren and it's entitled The One Paycheck
033Economy. Well, with a little history, we had a crazy man over in Germany by the name of Hitler and um Mussolini joined him and um the premier of Japan and um there's one other person but I can't remember and they were all the of the same um modus operende. They wanted to take over the world. And so a lot of people, men went to war and a lot of women took their jobs. But a big problem happened. They didn't want to give give up their jobs. The symbolic woman was Rosie the Riveter. So they all stayed at their jobs. And the men came back and they wanted to have jobs, too. But what about the children? Who's going to be home when the ch children just love to have their parents at home when they
034get out of school and they love to have be able to walk safely to home and there's an adult there to care for them. But now what has happened? The capitalists realized that they could charge a lot more for their products and so they did. So now everything is getting [music] as much money as you can out of everybody. Just take everything they have and it's just going to everything keeps [music] rising financially costwise and it isn't good. We have if we have to and I hope you find a bunch of people that will donate money to you to cover the millions of dollars that you're in debt. I hope you go searching for them because I think you're tremendous [music] people. But what we're going to have to do is a hypothesis that I
035just was thinking about. We're going to have to quit paying prices for these overpriced things. We're going to have to go wherever we can get the best, the cheapest. Um, just not buy anything that we don't need. And then we can get the capitalists to lower the prices of everything. Otherwise, they're just going to sit on the shelves. Um, if we actually can get everybody to do that in this country and then maybe we will not be like what is it [music] 33 trillion dollar in debt which um we have to pay interest on that and it's just going to get worse >> followed by John. >> Sorry, >> you're okay. Hi there. Uh, my name is Nadine Brock. I'm [clears throat] a parent of a Washington High School graduate. My son, Theo Brock, is
036a 2024 graduate of Washington High School. He was validictorian, took four years of AP courses and was involved in the performing arts in drama, speech, and technical theater. at Washington. The AP courses, teachers, and counselors kept our son academically engaged, and the strong performing arts culture gave him community and personal success. We were very satisfied [music] with the teachers administration and experience at Washington High School. We also welcome the change to [music] reinstate Darius Ballard as principal. Today I ask you to reconsider your plan to cut 7.5 [music] educators from the Washington High School staff. [snorts] Washington High School serves as a serves a diverse population in academic and cultural needs. Education research shows that one of the [music] strongest indicators for student success and engagement is the number of teachers. By cutting teachers and
037courses, you are jeopardizing the student success and engagement. The student the school district prides itself on [music] being every learner future ready. By cutting teachers and courses, it will be difficult to convince families, alumni, teachers, and [music] staff that the school district is supporting student success at Washington High School. You will lose the trust of the community. Thank you. [applause] Thank you. Next we have John on the topic of high school proposals followed by Lauren. I'm John Hawk. I have um two grandkids at Wash in performing arts and athletics and many other things that they won't tell us about. [laughter] I um I'm concerned about the possible reduction of a of a band instructor educator. Um, I didn't totally do all my homework. I can't blame the dog on eating it. But everything that I've
038looked at at Wash athletically and otherwise in the uh extracurricular activities has had [music] at least two people involved. The football program has four teams and I believe nine coaches. The band program has 65 students according to the last concert program. 65 students. We want to drop it to one music educator for those 65 students. It does not make [music] sense. They have four teams. There's four music teams. There's the um symphonic band. There's the wind symphony, the jazz also, and the revolutionists. So they have four teams and you're going to have one person coach. Those four teams, it would be, I think, a bad decision. And I realize all of these decisions that you have been dealing with are not easy. there was not going to be a a happy income outcome by many.
039Uh, but I I think having one band person at Washington would be losing out on a continued tradition of excellence and it wouldn't be fair to the teacher and it wouldn't be fair to the students and maybe even the grandparents too. So, THANK YOU [applause] >> [cheering] >> NEXT WE HAVE Lauren Mahoski on staffing cuts followed by Calie. Good evening. My name is Lauren Moasi and I am a Washington High School class of 2027 president. First, I [music] want to thank you to the or I want to give thanks to the school board and district staff who are working many hours [music] and considering various options to ensure that the district prepares all students with pathways and passions for their future. My family moved at the end of our eighth grade at the end of
040my eighth grade year so that I could attend Washington. I spent my elementary, intermediate, and middle school years in the Linar School District. But my parents made [music] the decision to move to the southeast side of Cedar Rapids because they wanted me to experience more diversity and attend a smaller high school grounded in community pride, strong traditions, and a deep commitment to student success. They wanted me in a place where I could truly excel. At Wash, I have found a sense of belonging. Washington High School is currently staffed to o to to offer a wide range of advanced and AP courses that meet the needs of our students. I have been able to enroll in classes I want. These are opportunities that are not available that were not available to my older sister Alenar due
041to limited access. That access matters. Beyond academics, I am involved in show choir, speech, drama, and several student clubs along with tennis. These programs are not extras. They are where students find confidence, leadership, [music] and connection. They are where many of us discover who we are. Our teachers are passionate about our learning. They mentor us, challenge us, and [music] prepare us for college level work and for life beyond high school. The teachers and [music] staff at Washington want us want us to be at Wash. And we, the students, want them there. They show up and advocate for us every single day. The proposed cuts of 7.2 teachers create uncertainty. [music] Reductions could mean losing AP courses, performing arts programs, and [music] key sciences and social studies classes. That would directly impact student opportunities and futures.
042Please consider the students, future students, and staff at [music] Washington High School. Our school community is stronger with more leaders in our building, not fewer. Thank you so much for your time and consideration. [applause] >> Thank you. Next, we have Caliwood on Washington [music] staff, followed by Dana. >> Good evening, board members. My name is Calli Wood and I am a current sophomore here at Washington High School. I [music] have a GPA of 4.4 and I'm one of the students who would be most impacted by this proposal to move seven AP courses to every other year and reducing staff causing two to seven science classes to be [music] cut. Now, I am one of the few students whose parents moved them from the private school to the public. [music] The entire reason was for the
043AP classes and foreign language classes so that I may compete in med school and college. My goal is to become a surgeon or physician here in the Cedar Rapids Community District so that I may help my community here and the wonderful people we have put here in this community. However, with this proposal, you will be going against your promise as students, parents, and [music] faculty that you would want to prepare Washington students for their future careers in college studies. Your current choice to cut staff at WASH eros that trust and sentiment mixed messages. I am imploring you today to reconsider this proposal of cutting staff as it will reduce students like myself from attending wash and increase their use of open enrolling in a Linmar schools or enrolling in private schools further damaging and deteriorating
044Washington's caliber of student success. Thank you for allowing me the opportunity [music] to advocate for Washington High School and thank you for creating community at Wash where students can become their best selves and in such a diverse community. It really helps them grow and it helps them learn and become better versions of themselves. So, thank you for creating this community for me. [music] I wish you all a wonderful night. [applause] Next, we have Dr. Dana Messenger [music] speaking on wash staff, followed by Tyler. >> Hi, good to see you all. I'm Dana Messenger. Thank you for your time and I just wanted to speak to a couple of the proposed things that everybody has near and dear to their heart here. But um I'm a mom of three wash kiddos and we are one of
045the families that has chosen to open enroll our kids to wash out of the Mount Vernon district. And I think that part of that decision or a large part of that decision was based on the outstanding legacy [music] of academics as well as the music program. Um the availability like we've heard from some of our students the availability and the extent of the AP courses is unmatched really when it comes to Washington and that helps our kids become not only just have a wonderful foundation in terms of education but become really very college ready and so my uh oldest kiddo Maya is now a second year at the University of Iowa and she [music] is excelling academically in a premed premed program. I think that in large part we can credit that to Washington High
046School and her preparation and I don't think that would be the same with some of these proposed cuts. Um it the AP courses are not only encouraged, you know, there's such a wide variety [music] and they're encouraged for every grade level, which I think is unique. As a Lindmar grad, that was not the case for me. And I felt that um for Maya, she came out of high school far more college prepared than I ever was as a Lindmar graduate. Um, the other thing that Wash is known for [music] in terms of its legacy is the fine arts and the music department. And for my son Kaden, you know, it has allowed him to kind of transcend the classroom and ultimately gain interpersonal skills, communication [music] skills, have a sense of community, and just find
047his home within those within that group of kids. And he's not alone. There's so many like that. And that's what makes them tick. and that program. It wouldn't be the same without both [music] of our dedicated and beloved band directors. Hard to imagine life without them. Um, but decreasing or reducing any part of the fine arts program I think will have a detrimental effect on students and the families like ours looking to send their kids to wash. you know, they're going to look to go to, as um our student just mentioned, they're going to look to go to some of the bigger schools that have expanded those programs. So, I thank you very much for your time, for your dedication to our kids, to public education, and appreciate you. Thank you. [applause] >> Tyler Olsen
048is [music] next on Wash Staffing, followed by Steve. >> Thank you all for the time this evening. I'm Tyler Olsen and Dana, I'm glad you had to follow the two students and not me. Put a little distance between um between them. Um I'm going to put some some numbers to the issue that we're talking about at at Wash. The students have so eloquently talked about what life the the kind of the life changes that would happen around the campus. But um what we're talking about is a staffing plan that would leave four teach leave Washington four teachers short of the necessary number to teach the required and elective courses needed for students to graduate. 10 classes, 10 classes lost. Almost a third of the AP classes moving to only being offered every other year. And
049as Dana and others have mentioned, one of the two band teachers lost. Um I've been sounding the alarm in the last few years about the widening gap in the experience at Washington and Jefferson and Kennedy. The academy model seems to have exacerbated um that gap. Two things can be true. There are more students at Kennedy and Jefferson than Wash. And there's a large difference in the student experience at each school. a significant part of the um resource discrepancy um is um within the district's um control. I was surprised to learn that 145 [music] students living in the Washington attendance area enrolled at Kennedy this year. That's 13% of Washington's total attendance. Now, I want to be clear. I commend those families for advocating for what's best for their children. But it doesn't just change the
050educational outlook for the 145 students that go to Kennedy each year. It alters the outlook for the kids that remain at Washington. 13% more students at Washington would be nine additional teachers. It's great to allow those families to transfer, but at the same time, we must provide Washington the teacher resources necessary to deliver the same educational experience. Washington is also short relative to Jefferson on a per capita basis. Jefferson's studenttoteer ratio under the plan for next year is 15.1. Washes would be 15.9, which doesn't seem like a big difference. But if Wash's ratio was the same as Jeff, it would be an additional 4.2 teachers um in the plan. We've received a couple of different responses um that can be boiled down into two categories. The first is that while the district wouldn't offer enough
051[music] courses in the building to graduate, students would have access to courses through Kirkwood Co and Iowa Big. That of course ignores the [music] fact that many students can't get themselves to the other locations during the day. And is that really going to be our standard in Cedar Rapids? I'm certain that you don't want to have one high school with such an inferior experience that students won't have an inbuilding access to the classes they need to graduate. The second revolves around um waiting for the transition to happen as you discuss what's going to happen with middle school. But I'm just going to skip ahead because I think the solution here really lives really lies in living up to our every learner future ready mantra. And that's to acknowledge that Wash is going to need more
052resources per capita during this transition and its students need your leadership to make that happen. To acknowledge that no student in the district is going to be left behind and to acknowledge that we have a minimum standard in our high school like being able to take the [music] courses that you need to graduate in the building. What is the standard? Thanks for your time. [applause] >> [applause] >> Good evening. My name is Steve [music] Surat. And if the last name sounds familiar, that's because my son Daniel stood before you two weeks ago and shared his personal story about what Washington High School [music] means to him. My words won't be as eloquent as his, thus the shirt that he bought for me. But my wife Nancy and I genuinely believe that Daniel wouldn't be with
053us today if it weren't for Washington High School. He transferred to Wash the beginning of his sophomore year after first [music] attending Xavier. He chose Wash by researching [music] the course offerings and opportunities that would be available to him there. We live within the Kennedy boundaries, but he felt that Wash would be a better fit for him, a place where he could [music] be himself. And he was right. When Daniel started at Wash, he was of the mindset that he wouldn't never be able to attend college [music] because he felt like a failure. However, he didn't continue to think that way. Once he immersed himself in the Washington culture [music] in both academic and co-curricular activities, Daniel was able to be himself. to find his voice, to feel alive, and to thrive. He succeeded academically
054because of the enriching elective courses taught by caring and [music] engaging faculty members, especially in social studies and language arts. The experiences Daniel had during the past [music] three years helped him build critical thinking, communication, problem solving, and interpersonal [music] skills. I am concerned that future students could miss out on those classes that inspired Daniel to attend WASH, potentially limiting their opportunities and making it harder for them to discover their own identity. The thought of registering for advanced placement classes wasn't even on Daniel's radar when he started at Wash his sophomore year. However, as his confidence continued to [music] grow, so did his optimism for the future. He decided to take the risk and he really hit his stride during AP psychology. Not only was the content rigorous as it should be, but the experience
055forced Daniel to learn to learn. It made him future ready. Without the breath of AP classes offered to students at Washington High School on an [music] annual basis, they will miss the chance to earn college credit and more importantly be limited in their metacognitive [music] development. Daniel participates actively in numerous co-curricular activities at Wash, but he finds his greatest happiness in the performing [music] arts, including show choir, drama, and speech. If fewer opportunities [music] exist, how many students might lose out on valuable experiences that help them grow. In closing, I implore you implore you to not make the your faculty staffing decisions on enrollment alone, whether the numbers make sense or not. commit to a deep dive into the human element of what it will mean to current and future students if [music] you cut
056seven or more educators from Washington High School for the 202627 school year. Thank you. [applause] Aaron Langden is next on Washington [music] Staffing followed by Ben Good evening. My name is Aaron Buyers Langden and I'm a proud alumni of Washington High School as are numerous members of my family. My son Thomas is an eighth grader at Franklin Middle School. He also attends Washington during first block of the day for [music] advanced math and Spanish. I'm speaking tonight due to my concerns over the proposed teacher cuts to Washington High School. In looking at the materials published for this work session, specifically the staffing model presentation, it is clear that the district is committed to an equitable education experience for [music] all district students. I fear that the FTE reductions proposed for WASH will achieve the exact
057opposite, resulting in decreased um offerings of core subjects, foreign language, fine arts, and advanced placement courses. You all recently voted on school consolidation op options that maintained all three high schools. I urge you to consider the long-term impacts of these proposed staff reductions on Washington. I understand the extreme budget realities the district is facing and the [music] cuts need to be made. That being said, it seems short-sighted to consider such significant staffing cuts the year prior [music] to redrawing school boundary lines and creating a true feeder system um dedicated to equity. While WASH will likely experience staff reductions this coming year, I ask that the board and administration maintain staffing ratios that will allow for class offerings [music] and student access at similar levels and cadence to the current year and other district high schools.
058Wash is an extremely special place that many families, including ours, choose to send their children to. These [snorts] reductions will degrade the student experience for Thomas and numerous others who call Wash their home. Thank you for your time and all you do in service of our students, schools, and our community. [applause] >> Thank you. Ben Clark is next on the topic of wash staff, followed by Tom. >> Uh, hey guys. is Ben Clark. Um, thank you all for uh your service working on the board. Um, especially in these trying times. I'm very cognizant of the fact that you all are dealing with a budget reality that is the making of people under the Golden Dome uh 110 miles away and um that all of that is trickling down and making your jobs much harder than
059they should be um under any conditions. So, thank you for grappling with all of this. Um, I am here to speak out on behalf of uh Washington High School and staffing. Y'all are making some very hard decisions. Everybody in this room is here to make those decisions harder for you. Um, I think that when we first moved to town from out of state, we decided to settle in on the southeast side, uh, by virtue of what was a really strong set of elementary schools and really involved parent networks. And what we've seen is that the baseline that the parents and the administrators and the teachers have set for our kids who are all three of them in elementary school at Grantwood right now um was a really incredible foundation and one that we've been able
060to benefit from. And so when the parents at WASH stand up to us and say now, hey everybody pay attention. [music] uh what's happening and being proposed at the high school right now is totally going to destroy your children's education. [music] It's something we stand up and pay attention to and listen to. And so I'm very happy, Jen, to hear that the proposal as it lives right now is a breathing exercise and can be changed. Um I trust all of you to be really thoughtful about changing it. Uh there's a whole host of people in this room that feel very similarly. And so anything you can do within the constraints that you ha have to maintain the strength of what isn't an excellent uh high school experience for so many. Um I I'd urge you
061to preserve it and continue to operate from a principle of of equity on behalf of the students who choose to enroll at Washington relative to the other tremendous high schools we have here. Thank you. >> [applause] [applause] >> She'll be after me. >> Tom is next. Thank you, Tom. And then Mera, you'll be after Tom. >> Great. Ben and I must have had the same speech writer. This will sound a lot uh similar. Um, good evening. My name is Tom Hicks. First, I want to acknowledge how difficult this moment must be for you. Navigating budget shortfalls alongside declining enrollment is not simple work. I work in higher education and we have been not been immune to similar changes. I recognize how complex and weighty these decisions are. I also want to recognize that I don't
062know enough to offer any solutions tonight. I simply want to offer two perspectives. One as a parent of a ninth grader at Wash and one as somebody who provides direct support to future teachers at a local university. In my role supporting those future teachers, I meet with undergraduates who are just beginning their journey to becoming classroom teachers. When I meet with them for the first time, I always ask, "Why do you want to become a teacher?" The two most common responses are that they were deeply influenced by either their high school counseling staff or their AP teachers. In fact, I've heard that response five times in just the past week alone. That speaks to the tremendous impact those educators have, not just on academic success, but on life direction. As parents, our experience has been
063largely positive. However, unfortunately, one consistent frustration has been delayed communication from some counseling staff. When our daughter's been told to expect a response within 48 hours, that response has sometimes taken one to two weeks. And in one case, we've not received one at all after three weeks. My concern with this proposed reduction in staff is this. If response times are already stretched, how will we continue to serve students effectively and efficiently with fewer people? And what might be lo what might we lose in terms of those powerful positive influences who shape students futures? Those students are also much more likely to go to college and end up living in the state of Iowa, limiting the brain drain issue we're currently experiencing. I know you likely have considered many angles and difficult trade-offs. I share this
064simply as a case in case this perspective adds something new to your thinking. Thanks for your time and for your service to the community. [applause] Good evening. My name is Mera [music] Gibbons. I reside at 2222 First Avenue Northeast. I'm 14 years old and I'm a sophomore at Washington High School. I'd like to start by thanking Dr. Lannon for accepting my invitation to our orchestra dessert [music] concert last week. It was a huge boost to our program's morale to have them there for a second year in a row and I appreciate it very much. I'm here today because the proposed reduction [music] of 7.5 educators at WASH for the 2026 27 school year directly impacts students. It directly impacts me and students like me, some of which have already [music] spoken today. I am an
065ambitious learner and I rely on AP courses and excellent teachers to [music] challenge me. These classes are not extras. They push me to think critically, manage rigorous workloads, and think at a higher level. They strengthen my transcript and demonstrate how I [music] compare to students in traditionally more education focused regions of the country. If AP opportunities are reduced or only offered every other year, I will not be able to take the courses I need to compete for admission to a highly selective college. In that situation, I would need to leave my school to find these opportunities elsewhere or lower my goals. Earlier today, I toured [music] Iowa City West High School. I met with the principles and the orchestra director. They offer a robust selection of AP classes and strong music programs. It was impressive,
066but I love being a warrior. I love advocating for the Cedar Rapids Community School District. I feel proud to be part of this community. I don't want to move or commute to attend high school somewhere else. And I shouldn't have to choose between staying in my community and being prepared for the future I aspire to. Our family holds a steadfast belief that strong city-c centered public schools are essential and worth fighting for. But if that belief isn't reflected by the priorities and decisions of this board, how much of my future should I have to seed to it? I study Latin [music] outside of school and compete on Robin's mock trial team to supplement my CRCSD education. I was excited about [music] participating in WASH debate, but this semester the current world issues class which prepared
067us was stripped by the district. And now I don't know [music] if there's a future for debate at Wash. I may have to look some elsewhere for that as well. This proposal would move seven AP courses to every other year, eliminate multiple electives, increase [music] class sizes, and reduce band and foreign language staffing. It would also further exacerbate [music] the staffing and AP class disparity between Wash and Kennedy. And it would certainly cause more of our best teachers and most highly educated teachers to leave. As a practical matter, I feel that as an academically gifted and highly motivated students and teachers are pushed out of Wash and CRCSD, it will worsen the enrollment and budget challenges, the very problem this proposal is trying to address. We have an amazing and unique opportunity at Wash. And
068I respectfully ask you to ensure that we have the opportunity to be challenged, to compete, to succeed, and to stay here as well as fulfill our dreams. Thank you for your time and consideration. [applause] >> [applause] >> Thank you, Mera. Next, we have Megan Murphy Sawier. And then Brooke. Good evening. She just said my name. I am a City Rapids resident. I'm a Wash grad. Um, and I'm a Pierce parent. So, um, I'm just here to continue to advocate and give some color [music] to the decisions so that it's not just building sizes and parent teacher ratios [music] and all those numbers. So, Pierce is a a walkable neighborhood school. Um, and that matters a lot more than we [music] realize sometimes. So, we say hi to Pierce, especially Pierce playground, every time we drive
069by it, which is daily. Um, we see neighbors at the playground during the summer, uh, after school. We meet new friends there. Um, it is a part of our lives and a [music] part of my daughter's um, network. So, the daily parent interaction, neighborhood visibility, and proximity create engagement and informal accountability uh, that strengthen the school experience. These factors also influence whether families choose to remain enrolled in the district. So in the time of financial [music] compression, enrollment retention is critical. Reserving stable neighborhood and elementary school supports that retention. Uh, so as you deal with the structural needs that need to happen, um, I just want to continue to advocate for keeping Pierce open, having that small elementary school experience so that, you know, when we see our second grade teacher in the hallway, she
070can give a hug. And when we see our third grade teacher in the hallway, she can give a hug. My daughter needs lots of hugs throughout the day, and I can't be there to give them to her. So, uh, keeping PICE open provides stability during a period of larger structural adjustment. It supports enrollment confidence without undermining, um, broader reform goals. And sometimes the most sustainable [music] decision is preserving what continues to serve families well. I also just want to say Mrs. Ziggler knows absolutely every student's name. Absolutely everyone. and [music] um just the quality of staff and the community that's built around that is priceless and I will work with you to help you make those decisions as best we can. I know that they're tough so I appreciate you. Thank you. Oh, and as
071far as warriors go, um yes, all of that. My my only comment is that, you know, I having ample opportunities for AP classes in high school also allows students the ability to fail in a safe space. So, I took AP classes. Um, I did not do well. I mean, I it went okay. I did graduate with, [music] you know, but it also prepared me for college. So having had the opportunity [music] to fail in that environment was valuable. [applause] Brooke OA is next followed by [music] um Paulie. Hi, I am Brooke Oja. Um, I am a parent of three. Our oldest is at Kennedy and our youngest is at Pierce. Um, love the Cedar Rapids School District. Um, have [music] been very passionate about making sure that changes that happen are in the best interest
072of our students and our staff and our teachers across the board. Um, I will say that with our youngest being at Pierce, I am sad to see [music] that it may close if we go with one of the models presented. Pierce is so much more than just an elementary. It's a [music] family. From the students to the teachers and the staff, the teachers at Pierce have truly been a part of my village with all three of my kids. They were all at Pierce. Um, I rely on them and I know that they know they can count on me. Please don't consider a path that tears [music] our family apart. My daughter's first thought in second grade when she heard that Pierce might close was, "How can we walk to Playtime Poppy? How can I go
073see the plays? We walk there." Um, so she sees the value in that relationship that's been built [music] and continues to grow between Pierce and Kennedy. And she's only eight. This family is clearly more [music] than just the staff and students and teachers at Pierce. It stems to our neighbors [music] across the road at Kennedy. I would also love to point out that the support and consistency in holding the bar high between Pierce and Kennedy makes area 3 [music] very near and dear to my heart. I hope moving forward a path is picked that only keeps Pierce open and Area 3 strong. This is the perfect feeder pattern and the perfect example of showing strength between an elementary and a high school. Thank you. [applause] >> Paulie is next talking [music] about um teacher cuts
074followed by Mary. >> Uh respected members of the CRCSD board of education and distinguished [music] guests here. Thank you for all coming. I have five children who have are or are or will be attending Washington High School. I have been in the um been a continuous Cedar Rapids uh Washington [music] High School parent since the fall of 2019. All things being equal, my last kids, [music] twins, will graduate from Washington High School in the May of 2031. Our story is unique, but is not unusual to wash. We live in the Lindmar school [music] district and first open enrolled into your district with our eldest Bashmina who graduated in 2023. [music] We did this primarily for these reasons. Wash was half the size [music] of Lindmar. Uh s uh that was particularly important to us. There
075were six languages at Washington High School when we enrolled. There are now four. The AP courses [music] um are a wide range at Wash which can also be taken in freshman year. In the fall of 2019, [music] Linmar did not allow freshmen to take an AP class. Washington has a stellar fine arts department including [music] all state caliber Madreos choir and top of the state renowned vocal jazz choir. Um we are a diverse and inclusive school, [music] probably the most diverse high school in the area for both economic and ethnic differences. uh which are celebrated and [music] treated with great equity. We are warrior nation. We are close-knit camaraderie [music] and it we have a unique feeling. Sorry, I can't read. Um that kids [music] um do belong and find their place somewhere in the
076school no matter what their attributes, [music] interests or talents. Our choice of coming to Wash has been one which we have never looked back on. Bashmina thrived. She was top of her class and the validictorian of [music] 2023 with an accumulative GPA of 4.41. She gained four-year medals in science, math, social studies, [music] languages, music, warrior credit club. Uh she was on the national merit list. She was given the governor's award and she was represented [music] she represented WASH at the KCRG best of the class of 2023. And just a [music] side note, she was put front and center in the picture and in the video because she was adorned with medals from Washington High School, the only one in in the state. Um, Pashmina had never sung in a choir before Wash, which is
077surprising. [music] Yet, she did four years of four different choirs and she was selected to sing as a soloist at the All State Choir [music] concert in 2022 and she has since gone on to pursue a music degree in England. Um she participated in four years of [music] speech attending all state in both large group and individual capacities. Our speech [music] team is currently 150 strong and we just came back from All State with a banner which is the best in the state for coral reading. She participated in [music] drama and music. Oh god, I've got so much to say. Thank you. [laughter] [applause] >> Mary McNary is next [music] on Katwash. Um followed by John. Mary Mckenry. I live on the southeast side. [music] Um thank you for giving me the opportunity to talk.
078Um I am a current WASH staff member. I've worked at all three high schools, [music] but I feel like Wash is my home and I got to come home this year when my position changed at Kennedy last year. Um, I come from a long line of Catholic students. I mean, we my family went to all the way back to when [music] St. Wis and Immaculate Conception were high schools. So, when I came and I um said, "I think that my son should go to public school." My mother looked at me and thought, "What? Oh my goodness." She I think she thought I'd lost my mind. And so we we went to Monroe and every every time we there was a change. Do you want to stay? Max is like, "Well, of course I want to
079stay with my friends." So every time from [music] Grant Wood to McKinley to Wash. Wash was the most special experience as a parent and for my mom. she's no longer with us. And at the end of his four years at Wash, she said, "You made the most in her wash [music] earrings that she bought at a craft store." She said, "You made the most amazing choice for your son." Um, my eldest went to Catholic school. That's what we did. We didn't know any different. So, we sent her there. Not once was she offered an AP class. She was not encouraged. She was not um nobody told her she should take one. So she graduated from Xavier [music] without taking a single AP class. Now she's a wonderful adult doing great things. But AP was not
080um it was just not merely a suggestion. [music] You just do it at Wash. That's what kids do. You you come in, you're a freshman, you take an AP course, and even if your kid does terrible in the AP course, they get the education [music] from that AP course. It makes them a more well-rounded person. It makes them realize that the world that not everybody's like them. [music] It gives them such a good worldview. Um, you know, my daughter said it when she went to Catholic school, but spent a lot of time with Wash kids. [music] And the most special thing that both of my kids got from being part of the Wash community is knowing that not everybody is as privileged as you, [music] looks like you, acts like you, has access to everything
081that you do. And taking those AP classes and staff out, it will just take away. And my mom is up there. She's like, "Don't you do that to wash is a magic place." um and just keep wash the magic and [music] special place that it is. So, thank you. [applause] All right, our final speakers for tonight are John. [music] John Swift is first, followed by Nick, then Sarah. [laughter] All right. I'm also a Washington graduate. Um, just for the record. Um, but I but I'm here to talk about something else. Um, uh, good evening, President Newman, board members, and Dr. Lannon. My name is John Swift, and I'm a parent in the district and a volunteer in our schools. Tonight, there's been a lot of conversation about staffing and budgets and about difficult decisions. And
082I'd like to uh talk I'd like to speak briefly from the perspective of someone who spends time inside the buildings as a volunteer at Pierce. This year we've had 104 volunteers come through the doors. Those volunteers have contributed 799 collective hours uh so far this school year. And that that level of engagement is higher than most elementary schools in the district. both the number of volunteers and total hours served. Those numbers represent something deeper. They represent parents reading with students, supporting teachers, organizing events, and building relationships. Volunteer engagement doesn't show up neatly on a balance sheet. But it absolutely impacts uh student experience, teacher morale, and enrollment confidence. When families are deeply invested in schools, uh, when, excuse me, when families are deeply invested, schools are stronger. As you continue navigating financial pressures and structural
083planning, [music] I hope the board also considers the value of schools where community engagement is active and measurable. Um, because stability isn't just about buildings. It's [music] about people showing up again and again. Thank you for your time. [applause] >> [applause] >> Good [clears throat] evening everybody. My name is Nick May [music] Banks and um as a fellow elected official in challenging times, believe me when I tell you I stand in solidarity with you and I have empathy for the position you all have been put in. I'm speaking here tonight on behalf of my family, my favorite topic. Um, specifically my daughter is Adora May Banks. Um, and for the students here, she goes by Zezy. You probably know Zezy. Um, she was she was going to stand with me here, but um, first of
084all, she'd be mortified to stand in front of people for that long. And second of all, when we got here, she informed me she had to be at show choir band practice at 6. How long is this going to take, Dad? We'll get on with it. Um, so our story is just like everybody else's story. Um we have two daughters um Zezy and then Ivy who's a eighth grader at Franklin who's excited to go to Wash next year and and our daughter started in the parochial school system as well um but around the time of the pandemic we changed course and decided to well we um actually experimented with the online schools and I gave Zezy the the choice of where she wanted to go and she chose public schools. [music] She chose sticking with
085Cedar Rapids Community School District because she felt she was going to get a better education. And I got to say it's it's one of the best decisions we've made as a family. We chose Mckenley and when I dropped her off at Mckenley, it was probably the scariest day of my life watching her go up those steps. Um but she's just flourished um as a versus a McKenley Bear now as a warrior. Um specifically, I want to talk about band here with the time I have left. um at at Mckenley she was in jazz band her sixth grade year honor bands when she got to Wash also got picked to go um to the honor band as well um she's been in jazz band marching band you know and the the fine arts community at Wash
086is just a a splendid um just great group of people that welcomed her in with open arms um and this this decision really stressed her out. She said you got to go say something bad. So, um, I I did a little research myself here and talked to some folks and and I what's going to happen is those those two jazz bands at Wash are going to go to one. Those two concert bands of jazz at Wash are going to go to one. There's going to be far fewer marching band competitions. And in in an era and in an age when we're trying to compete for students, these fine arts programs that draw in these kids from all these different diverse backgrounds are what are going to put us over the top. And you're going to
087have a lot more families like mine and the other families that spoke here today who send their kids from outside of the area of Wash to Wash. We live on the southwest [music] side. We drive across town every day to go to Wash. And it's because of of what they've offered our kids and the programs uh that they have available. So thanks a lot for your time. I APPRECIATE IT. >> [applause] >> HI, I AM SARAH WILLIAMS AND I'm talking on the topic of Pierce, but I also want to talk about a few other things that I think we need to address as a school district. So, much like the other Pierce parents in here, I really have been thinking over the last month about my kids' experience, my experience in the neighborhood. [music] I'm
088not from Cedar Rapids. I went to a very small school and one of the decisions we made when my kids were small was to move to the Pierce community. And in 2018 when we found out about the school changes that were happening and that it was a possibility that Pierce would be replaced with [music] the new school, we were overjoyed. We've decided to stay in our community because of the wonderful relationships we have there. And I think back to my son, my daughter going to Lovely Lane for three-year-old preschool, four-year-old preschool, starting at Pierce, and continuing those relationships. My daughter's a fifth grader now. She's my last one there, and I'll be sad to see her leave. Um, my son went to Franklin, but I can say with a lot of confidence that those relationships
089that he built at Pierce took him to Franklin. It got him through Franklin and it took him into his freshman year at Kennedy. And without that, I don't know that he would have been as successful. So those relationships have been really huge for us. And I would also say that Pierce is not just one person or one amazing principal who's helped turn things around there, but it's really the whole community. And I don't know what we'd do without it. I remember my kids, especially my son, as you know, a pre-teen. He would jump on his bike, meet his friends at Pierce over the summer to play football or baseball or basketball. And I wonder what he would have done if he didn't have that. I also think about the future where I live currently. I
090am half a mile from Pierce. I am one mile from Kennedy. But if the little boys that live across the street from me don't have Pierce, they have no way of getting to a school through walking. They are they do not have a close accessible playground in our community. They're going to have to walk across Highway 100 to get to Hayawa or go across 4C or excuse me Edgewood Road to get to Maple Grove or across the river to get to Harrison or even by God to Violet Gibson which [music] is the furthest away. I think there are other options that are better for us. But when I look at losing Nixon, Wright, and Pierce, that leaves a huge gap in that community for kids that have been integral to this community as well. This
091isn't a new growing area. This is an established network [music] in our community and it's really important that we maintain that. Finally, I think overall the decisions around an intermediate model or middle school model make perfect sense. I understand that there are hard decisions. We are going to replace [music] a middle school roof for $400,000. But we're talking about losing a community elementary school. We're keeping buildings that are a century old to lose elementary schools that are integral to our communities. Think about that. [applause] That concludes our speakers. [music] >> Okay. Thank you. I want to thank everybody for your grace and your thoughtfulness. Uh the work that you put into your comments, the emotion that you put into your comments. [music] Thank you. Um thank you everybody. So >> are there any board reports
092this evening? >> Yes. Uh yes. >> Yes. Thank you. [music] I have two. Um, from the academic and achievement core committee, uh, we received updates on several major instructional and student support initiatives. Nicole Brown, our executive director of curriculum instruction, outline outlined the transition away from offering [music] eth grade earth science for high school credit, noting this will be the final year and that work is underway to define qualification criteria and select [music] curriculum for a new advanced eighth grade science course with decisions targeted before spring break. >> [snorts] >> She also provided an overview of the assessment season including benchmarking timelines, [music] the upcoming ISASP testing window, changes due to new math and reading standards, [music] longer testing times, reorming of assessments, and anticipated delays and results. Uh Siri Kruzy, our executive director of
093special education, [music] shared an in-depth update on special ed, including communication efforts, [music] findings from the DM group's special education opportunity review, and five high impact focus areas centered on alignment with MTSS, staff roles, professional learning system [music] capacity, and strengthening para educator support. She highlighted progress on advisory teams, improved transition planning between grade levels, financial stewardship and compliance and special ed funding, and the importance of rights sizing services [music] while maintaining required IEP supports. and [clears throat] Jen Vanfleet, executive director of student services, presented student services and behavior data, noting decreases in major referrals, physical aggression, out of school [music] suspensions, and restraints alongside an increase in inschool suspensions as a strategy to keep students engaged in learning. She described ongoing work and behavior support, attendance improvement, [music] family support coordination, community partnerships, and
094the use of academic return on investment to guide [music] decision-making. Uh committee members discussed the need for continued continued board education on these topics, particularly around special ed services, [music] finances, and systemwide implications. Thank you. Yes, [music] I also have one sorry from the recruitment and retention uh committee meeting. Um so recruitment outreach remained strong. The district [music] placed a record number of student teachers this semester with all requests filled reinforcing CRCSD's [music] reputation as a strong partner for education preparation programs. The district recently attended the Cornell College Career Fair and will participate in upcoming fairs at the University of Iowa and Uni. Kennedy's educators rising students will compete at the state level on March 11th. And the committee reviewed updates to internal talent pathways. [music] So the stars administrator pathway includes 12 participants who
095will present their capstone leadership projects on March 25th. Discussion included expanding mentorship and applied leadership experiences next year. The para toteer pathway update [music] focused on supporting participants through the transition to lenture and continuing collaboration with university [music] partners to ensure a smooth pathway into the classroom. The committee also reviewed staffing timelines and hiring protocols for the upcoming season and confirmed that ongoing [music] staffing updates will remain a priority. This work remains central to [music] ensuring every classroom is staffed with strong educators while maintaining fiscal responsibility and [music] long-term sustainability. Thank you. >> Thank you. >> I was going to add to that because I wanted to just note on the 55 that's like a record for us. I mean that's huge to have 55 student teachers. Um, so I really appreciate just the conversation
096around that and how we've um bolstered [music] those programs. Our HR team has has added so many incredible new programs as a way to recruit, retain, um, of which you just talked about, you know, specifically really interested in that principal [music] pathway. And so, um, yeah, just feeling really proud of some of these programs that we've established [music] to make sure that we're taking care of some of the issues we've seen. And then this isn't a board report, but I I'm a Wash alum and so yeah, I mean I the sea of blue and um in red, it just means so much. You know, I feel I feel so proud to be a Wash alum and I know that we um have difficult decisions to make, right? Uh I loved the chance to reflect on
097um I feel like I fell at Wash during sort of the epicenter of [music] fine arts. Um and we it was everything to me. Um, it really I think made me who I am and um I want that for every student. I think we all want that for every student. Um, and then I was reflecting on the AP. We used to have these shirts. I was like chuckling to myself over here that actually indicated how many AP classes you took and we would wear them around. I'm not sure if that would be advised today, but it was sort of just a reminder that like this was a point of pride and it was something that really mattered. Um, and so I just want to say, you know, this is what advocacy looks like. Thank you
098for being here. Thank you for caring. It really brings me so much [music] um joy knowing that we have people in our community who care this much to show up, that we have students, that we have staff, that we have families. Um and I really hope, you know, we I know that some of you may not stick around for the work session. It ends up being a long night, but um you know, we don't want these discrepancies within our offerings across [music] the schools. So, I think it's really great that we'll be able to sit and talk about that and really drill down some of the information that we um that we have here tonight. So, thank you again. It means a lot that you're all [music] here. >> Thank you. >> Yeah. >> [applause]
099>> I have any other board reports? >> I have Oh, you want to go first? >> Go. No, go. Director Burns. >> So, um I just have a public um relations and communications update and I am going to read this um just because we went through quite a bit of stuff and I want to make sure I hit it all. So, we spent time um in our last um committee meeting reviewing what we're hearing from the community. So kind of what we're hearing in um at the board table here with a focus on transparency [music] just making sure we're clearly communicating that through line between district decisions >> [music] >> um conversations centered around the staffing model and consolidation obviously that's an important one school closures and the college and career pathways program I [music]
100think of note um one of the things that all of us who were on that call agreed with who were at the 14 under 14 event at the Cedar Rapids um public library [music] uh had just an incredibly tremendous time um for those who have have been there, it is a just a heartwarming event to be at. So [music] that was um just one little kudos that we had celebrated. Um just for a strategic communications update. So [music] the communications team walked us through several projects that are currently underway and there are quite a few. Um the en enrollment marketing materials are being refined currently to better reflect who we are as a district. [music] Um there was agreement just about needing to move away from some of the templates and instead >> [music] >>
101um spotlight spotlight our students um stronger using photography um and really elevating key data points that tell um our story as a unique district. [music] And I think a lot of us um that you highlighted that tonight some of those things that we should more clearly focus on. Um the enrollment ads um are expected to begin running um late next week, early March. [music] Um, so we're looking forward to that enrollment campaign kicking off and that was through the grant um, funding that we had approved in the fall. Um, with another thing with construction and renovations happening at Harrison [music] Hoover and Van Beern, the district is exploring potential updates to school names, colors, and mascots. Um, [music] surveys were sent to those school communities and formal proposals are expected to come to the board
102in April. The job description for the strategic communications director is being finalized and will be posted soon. Um, we also received an update on the new website [music] and communications platform which we're really excited about. Um, they're on track to launch July 1 of 2026 [music] here. Um, nearly all district communications are now flowing through the new platform with Maple Grove and Kennedy piloting the [music] school level newsletters. Um, the system translates emails, text, calls, newsletters, and surveys into famil family's native languages, and principles will be trained this [music] spring ahead of a full roll out this summer. So, that translation piece, I think, will be really beneficial to our [music] district moving forward. Um, the new website and mobile app will include browserbased translation and the two-way translated communication. Um the website redesign is
103focused on accessibility, simpler navigation, translated forms and surveys and then highlighting each school's brand identity, especially [music] athletics, arts, and academics um with a July 1 launch goal. So we have been looking at the website [music] and just getting updates periodically and it is quite beautiful and the team is really excited to roll that out. >> Thank you, Director Garlic. >> Yes. Um, I have a legislative advocacy uh report and as you might imagine, I could go on for a little while, but I'll try to keep it brief for you. Um, our legislative advocacy committee consists of Director Taminsky, Director Burns, and myself. We have been very busy for the last couple months. Um in January towards the beginning of the legislative session, we did invite our um Iowa legislative representatives and senators to come
104and [music] speak with members of the board. We went over our legislative priorities with them at that meeting. Uh following that meeting, I think it was maybe the following week, I had the opportunity to travel to De Moine for the Iowa Association of School Board Day on the Hill where I had an additional opportunity to speak with our legislators. And I know um many of you have alluded to it tonight. Uh there are things happening in De Moines that do make our job a little more difficult. Uh today, if you were listening to the news, the the Senate [music] did pass the 2% SSA. Um which it's um I think I sat down and looked at it today, it's uh the 16th [music] out of the last 17 years that we have been funded below
105the level of inflation. So when you add that all up, we find oursel in a position where we can't keep up. Um I think you all know from trying to build your own budgets that [music] you can do it for a year or two but at some point um it just it becomes very difficult. Uh the other thing that I do want to u point out to everyone the league of women voters has been hosting legislative forums. They do one every month during the session. Two of them have taken place. But if you have anything that you would like your legislators to know about education or any issue, the next one will be on March 21st [music] at the Hayawa public library at 10:00 a.m. In addition to that, uh we the legislative advocacy committee
106has invited a group called public school strong [music] to come to Cedar Rapids uh tomorrow. They are a public school advocacy group. um they will be here tomorrow [music] at 5:30 at groundswell and their mission in coming here is to help organize local communities around some of these very important public education issues and provide tools that help advocate for public schools. I know um if if you're like most of us, you sit around and grumble about what's happening out there in the world, but um [music] we all need to take action so that this continued underfunding of public schools is is put to [music] a stop. Um we need we needed 5% um and 2% is just grossly underfunding us. So in in addition to that um there are a number of pieces of legislation
107that have now moved we've gotten past the first funnel. So those pieces of legislation will be coming uh up to the floor for debates passed over to the other chamber. There are a number of bills that we're watching and we will try to do our advocacy as [music] best we can uh for our public schools. So stay tuned. Um, we'll continue to keep you up to date on what we know that's happening in De Moines and how you can help us, but please come tomorrow night [music] 5:30 ground swell. We'd love to see you there. >> Thank you. Any other [music] reports? >> I do have one additional report on the uh external strategic planning executive committee. Um, pardon me. had a pleasure to attend that [music] last Thursday. And this is a group that's
108uh taking the uh board resolution that we passed at the previous meeting and and working on that. Um and that started with the analysis of research uh which was the number one thing on our our resolution that we asked them to do and uh taking a look at how that uh works with the models that we proposed. Uh Thursday's discussion was supported by um Dr. Liz Hollingsworth from the University of Iowa education [music] department. uh as previously discussed uh we knew that transitions have an impact on student learning and so this research provided some suggestions on how to best overcome those in the two models suggested and it also does support our efforts to create two feeders [music] so that you have peers that uh can go to school through elementary school and then once
109you get to that next level stay together um you know through that in whichever model would move forward. the I will note that the research did talk about K8 and K6 models um that there were benefits in both of those models and the community coalition had both of those on their list as well. The K8 model uh was determined to not be viable with our buildings. Um the K6 model didn't really have a champion coming out of that. Um and so a as we thought about the research and talked about the models you know there was a lot of discussion around the tensions [music] uh that have to be balanced on this and and it's you know program offerings versus more transitions uh program or community preferences versus what the research shared with us model
110options versus [music] what facilities are able to handle and and our uh current uh fiscal status as well. [music] Uh the feedback from the group at the end of the meeting was there would be some interest in just determining since that that K6 [music] model didn't really have a champion. Is it even viable in our um system and with the schools that we have? And so staff will be taking a look at that as well as setting us up for further discussions there. There's no actual action on that and nothing that needs to come back at the to the board at this point. Um [music] the effort's just beginning and uh I really do appreciate the focus of all those community members and the time they're putting in. We're we're asking them to do it
111quickly so that families and staff have answers as well. We'll meet again on March 6th. >> Thank you. Any other board reports? Great. Uh we will now hear from Dr. Lannon as she shares her report. [music] Uh thank you, President Newman. Just want to start out with an acknowledgement of public schools week here. Uh we [music] are celebrating and as director Burns alluded to earlier in regards to our marketing campaign for [music] the last couple of months, we have been wrestling and wrestling with the best way to market our district to share the stories. [music] And I just want to say the best way to market our district, the stories that were shared [music] by our staff and families and our students from Washington. Um, so many times you all had me choked up uh
112up here just really just hearing about the impact on our students lives and people choosing to come to our district. We don't always hear that. Um, that's been really the kind of eye openening and heart opening for me as I've been going around to schools um, as we've been navigating um, how to move forward. And I just want you to know that we want the same things, more opportunities for our students. We want them to have advanced placement classes. [music] we truly understand um how the arts how it impacts um our students. [music] And so while we're having to recalibrate um and trying to figure it out for long-term sustainability, I know um we get all of the questions, feedback, and input um from our board um as well [music] as our staff members. So,
113I just wanted to say thank you for sharing your stories. Um it is truly the heart of the Cedar Rapids Community School District and a representation of public schools. So just [music] thank you for being here and being on this journey with us. Um as we think about uh registration for the upcoming school year, um it is important that we have registration [music] and that our community that we participate in the registration. Um our magnet school lottery is open now. Um you hear a lot about our magnet schools. They have unique offerings such as STEM, um the arts and medical sciences, businesses. Um a lot of um was mentioned tonight u such as McKinley. They have a lot of offerings over there. Um and so if you would like to attend any of our magnet
114schools, that offering [music] uh is open until March the 13th. Um our annual verification process. Um in the past, we've talked a lot about annual verification so that we can make sure we have critical information in terms of emergency contacts and transportation details. But more importantly with the annual verification process, it lets us know that you're coming back so that our we can plan um for to make sure that we have staff there. That's very important to this conversation to our budget because we have our certified enrollment data, but we also continue to check um the number of students that are enrolled within our school district on a regular basis. So please, I know it [music] takes about 15 to 20 minutes. If you are a current parent, um I ask that you please complete
115the annual [music] verification because we are monitoring those numbers so that we can plan and have those projections. And when we're talking about staffing, [music] we look at those numbers. So, it's important for us to know that you're coming back. Also, if you are new um or if you know someone new to our community or our area, our new student registration is also uh open and that's preschool through 12th grade. [music] And yes, we do have full day preschool as well as half-day programs. All this information is available on our website. And for our new student registration, [music] um you can go through that process and you can choose if you want the magnet program or your traditional um school uh whatever your choice is. Also, our permit process, all of that's important. All of
116that's happening right now. It is all part of the planning process so that we make sure that we [music] have staffing to meet our enrollment. I want to just give you a quick update um from safe and secure learning just an opportunity to support our SRO's um that we have across our schools. We have SRO's um five of [music] them at Jefferson Kennedy Metropol and Washington. Um I just want to say thank you. A lot of people u they look at the police uniforms but these folks they give out high fives and mentoring and all the things [music] for our students and making sure our schools are safe and secure. Um and they've also um they are part of our safety team. Um sometimes people don't realize that. So when we talk about our behaviors
117are down um this year um we've seen um [music] our physical aggression down by 7.2%, our out of school suspensions down by 9% and our restraints are down [music] by 56%. And so these folks are a part of helping that team and making sure that we have a comprehensive behavior [music] uh supports for our students. Um next up we have students that are prepared for life. We heard a lot about college and career [music] uh readiness and just preparing our students for the world. So just want to give a shout out to Kennedy High School for your voter registration. About 50% of u their students of age are already registered to vote. Um and so uh they [music] have set a lofty goal of 90%. So they're they're getting there. Uh so thank you uh
118Kennedy for your efforts there. Also, as we think about, as you mentioned the transitions, um we're very accustomed to having those um meetings for our eighth graders to participate um in a day with uh with our ninth graders and the rising ninth grade day. And so all sorts of activities all across the district. Uh we want to continue to do more of those and you can see some highlights of that on our website as well. [snorts] And so then as our um partnership program again, we talked about [music] 14 on 14. we had the slideshow going. I know many of you were here. Um it's just wonderful uh to hear all the encouraging uh words about our students and um their goals that they [music] are setting and how our community partners they come in
119to make this happen. So shout out to Kids First. Um if you support that organization, know anything about it, they're just wonderful. Um and they provide services to [music] our teachers and our students during the school day. Um, as we think about being physically responsible, uh, we do try to make sure that we watch out for any grants that are available to us. And so, just want to acknowledge, um, [music] that our school district that we did receive $50,000 through the IDA DA continuous improvement grant. Um, we secured these funds by being transparent about our data and [music] we were able to share in regards to as it relates to um our students and how we provide them [music] support through their individual education uh plans and we will utilize those dollars to continue to
120provide um increased supports. Uh as we prepare ourselves for our work session tonight, um I do want to just update us in regards to our um staffing process. I know that uh this is just our second year of living through our staffing model uh which was put in place so that we could have some predictability about our staffing and have some insight. And when we start out the process, we start with the basics of just enrollment and needs. Enrollment, how many students do you have and needs? That's based on [music] free and reduced lunch counts. Um we knew uh going into this process that numbers of course that's one thing but being able to have those discussions and conversations that's going to be important for us to make sure that we are hitting those district
121priorities. And so right now this week uh we are at the phase of looking at our campus analysis [music] where our schools are meeting with their chiefs of schools to be able to review their numbers. U we have an impact report uh that we are utilizing where we look at the number of whether they were supposed to have reductions or increases. talking through those conversations, um really having some insight into how it's going to impact their real world. Um and so a lot of negotiation, dialogue, and adjustments and just trying to figure out how we can support programming. [music] Um we will be bringing it back. Um our final analysis of what that looks like uh on March the 9th to the school board. At that point, we'll be able to let the school board
122know if we need to make some adjustments uh to the original um allocations in order for us to support uh the program and the priorities set forth by the board. That concludes my report tonight. [music] >> Thank you, Dr. Lannon. Moving on to our consent agenda. Are there any items on which a director has a comment, question, or further discussion? >> Actually, sorry, I have one here. here. I'm just looking for the more of a clarifying note um on item 21. Can you hear me? >> 21. >> So, yeah, we we've heard a lot about the talking property and um [music] during public comment kind of through email and just wanted some clarity on this as we approve a change order for the um additional demolition for at that properties [music] at that site. So
123just trying to be clear about what this in what this continued investment looks like when we have paused >> [music] >> um anything concerning that that that piece of land at the moment. So [music] maybe we is there any way we could get clarity on that continued investment how it aligns with our updated [music] facilities? >> It's just Chad here. >> Yeah, Chad is here. You can come up. Would you just maybe state your your question about the property? >> And if you want to go to the mic. um [music] and I can support if needed depending on the question. >> So the the the talki property we have, you know, I [music] know that that was purchased. We've heard a lot about and just maybe need to provide additional clarity on buckets and how
124we can or can't utilize that um sell that what that looks like. I don't know that we need to dig into all of that, but I would suggest we do that at some point in time because it does come [music] up often um in public comment and through emails that we're receiving. I guess particularly for this item as as we're looking to approve this change order for additional demolition work at the property. Um I'm just thinking of a longer term like this continued investment here. I want to make sure it's aligning with you know [music] our future plan. >> So the demolition at the property consisted of the buildings that were no longer inhabited. As part of the purchase agreement, the DNR required us to take those buildings down um because they weren't inhabited. So,
125we had to get those buildings um demoed before the end of February. Um and so that's why those came down. There was an additional cost because um of some additional um work that had to be done um after we got into that um that work. So, I don't know if that answers your question as far as why there was a change order um in the board minutes. >> Yep. I was just looking for the clarity on the change order and then just kind of general maybe an update in how we plan to use that property at some point in time. Um and [music] again the buckets so we can clarify that for >> so before we go any further like the discussion of how we're going to use the property really isn't on the agenda
126for tonight. So we can we can add that as that to your pink sheet. >> Not for tonight. I'm just I I guess I'm just making kind of a general um observation but thank you for the clarity. I was I was looking for the clarity on that one item. So, I appreciate that. >> Okay. Any other um items to be pulled for comment, question or discussion? >> Okay. Um are there any items on which a director um requires an item to be pulled for a separate vote? Are there any items on which a director needs [music] to abstain? Okay. Do we have a motion to approve the consent agenda as written? >> So moved. >> Is there a second? >> Second. >> This is a roll call uh vote due to the personnel [music] report.
127>> Director Swinsky. >> I. >> Director Burns. >> I. >> Director Zimmerman. >> I. >> Vice President Dimsky. >> I. >> Director Buyers. >> I. >> Director Garlock. >> I. >> President Newman. >> I. We have one item under administration tonight and it is to approve a resolution scheduling a public hearing on the issuance of not to exceed [music] $15 million uh in school infrastructure, sales, services, and use tax revenue bonds in one or more series. Are there any questions from board [music] members? Is there a motion to approve the resolution scheduling a [music] public hearing on the issuance of not to exceed $15 million school infrastructure sales services and use tax revenue bonds in one or more series? >> So moved. [music] >> Is there a second? >> Second. >> This is a roll
128call vote. Director Chinsky. >> I. >> Dr. Burns. I. >> Director Zimmerman. >> I. [music] >> Vice President Dimski. >> Hi. >> Dr. Buyers. I. >> Dr. Garlock. Hi. >> President Newman. I the board would like to take a recess before moving into the work session. Is there a motion for the board to take a 10-minute recess? >> So moved. >> Is there a second? [music] >> Second. >> All those in favor say I. >> Opposed say nay. >> The board will reconvene about 7:30. The board is reconvened at 7:33 p.m. Next is a work session to discuss and review school finance and staffing model overview. I'm gonna Who am I turning this over to? Thank you so much, President Newman, for the opportunity to conduct this work session [music] uh tonight. As we move
129into our budget season and as we kind of think about the entire process, we wanted the team to come tonight to make sure that we're providing um extended detail. Um, usually we're a little bit later in the process, but just in thinking in terms of uh all of the efforts that's been put forth to make sure that we're being proactive and we're really thinking about our services to our students and how we fund for the future as well. Um, so Carla and her team and we also uh are honored to have Margaret Buckton from the UEEN and so that's the urban education network uh representing the largest uh school districts um across our state who also does a lot of advocacy um to try to support school funding but also um is a mastermind behind
130trying to understand school funding. Uh so we are happy to have her here tonight. So, I encourage you to to dig in to to ask those uh questions um so that it can be beneficial to us, not just this year, but when we're thinking about long-term u planning um as well as continued stewardship over our dollars. So, Carla, I will turn it over to you. >> Thank you so much for allowing us to present tonight. So, we do have a a wide group that's going to present tonight. Um Crystal Brahman is our accounting manager. Eric Luch is our business services lead and he does all the budgeting side. Margaret's going to present. Carissa Jenkins is going to present along with Darius Ballard uh presenting the staffing. So we'll have three opportunities for questions. And so
131we're going to kind of take it section by section and talk about school finance, talk about staffing and how it all fits together. We do have some props to kind of help uh demonstrate what we're talking about. So, I'm going to turn over to Derek. >> All right. Thank you all for having us here and we get rolling. All right. So, a quick agenda. So, first we'll start with school finance basics. Uh we'll do a little um thing with buckets here going over kind of the different general funds and then we'll turn it over to Margaret who will do a little bit deeper dive into how the general fund is truly funded by the state by property tax dollars and uh cash balance versus spending authority. Two different kind of mechanics that drive uh school
132finance. Uh we'll have Darius and Cararissa um speak on the staffing model and then I'll finish it up with the certified budget process and what we're gearing up for to build for our certified budget going into the next fiscal year. So as part of the school finance overview, we'll go over the the different buckets here. Uh like I said, Margaret, we'll go into spending authority versus cash balance, how uh public schools are funded. We'll do a general overview of the non-general fund buckets. We'll spend the most amount of time on the general fund here because that is about 75% of uh most districts spending authority and uh where they spend their dollars. and then we'll just kind of go over a quick financial oversight and how school finance is reviewed by the state and our
133auditors. So, going over the buckets here, we have our um school districts are really driven by uh the different spending authorities and buckets here. So there are state and federal laws that really specify how these buckets are are funded um in specific ways and then allowable use and expenditures out of those buckets. Very rarely do we get to have interfund transfers between those different buckets. Um and and there's really um the state law is what really drives all that. So we have eight buckets um within or eight different funds um and we're representing it with seven different buckets here today. Um and that's because our student activity fund and the student enterprise fund is very similar buckets. So we're representing that with one bucket. So, our largest fund is the general fund [music] and that
134is for our um educational costs, our student education and instruction costs and that's really where our human costs lie as well. Our salaries and benefits come out of that general fund and that's where that lives. Uh we have our student activity funds which is for our extracurricular activities. Um student fundraising is really how uh is what drives funding there. um and and um ticket fees, things like that. And we'll go into more depth um as we go through the presentation here. Management fund is our insurance property casualty um workers comp type uh expenditures. Uh save. So, and I'll try to go through just like any profession, we have alphabet soup. So, I'll try to um go through all these acronyms as we come across them. So save is uh secure and advanced vision for education.
135Uh that's the state uh penny income tax or state sales penny sales tax um that's generated uh by the state and divied out across districts. Um PPE which is the physical plant and equipment levy and then we also have our debt service uh nutrition food and nutrition program. And then finally as I mentioned similar to the student activity fund we have student entrepreneurship fund. So this is a breakdown. Uh so this is representative of our FY25 actual expenditures. So this just shows kind of those different buckets and where our spending uh is comes from. So um about 72% is our general fund dollars. So for educational programming and then you can see the the remaining 28% uh made up of the other funds uh with kind of the the biggest fluctuation being within the save
136and ple because that can really be dependent on what kind of capital projects you have going on in the moment the size scope um and how much is being completed within a certain fiscal year or not. Um so excluding those two um everything typically remains uh relatively flat yeartoear as far as the makeup of our uh district's expenditures. So digging into the general fund. Uh so the general fund is for our educational program to serve our students and our educational needs [music] and with the largest portion being our uh salaries and benefits. Uh which is the reason that we have uh Darius and Carissa speaking on the staffing model today because the um staffing makes up 78% of our general fund uh dollars. And so how the general fund gets their dollars is really driven
137by two components. And that's the our student enrollment. Uh so our enrollment trends really drive kind of our forecasting model as far as our general fund dollars. And then also our district cost per pupil. And then that district cost per pupil. Uh current fiscal year um was $7,988 was our district's district cost. And the allowable growth on that district cost per pupil is driven by the SSA rate or the state supplemental aid rate driven or that's decided by our state legislators. Um, and I'll show kind of how that rate impacts what our potential property tax rate is uh when we go over the the certified budget. But, you know, I can appreciate the resolution that the board passed uh about a month ago now asking for 5% because really that's not enough. Um and you'll
138hear Margaret speak. Um I think they they honed in on 2% today. Just today they approved that um by at the Senate level. So, um, and we'll go over the impact there, but, um, so that district cost per pupil is driven by that state supplemental aid rate. And then our general fund dollars. So, this is a breakdown of uh the different uses of our general fund dollars. So, you can see salaries and benefits in the blue and the orange making up that 78%. So, that's really the bulk of our general fund dollars. And then the next largest portion being purchase services. And the reason the purchase services is makes up a good wedge is because that's where our um open enrollment um dollars come out of our special ed billings come out of that purchase
139services and that makes up uh most of the the purchase services. And then you can see supplies um and miscellaneous expenditures down the road there. And then this is our uh combined district costs as determined by the state formula. And this is um I know that the the district cost here does not match our expenditures on the prior slide here. Um but what I want to reflect here is this is what the uh state formula determines as our combined district cost. So this is where our state aid uh comes in and our property tech property tax dollars come in and what we're funding through that formula. So you can see um our the biggest piece is that regular program district costs. So this is determined by that the straight um formula or yeah that straight
140equation of our district cost per pupil times our enroll uh district enrollment and then um also as part of this is we get specific categorical funds that um the state formula uh that's based on different waitings and it's all really driven by that SS SA rate and what the increase is to any of those specific categorical expenditures or revenues that [music] we have. Some of those expend uh categorical funds have very specific uses. So if we break it down, special education instruction or special ed teacher supplemental salary goes towards our teacher salaries and compensation. Um you can kind of keep going down the road. So, uh, teacher leader, the TLC, teacher leadership and compensation, which is specifically used for our teacher leaders across the district to, um, help drive education and improve our, um, our
141our teacher pool. And then this um, just kind of um, just in word format just explaining that pie chart and the different categorical funds that we get there and how that's made up. And then um how do we pay for that regular program cost? I won't spend too much time on this because I think Margaret slide will go over this but um the next one will kind of reflect that. So there's the uniform levy. So this is showing kind of a comparison between we're represented in the middle here and so how the regular program cost is uh calculated. Get the [snorts] But all right, [clears throat] so we'll start from the bottom up. So we have the uniform levy. So all property owners across the state, regardless of where they live, there's a uniform levy
142that's applied first. $5.40 makes up that first layer. Uh state supplemental aid backfills the difference up to 88.4%. And then there's an additional levy um that makes up the difference at the top um that we'll see here uh minus the property tax replacement cost. that's set by the state. So, you can see within our district, the uniform levy makes up the first $1,900 and then state aid comes in and makes up the difference uh to 88.4%. Um, and then the additional levy on top of that. So you can see our comparison between kind of the property poorest uh communities uh compared to the property richest where you can see the uniform levy makes uh makes up uh less of the district cost per pupil. State aid comes in and makes the difference where in the
143property richest that uniform levy can cover [music] that full um 88.4% 4% um and those districts don't need the the state aid. And the kind of the the driving factor for this formula is um equality across the state. So the idea is that regardless of where you live in the state, um every student generates the same dollar amount. So every student is receiving the same education, every student um is funded the same regardless of where they live in the state. So just kind of that that principle of equality across the state. And then finally um this is the last slide on the general fund. So this is our makeup of our general fund dollars. So we have our local which is our property tax dollars. Um so driven by our local property tax levies and
144kind of that uniform levy um is built into that. the state um aid makes up the orange part um in the middle there. And then in the green at the top is our federal dollars and um kind of backfills some of that additional um expenditures that we have that that the district uh combined district cost does not cover. So you can see um kind of in fiscal years 21 through 24 kind of the increase in the the federal funding and that's primarily due to er dollars the co relief funds that we received and then you can definitely see when those funds expired that we dropped off uh in FY25 to the 6.7 not quite to the level pri um precoid uh relief funds um and that's mainly due to the um MSAP, the magnet grant
145that we've received um which is federally funded grant. So we we we were able to secure additional federal dollars um after the expiring uh COVID relief funds. All right. And then we can turn it over to some of the the um non-general fund buckets. Okay. So, first off, I just want to apologize for [music] my voice. I got a cold over the weekend. So, um I'll do my best, but I'm going to talk about the student activity funds first. [music] So, um we have our student activity fund and then like Derek mentioned, we have our fund 68, which is our newest fund, which is our student enterprise [music] fund. Um and how these are funded is mainly through gate receipts and admission fees as Carla adds money to our bucket there. Um they do a
146lot of fundraising. So, these are all of our extracurricular, co-curricular, fine arts, clubs, sports, um all the parent groups that do fundraising for us. Um and then also sometimes student fees and donations from local community members, parents, [music] etc. And then what [clears throat] these funds pay for are things like um entry fees into competitions, expenses for those things, travel, [music] sometimes equipment if they need equipment for whatever um club or activity they are participating in. [music] Um and then our student entrepreneurship, I just wanted to talk about that fund a little bit because that is our newest fund. Um, and a lot of that was sparked because of our college and career pathways that we are [clears throat] implementing. So, um, Metro High School is a great example of this. They do a lot
147of, uh, manufacturing [music] of goods and then they sell those things. Um, specifically like New Market, they've been down there, if you were over there during the holidays, they had their market there. So, all of that runs [music] through that fund 68. So, it's they buy or they make stuff, they sell it. So, all of that flows through that fund. Okay. And I'm going to talk about the management fund. And the management fund is uh funded totally through local property tax. And so Derek is going to talk about that later tonight, how that gets funded and how much we're we're asking to levy for FY27. Um and a Senate bill has been introduced per proposing to limit the levy authority [music] based on um the fund balance we have. And uh what we spent over
148the last three years, and Margaret's going to talk a little bit more about that. Um and what we use the management fund for is property and casualty insurance, uh workers compensation, early retirement or our VRIP program, uh the government risk pool for us that's um natural gas, our equipment break fix, um and mediation or litigation for tort liability. and we can pay for um our deductibles for our um insurance claims out of this fund. Um and so whenever uh we have uh large claims were a part of the uh EMC uh uh storm protection uh [music] because of the wind hail deductible that's um significantly been increasing. All right, excuse me. And then pull as Derek mentioned physical plant and equipment levy. Um, and this is funded by that board approved 33 cent per thousand
149of property [music] tax. Um, and then also our voter approved $134 per thousand of property tax. And [music] that was last voted for in September of 2024. Our voters approved that. Um, so that is now in effect through 6:30 of 2035. And what we use this fund for is building repairs, upgrades, um, equipment, technology, software, things like that. We are not allowed to [music] pay for any salaries or benefits out of this fund. Um, and we can bond against this voter approved levy for projects if we need to. And then we also have save, which is our 1 [music] cent sales tax. Um, that's how we're funded through that. That's currently in place through 20. We can also bond against that for future project projects as we have been doing with our new builds that
150we've been doing. >> [music] >> Um similar use to the PEPLE funds um can be used for buildings and grounds any PPE purpose and again cannot be used towards any um staff salaries or benefits. All right. And then our debt service is our fund 40. Um this is if we have the voter approved we can sell those geo bonds and then we can levy for money to pay off those that debt. Um, but currently we have like our save revenue bonds that we've been selling. So, um, we don't have to raise the property tax when we sell those types of bonds, but we use our fund 40 basically to manage that debt. So, all of our principal and interest gets paid out of that [music] fund. And then we have the nutrition fund. And um,
151our nutrition fund um is funded uh, from federal dollars. And so every time that we serve a breakfast or a a lunch, we get um money back from the federal government for those meals and [music] then parent paid fees. So um we have uh schools that um are not a part of C. So then those parents pay for for for those meals, but we also get federal funding partially on those meals. And this supports all of our food and nutrition programming. Uh staff salaries and benefits, food, equipment, all of the expenditures for food and nutrition come out of this fund. >> All right. And then how is all of our funding um looked at? Um and what is the financial oversight? So first and foremost is we have an annual audit every year by an
152independent auditor. They review our annual reports. They look at not only do they review our expenditures, but they make sure that we have proper documentation, backup, approval paths um for all every expenditure that comes out of the district. They look at our processes and controls, making sure that um our SOPs are in order and that what we say we're doing is the way that we um is the way that we actually conduct business. And then they also look at uh financial statements and accuracy of those financial statements because ultimately those end up in our um ACFR or our annual certified financial report, >> comprehensive financial report. >> There we go. Um and then so kind of the next piece is our certified annual report or what we call our car. Um, also paired with this
153is our um, special education supplemental or SCES and then the um, transportation annual the transportation in annual transportation report. Right. Okay. And then so all of those are used to um, report data to the state um, who the state then forwards at for any kind of uh, federal reporting uh, requirements. And that looks at state trends. It looks at [music] um how districts are using funds, if it's uh used appropriately and impacts of state um legislation and uh anything um that comes from decisions at the state level and you know we can see how that impacts in real time from these reports. Uh we have the school budget review committee which is the SBRC and this is essentially the governing body over school finance. Uh the state has given them the authority and uh they
154have the responsibility to overlook and oversee all of school budgeting and finance. Uh they look at issues and spending authority. [snorts] That's who our um our uh special education deficit, our English learner deficit. Um those applications go ahead of the SBRC, our um dropout and at risk program. Um the MSA application that is associated with that. All of that is presented in front of the SBRC to approve and give spending authority back to school districts. And then finally, if needed, the state auditor can uh come in and do conduct their own personal audits as well. And I think that is it for us. We can turn it over to Margaret here. So special guest floor is yours. >> Thanks for the opportunity to be [music] here tonight. And you didn't see me, but I was
155outside the room when all of the public comment was shared. And [music] anytime people show up and care about something, it is a real it's both a blessing and a motivator for us to understand the urgency of the decisions in front of you. And I know you all get that. Um I'm hoping just to give some additional context on the understanding of school finance and I would love to have two hours to do this but then we'd all be dead by the end of the night. So that that won't work. >> Um there you've got these buckets and there's money in all of them. But sometimes you don't have money that funds what you have the permission to spend. So, I'm going to spend some time talking about the difference between spending authority, what you're
156allowed to spend, and the money that may or may not be enough to pay for that. So, if you picture one student walking to Cedar Rapids, Washington at the first day of school, they bring with them this credit card that allows the Cedar Rapids School District to spend about $8,000 on their behalf. And spending authority basically is that credit card amount, that permission to spend times all the students showing up at all of your schools beginning of the school year. And that's the most simplistic way to say that. Um, but there are a lot of different ways that we figure out how that spending authority is more or less. [music] It's always a year behind because we count October 1st the kids that we have, but we don't fund them till the next July one.
157And you can't just tell the second grader who shows up that I'm sorry we didn't get $8,000 for you. come [music] back next year. We don't do that. We figure out how to take care of the needs of students when they arrive. That cost per child is not under your discretion. It's set by the legislature. That's what they voted on in the Senate today [music] to agree to the 2% increase. That's about $160 more per student for every student you still have. But when you have fewer students, it's possible that 2% increase per pupil means a cut in your budget in total because it's all the kids times the credit card amount gives you that spending authority. And then that spending authority is funded by that combination of [music] property taxes and state aid. So,
158um, this chart that you have in front of you, I think you get two of them. Maybe there's you've got some there and there's one in your in your in your folders, too. Okay. you have the same chart on the back and it tells you where that money comes from. So the first is the uniform levy $5.40 assess to every piece of taxable property in your district. And when you see this chart and you see property poor average valuation property rich I mean I was a schoolboard member in De Moines so I think of saying kid rich. That means I have a lot of kids relative to my property value. So if you're property poor you're also probably kid- rich. you have more kids relative to your value. If you are um property rich, that
159might mean because you have a whole lot of value and not a lot of kids. So, this property richest district in the state, anybody have a guess as to who that might be. >> Yeah, >> you'd think Walke would you know actually Walke is in the bottom half really >> because they have a lot of kids. >> Okay. They have so many kids and they also have a lot of residential property and it takes a very expensive house to back up even one child in education. So the property richest district in the state is actually Okaboji. [music] >> Now you think of Okaboji, they have these $3 million lake homes with no kids in them during the year, >> right? Um so they have a lot of property value, not a lot of kids. >>
160The limit on spending authority is the amount that you're allowed to spend. Think of that credit card amount. It's not the amount of cash you have and it you have carryover spending authority if you didn't spend it all last year. Um that you start with that [music] add to that the spending authority that's generated for the students that show up this year and that gives you the total. So, as a schoolboard member, you have the responsibility to think about both of these things because you want to have enough authority to spend on behalf of students so you can have staff and programs and um all the things that we need. And you want enough cash that you can actually pay [music] payroll. You want to be able to pay your staff, right? But we balance
161those books differently. And the reason you have to keep track of both of those things is you never want to be in a position to be without either of them. So, if you just spend time, if this is confusing to you, and as your staff is supporting, is is providing any information to you, if you just say, "Wait a minute, Carla, are you talking about cash or are you talking about spending authority, I guarantee you're not the only one thinking that?" And you might want to just put one board member in charge of asking that question on occasion. [laughter] Okay? Just make sure you know which one you're talking about. >> Okay? So fund balance is if the district ceased to exist, we close the doors, we pay all the bills that were collected during
162the year, we collect all the revenue and what's left over that's our fund balance. Okay? That's our cash. That's like your checkbook balance at the end of the year. [laughter] The correlary to that um in terms of spending authority is called our unspent budget authority. And you'll hear that acronym of UBA all the time. and that is how much authority you have left over at the end of the year. If you're lucky, they kind of align. So, I tried to make a bucket in my slide. And so, just like the buckets here, I'm going to talk about your spending authority bucket. And you have your prior year's unspent authorized budget that goes in there first. And then you add your regular program district costs. That's students times your cost per pupil. You have supplementary waiting
163and categorical funds. We'll talk about a little bit more of those in a minute, but one of the supplementary waitings, the big one is your special education waiting. And for special education students, they have up to three different waitings depending on how many services are in their individual education program and how much those cost. Um, and then federal funds uh at the top and they're smaller than they used to be. Now, I want to just do a commentary on federal funds because I've seen some quotes in the media that says the only reason you're cutting things now is because you got all that COVID money and [music] you spend it on things like salary and and um full day preschool, those kinds of things, right? Well, thank goodness you did because you were charged with
164the federal government and by the federal government and the state to close that learning gap that accumulated when students during the pandemic [music] did not have access to quality instruction. So, you're supposed to make uh invest in the kinds of things that improve literacy, [music] for example, and it's kind of hard to do that with clean air. A lot of districts spend a lot of money on HVAC systems, and that was one-time money. So, maybe they're not cutting as deeply at this point, but I know a almost all districts are faced with budget [music] cuts at this moment, and you're not in a unique position. Um, and especially among the urban districts, it's tens of millions of dollars in most of them. >> [snorts] >> So, how do we pay for that spending authority in
165order to get the money in the bucket? Um, your your staff already told you about all of that, so I won't go through it again. Um, other than to know that not all of that is necessarily coming from um a place you [music] can control. Um, and it's not always going to be completely funded. So, I'll give you an example. You had a big flood here decade plus a couple of decades ago. You had some property that people abandoned because it was no longer livable. They couldn't save it. They still had property tax bills that [music] next February they probably defaulted on. So the formula assumed you were going to get those property taxes when you didn't get them. You still had to pay your teachers. You still had the spending [music] authority in order
166to pay for those programs. What you didn't have was the cash. But because you levied for a cash reserve, you had that cash sitting in the bank somewhere to help pay for those bills that came due when you didn't get all of the the funding that you thought you were going to get. So fund balance or cash has this other term called solveny ratio. And you think of solveny as um you know how safe am I financially? How do I know that I'm protected? I'm solvent. And that solveny ratio is just a comparison of your fund balance at the end of the year. Um, divide it into your prior uh couple of years. It looks at your expenditures [music] to see what's that percent you've got. When you levy cash reserve, um, this improves your
167fund balance. That means you have more cash there, but it doesn't give you spending authority. >> So, uh, you can't just say, "Oh, we're just going to increase taxes for cash reserve." And with that doesn't mean you can pay teachers with that money. If you get to a point where you have more than 20% of your prior year's [music] expenditures in your fund balance in cash, then Iowa law prohibits a school district from levying for more cash. Now, it's [music] interesting if you cut expenditures um and you have more cash, your expenditures go down, the cash you have might now be a higher percentage of your expenditures. So, you can actually improve your solveny ratio by making expenditure reductions. Um, very large districts do [music] not have to do not tend to have very large
168fund balances. Um, and I think that's because you are not as as financially at risk of something going wrong in every one of your buildings in in your [music] entire community as maybe a small district that has all of their kids in one building and a tornado comes through and then it's it's all blown up. >> Um, so why aren't these numbers the same? And that's the question that we get all the time. So if I get state aid and property taxes and the amount of our spending authority, why isn't it the same? And that's because there's so many things where they don't align perfectly. Now, if you get property taxes and state [music] aid through the formula, two things happen. They deposit that money into your account and then you have cash and your
169spending authority goes up because that's where it comes from. Look at the next one. you increase expenditures, you're going to have both of those get worse, right? Because you're going to spend down [music] your cash, spend down your spending authority. If you decrease expenditures, they both go up, except for special ed. And this is one of the hardest things to understand. So special ed, you have a student with an IEP and they have a waiting that generates additional funding to pay for those services. And right now almost all districts in the state have what's called a special education [music] deficit. Um and and most people would say deficit sounds like a really bad word. We don't want that. I think for special education in Iowa, you [music] do because what that means is you didn't
170get enough money from the state or from property taxes to pay for that based on the waiting and the costs of that of the all of those services in the IP exceeded that. So the actual expenditures you spend on behalf of that student, you now ask that school budget review committee for the spending authority associated with that. You pay your district back. Otherwise, you'd have to be taking money out of the regular education program at Washington and all the other schools in order to make up for that shortfall. But because you get the spending authority, you wind up okay as long as you have some cash reserve to pay for it. If you cut special ed services, you don't save money because you don't get reimbursed for that extra. All that means is you would
171probably be spending less on special education students. Okay. Some things are, you know, not the same at all. That special ed deficit, it doesn't it's you have the same fund balance because you don't get cash for it, but it increases your spending authority. [music] Same thing with English language learning deficit. [cough] It works [clears throat] exactly the same way. If you get a federal grant, it creates its own miscellaneous income. Um, this is something that is not defined as taxes through the formula. It's other money that comes to you. And one [music] of the things that you get is um interest on cash deposits. So that's the only way your cash reserve actually gives you some spending authority is when you get interest on it, then that goes into your general fund as miscellaneous. >>
172Good. So these are your different permutations what position you can be in. Um obviously situation number four where you have positive fund balance and positive spending authority. All's golden. That's where you want to be, right? Uh situation number one, you've overspent your cash. So you're negative on your checking account. You've overspent your [music] spending authority. You're negative on your spending authority. Um, if Larry Sigle was here, he's he's retired now, so [music] any of you any of you that know Larry, he sends his greetings, but he's not here. Um, he would call that bad. That would be the technical term, being negative negative. Between the other two, they aren't equal because for spending authority, you have to wait for the state to increase funding to give it to you or you have to qualify in
173some way through uh modified supplemental amount at the school budget review committee. But for cash, you can actually get cash by increasing your cash reserve levy. If you're overspent on cash, you can take it out of another bucket, interf. So, there are ways that you can solve the cash shortfall by decisions that you make here in the district. Um, you have more control over that than you do over spending authority. Budget guarantee. Um, it's very shortterm. So, I like to think of it more as a budget cushion [music] as opposed to a guarantee because it only lasts for one year. So, um your at at one point >> [music] >> uh your enrollment starts to drop and you have two things. You have enrollment going down, you have funding per pupil going up. If the
174funding per pupil goes up more than the enrollment drops, um, you're guaranteed at least a 1% increase in your regular program district cost. There is I think the easiest thing to do is to see a picture of this. So on the right hand side that this chart and so um and this shows you that at 2% increase in the state supplementary assistance you'll see your enrollment for fiscal 27 is down 1.4 um the district cost per pupil is up 2%. So your regular program district cost without the budget guarantee would be up6%. because you get the budget guarantee, there's another almost half a million dollars to raise that 6 to [music] up to 1%. Now, it's tricky because [music] in order to pay your staff enough that they can buy a loaf of bread at
175the grocery store that the price went up 2.7% [music] because that's what inflation is running. Um, how do you do that with only a 1% increase in your total spending authority for your regular program district cost? you have to stop paying money for something else. And that's that's why you are finding yourself in this situation of considering [music] right sizing the district facilities for the enrollment you have today and you're in good company with more than twothirds of other districts in the same position. The tough thing about budget guarantee is it's only for this year. So unless all of that enrollment comes back next year or they have a much higher SSA rate, you'll lose that half a million and you'll be thinking into the future, are we on another budget guarantee? But we've ratcheted
176down our spending authority every year. So you've got to be hyper vigilant about keeping kids in the district, encouraging people to be here, and making [music] sure your staff echoes that what's happening within. Okay. If [snorts] you did wonder about the 5%, that's the one at the bottom. So just in your regular program district cost, if there had been a 5% increase in SSA instead of two, you would be looking at $6.7 million of new spending authority and you'd be in a completely different position, right? [snorts] So I don't think it's [music] fair to say that it's all because of what happened with CO money. >> So Oh, look at I have pictures of this. I'm sorry. I could have shown all you while I was talking. Um, I [snorts and clears throat] already talked
177about miscellaneous income. And then with a cash reserve levy, there are two different [music] ones that kind of add up together for your cash reserve bucket. And one of those is the regular cash reserve levy. Right now, you don't get paid by the state or the property taxpayer until [music] September of the school year. And I don't know about Cedar Rapids, but in most districts, teachers don't want to come to work and not get paid for three months. So, we have to make sure we have enough cash to make payroll and we shouldn't have students coming to school for two months before they have a textbook or the software [music] that they need for their instructional program. So, we have to have some expenditures in July, August, and September. The SPRC cash reserve, that's where
178you ask for that modified supplemental amount and they grant that based on um what that request is if it's allowed by law. And the most important thing, just getting cash reserve levy does not increase authority and if you leave just [music] knowing that today and then asking are we talking about cash or spending authority you'll be great. I think you all have covered the state penny for school infrastructure really well in terms of how it works for you. Um there are two proposals in the legislature right now that would limit some of our um funding that comes from the save fund or that state penny for school infrastructure. One of them is the governor's plan [music] that would fast forward uh taking a big chunk out of that to lower property taxes for property taxpayers
179by [music] 2030. And what they want, what she wants is 30% of that fund to lower property taxes. So, um the experts at [music] at the Piper Sandler um financing firm that work with a lot of school districts, they have that default list and they look at how much each district has bonded against SAVE. And for Cedar Rapids, their estimate was if it goes more than 16, you know, 15.7 16% diverted to property taxes, you would have trouble making the bond payments that you have against your save now. And so that's true of a lot of districts around the state um who have leveraged that, especially when they didn't have a bond issue in order to pay for school facilities. So, uh we're doing our best to help legislators understand that that would be disastrous
180if we defaulted on some bonds. Um the other proposal is in the House uh uh Ways and Means Committee and in the House Republicans plan uh they would require a 60% supermajority vote which is what they require now for bonded debt as you all know in [music] order to bond against any future safe and that would be effective July 1 of 2026. So it wouldn't affect you wouldn't go you wouldn't default on anything that you already have. [music] It wouldn't affect any bonds that were sold between now and July 1st of 2026, but after that it would take a vote of your public in order to access those funds for a longer period of time. I think that's an easier vote to get than the property tax one. Um, just because the sales tax is
181something that you pay a penny at a time instead of thousands of dollars at a time. whatever comes of that, we we hope that they consider the needs of school districts. And uh yeah, I'll just stop at that. Um I think one of the most important things to think about right now is the implication of any declining enrollment. And we're in a a heightened uh school choice environment right now because of policies that have unfolded at the state house. um the education savings accounts which are uh the the accounts that go to parents who pay tuition for their students who are enrolled in private schools and um charter schools are another one but they are public charter schools but you yet they still have the money collected [music] from the resident school district to go
182to the public charter school. The uh the other one really is homeschool and we don't have as good a handle on that because if there are two kinds of homeschool, if they're if they're educated through a homeschool assistance program where we count the students and get a little bit of funding to have a teacher to help that parent with a program and the assessment, all that, then we kind of know. But if it's an independent private instruction, no connection at all with the school, we have no idea where those children are, how many of them there are. And so we have birth rates we can look at. We know how many students are in private schools. We know the competent private instruction. We don't know the home school. And then open enrollment. We've had since
183the 80s, but we have now more students open enrolling um to another district than we actually have taking advantage of the education savings accounts by a few thousand statewide. So, when you look at your district uh general fund, you count all those students that live in your district, but then you turn around [music] and spend $16 million. And last year, I don't know what it is this year, but $16 million paying tuition to all of the neighboring districts where those students are going to school. >> So, it can be elusive. It might look like you have more funding than you really do. And there is no um deadline to open a role into an online academy. So, if you have a student who starts the school in September and by October uh decides to open
184a roll into an online academy, you have to pay that $8,000 tuition even though you already hired the teacher to pay for that student and they're under contract. So, there's no delay in funding of that one like some of the others have. Um I I'm not going to go through these. I just have some things to talk [music] about as um you kind of wrestle with the open enrollment situation um which is not dissimilar than the other urban districts um that are around the state. Um one of the things that we have seen lately uh the suburban districts have had trouble keeping up with facility space. So in many cases they've said we're not going to take any more open enrollments in. But this last [music] year many of those traditionally growing suburbs actually had
185declining enrollment as well. So, you just got to pay attention. Is are they going to open that up to receive other students? >> And then this is this is a chart that um I've been I haven't been sharing it since the 70s, but I've been sharing it at least since the early 2000s. This is the percent increase in [music] that state cost per pupil over time, since the beginning of the formula. So, um, you can see the the slope of the line and you can see that orange band that's right under the between that three and 4%. So, you've you've got inflation, you've got aging, your salary schedules, you've got paying for insurance benefits, all [music] of those things have grown faster than the inflation rate in 16 of the last 17 school years. Now,
186um Ken Sturgis in our office, uh who who used to work for the federal government and both the Department of Agriculture and Department of Revenue. So, he knows a lot about data and inflation and things. He went back to fiscal 17 and then aged the state cost per pupil in the blue line and then controlling [music] for inflation. So every time that state cost per pupil goes up less than the inflation rate, your district loses purchasing power. So right now your purchasing power [music] in fiscal 26, $5,950. That's actually $600 lower than it was in 2017 per student. >> Okay, we already talked about the 2% there. The last thing I wanted to talk about is the gift of education savings accounts. So you think how could it possibly get be a gift because students
187are going to a private school. Uh 75 to 80% of the students who go to private schools would have gone there anyway. And that data in Iowa is bearing out to be pretty consistent with the rest of the country who've had uh education savings accounts longer than us. For every resident student who is in a private school and gets an education savings account, your district gets those categorical funds. the teacher salary supplement, the professional development supplement, the teacher leadership and compensation, and the early intervention class size. And because you get those for the students that would have gone anyway, um as they phased [music] out that income threshold for pe for families to get an education savings account this last year, it didn't depend on income anymore. So you had a big influx of people
188already going to private school who you now generate some of those funds for you. So when you look at this even at Oh, this one's 5%. That doesn't work. Let's try the 2% one. Did I have that there? At 2% [music] your teacher salary supplement, professional development, early intervention class size, teacher leadership, and compensation. That total categorical line item actually goes up by 6.32%. [music] because you had some higher income families who are just now qualifying for the education savings account this year. It's still categorical. You still have to spend it on the things that are required by those funds at this moment. But there is legislation working through the process that got through the Senate Education Committee that would give you flexibility to use that to solve another problem that you have in your
189budget. So, we're we're hoping that that may help kind of cushion the blow a little bit as you go forward. I doubt we'll see that kind of a disproportionate increase again because it's just that one time this happened as we had the uh those families that were above that income threshold. I'm not going to talk about this either, but this chart is specific to Cedar Rapids. It's in your folder and you've got my card in there. So, if you talk about things, um I encourage you just give me a call in the chat anytime you have questions about it. and lots of supports. And there's Ken's [music] smiling face. If you want any other charts about inflation, he can get those for you. >> Do do you have any questions now before we go on
190and you want to finish the rest of it? >> Yeah, we can. I I want to start by saying thank you for being here. I know you came from De Moines. Um your advoc [music] advocacy is uh something we we all receive our inbox every week. Thank you for the videos. Thank you for the updates. [music] Thank you for all the brilliant work you're doing despite the really difficult circumstances. Um there was a couple you had alluded to 2/3. Is that the amount of districts that are on budget guarantee? >> Yeah. >> It's with at the 2% it's 209 districts out of 325. >> And how does that [clears throat] compare to say last [music] year year before? >> Um you know in the good old days when we had three or 4% SSA we
191would have somewhere [music] between 70 and 90 districts on budget guarantee. Um more recently when it's been at 2% uh it's been in the mid 100s. Um but it's a big increase this year um by another 70 districts and it's it's the two factors right it's declining enrollment at the same time that SSA is low. Any other questions more? >> As we're looking at like the you alluded to the ESSER funds, you know, that's something we talk about a lot, the co relief funds and seeing [music] that drop off happen and and the impacts of that for districts. Is there anything I mean you're hearing about what's happening in other districts and how they're fairing? Is there anything that we can learn from that or that people have done that have been really effective as
192they're navigating those challenges? You know, I I think one of the toughest things about that is that districts uh were charged with improving learning outcomes as a result of the COVID um learning decline, achievement decline. [music] Um one of those researchbased best practices is all day preschool, which really can close the gap for students by the time they get to third grade. And when districts first got the CO money and were first talking about ways to spend it, we had some real um momentum in the legislature to get funding for full day preschool. We were so close to actually getting that across the finish line and then all of a sudden it just dropped out. So it seemed like a really smart thing looking ahead. We're going to prove that it works. We know we've
193got the federal money now. We think the state money is coming. It makes sense to do that. Every one of those students that had a full day preschool has benefited from that and I don't think that was a wrong decision. If we had continued funding, you'd be able to do it for all students going forward. [music] And now if you just really target those places where you need the full day uh preschool the most, uh you'll you'll figure out how to make that work too. But anytime that you see a cliff, a funding cliff like that, the uh it it just always hurts when you hit the hit the ground and >> and I think a lot of districts are struggling with that right now. >> There was um mention of I think I saw
194it on the slide there, but I think something we struggle with every year is that we're waiting for that SSA number to come out and we're trying to budget and make, you know, uh plan for the future. And there was something about it used to be like a you had more ample time. >> Talking about it's that yellow chart. >> Yeah. So before 1994 that first line there it actually was based on the economy and it was an automatic pilot. Right. So there was a formula in the Iowa code that looked at inflation growing property tax values um and students and calculated and that's why we came up with that 14% [music] in 1982. It was a terrible year because there was huge inflation that year. So it you know it doesn't it didn't wasn't
195all that good. But that was 93. Then uh you see in in 2018 [music] uh before that it had to be set within 30 days of the release of the governor's budget a year in advance. So that would mean if that law still applied and they followed the law, they would have just set that 2% for fiscal 28. So you would have known fiscal 27 a whole year ago. Wouldn't that have been easier to budget staffing [music] and and right sizing facilities and programs? >> So now they try to get it done within 30 days. That would have been >> February 12th. >> Okay. >> And it's a little bit later than that and it's not enacted yet because the governor hasn't signed it. >> Okay. I do have a few more questions while we
196have [clears throat] you. Um let's make sure do do any other board members have any questions before >> please by all means. >> If not all right carry on. So the you had mentioned of homeschool and that was a a line item that we had talked about in our um resolution [music] um in January. I'm just curious because it does seem like a work in the world of entrepreneurship. There's a lot of companies [music] coming out with curriculum with research. I mean it's like the number one growing um that we're seeing right now um in certain categories. So is there do you see any advanced planning you know as we're we're rethinking ways we can utilize the space in [music] this building and providing you know better supports curriculum access [music] space for those families
197to convene. Are you seeing that people are getting ahead of that trend [music] um in other districts? How do we >> I I think that part of that is actually the the communicating with homeschool families the value that you can offer. So, it goes back to like your communications plan you were talking about earlier. Um, if they're in independent private instruction and one of the reasons families choose that is because they don't want um uh access to public school curriculum and support. They they don't want testing in some cases. They don't want immunizations. They want to keep it separate. If they're choosing homeschool for those reasons, I think it's a it's a really difficult communication challenge. But if you can figure out how to meet their needs without crossing that line into the [music] things
198that give them concern, then I think you really could get connected. Um I think the the other value in that and and there are um bills working their way through the process on charter schools too, but the ability for homeschool students to participate in your extracurriculars and your music programs and those other things. Um sometimes it it's [music] kind of a bitter pill to swallow. you don't have enough funding to provide those for your kids in your school and now you have to provide those for homeschool kids too. But the other way to think about that is it's an invitation into the value of what you offer and how do we get those kids connected [music] to friends and to staff who care about them and invite them into the school for all the other
199things you have to offer. So if you thought of that more as an introduction to [music] the benefits of private school as opposed to a financial burden, I think that we would do better with that. And that's sort of where I was [music] coming from is as a young parent, I'm interacting with other young parents and there's a lot of fear uh for whatever reason that people are experiencing. [music] So, you know, I see that as potential feeder into a middle or high school setting [music] um if they choose to go that route to begin with. So, just just curious the trends there. And then you did mention charter schools. I had that down in my list. We've seen a pretty big uptick here in our community. Um what does that look like elsewhere? [laughter]
200>> Yes. So, uh, the state board now has 19 charter schools authorized. There [music] are only 10 operating this year in the state. So, they've added nine new ones. Sometimes they take a year, sometimes they take take two years to get off the ground. Sometimes they don't get off the ground because they um weren't able to fulfill their their recruiting plan or their staffing plan or find facilities. Um, [music] nationwide about 50% of charter schools that start are out of business within five years. And um I [music] would expect that I don't know why Iowa would be different from that. Um although the charters that are opening now in Iowa have seen u lots of experience in other states and maybe they have learned things. >> That's what I'm trying. >> We have got we've
201[music] got four charters a fifth one opening that are actually chartered by local school boards rather than being chartered by an outside entity that comes in and manages it. >> So the the the one in an urban district is in Council Bluffs. It's a kind of a a a STEM charter high school that um that [music] they're opening that's right across the river from Omaha and they're hoping to get lots of um interesting enthusiasm there. >> And the the tradeoff is >> um some uh relief of regulations. [music] There are things that you don't have to do. So, you may be able to deliver a program more economically. >> Margaret, you're you're opening a can of interest here. [music] Um, can you talk a little bit about what the requirements are for charter [music] schools
202in reporting student achievement, reporting all of the data that we have to report to the state and federal government? Are there big differences in how that reporting [music] works? >> So, every charter school in Iowa is a public charter school and participates in the uh state school performance profiles. So, if you go on the DE's website and look up how your students are doing in state assessments, you can also click on a choice charter school and look up how they're doing. They also have [music] to report uh chronic absenteeism. Um they they are not necessarily held to the same kinds of standards [music] for accreditation as public schools are. They have a a profile of accountability that when they apply, they say, "Here are the things that we're going to do. here are the regulations
203that we're not going to follow and why. And [music] there are some things in the Iowa code that they don't necessarily have to follow like the offer and teach requirements to have so many units of social studies or math or PE that are offered and they can set some of those aside and said but in exchange for [music] this flexibility here are the outcomes that we expect our students to have. And then every five years, the state board of education reviews their [music] track record toward toward those accountability measures. And if they aren't meeting progress like they anticipated, then they may not be able to uh continue their charter. >> How many do you know how many charters we have that are beyond that five-year? [music] >> Zero. Zero. We have none of them. The
204oldest ones that we have are just starting their third year in De Moines. >> Okay. Okay. There were things that came up with charters throughout the year, you know, as as [music] we have newer um newer schools in the area and some of it was with like there wasn't there were transportation concerns, [music] you know, how to asking us to provide transportation potentially um partnering with us to do that. Um maybe they were hoping to receive, you know, access to certain sports or extracurriculars [music] that then were maybe overpromised, underdelivered and then requesting that of us as well. and then also just um [music] inability to tackle certain behavioral you know situations. So then that [music] student comes back. So I is that a pretty consistent pattern? Are those three things also seen at in
205other districts at charter schools and >> so I'll work backwards. The one with behavior the charter schools are required to accept every student that applies. They still provide special ed and are required to follow special ed laws. Um, so I I don't think technically they have the authority to the school can't make the decision that it's not a good fit for the student. Of course, the student or parent could. >> Okay. >> Um, but I we haven't seen enough experience to note if that's actually happening yet. Um, when we get more charters, we might see that. >> Okay. Uh, transportation, I haven't heard of other districts doing that. Now, I do know that your resident district [music] can negotiate a contract to provide services to a charter school that they aren't providing. Um, you don't
206have to do it for free if [music] they're getting that regular program district cost for every student plus the categoricals. [clears throat] All except the teacher salary supplement follows the student to the charter [music] school. Um, you and they want some service from you. It might even be some coursework. Um, you should be able to negotiate a some way to get compensated [music] for that. The extracurriculars is another thing because uh there are bills working their way through both the house and senate now got through committees so survived the funnels that would require school districts to um [music] offer those extracurriculars and co-curricularcurriculars which would include you know band orchestra things that are happening during school hours too. Um and there's no money that comes back to the public school for that. So, we're still
207trying to work on at least having some funding uh returned to the public district for providing that service. >> Margaret, could you clarify again the the any [music] funding that would come to the public schools even if a student in our area goes to charter or uh uses an ESA to use go [music] to a private school? Could you clarify are those the same or are they different in terms of funding that we receive? Yeah. So you the funding you receive from a student in an education savings account comes to you and you keep all of it. That's the four categoricals. So that's uh teacher salary supplement, professional development, >> early intervention class size, and teacher leadership and compensation. >> So that money doesn't follow the student to the private school. The education savings account
208is equal to the regular program district cost. And if the student was enrolled in your district and now goes to a private school because the count is [music] delayed a year, you'll get the funding for the current year. The next year, you'll lose the funding for that student as if they move to Tennessee. It's the same kind of thing. You will, however, get those categorical funds stay. They stay [music] in your district. >> About how much is that? I'm just curious per people. You know, >> it's different in every district because the range on teacher salary supplement is from a low of about $750 to a high of over 3,000. You're on the low end because you're an urban district, but I' I'd say it's probably $1,200. >> Okay. >> Thereabouts. >> Thank you. >>
209For the charter school, you send you collect the taxing authority and the cash for that charter school student because they're a public school resident of your district. And then you pay the charter school, the cost per pupil, the regular program district cost, the teacher leadership and compensation, professional development, early intervention class size, and any of the waitings associated with special ed or English language learner, >> the teacher salary supplement stays with the resident district. >> And we could spend a half an hour talking about that, but you'll all fall asleep before we finish this, so we'll we'll talk about that. Margaret, was there a bill or some sort of legislation that was going through [music] that would um I thought I read something about all that categorical funding following [music] the student and none of
210that coming back to us as the district. Did that fail? >> No, those are the charter school bills that got out of both the House and Senate Education Committees. There are two of them. One of them is the governor's plan and the other is a big bigger [music] plan than that. >> In both of those bills, the teacher salary supplement would follow the student to the charter school. >> Yeah. >> Okay. So, if those were to pass, that would [music] be even worse. >> 100%. >> Yeah. >> Okay. And they went they passed. >> And right now, that doesn't follow kids that open enroll either. Um, and that's not in the bill, but that would be a bigger detriment to you financially if it if that were to happen. And there have been some rumblings
211that it was in a bill last year to do that. It just hasn't yet. >> Okay. >> Thank you. >> This might be a combined question with the [music] presentation and what you shared, but talking about save and ple dollars. So, um, and maybe [music] I was sidetracked writing down something when you were addressing this, but you were mentioning something that was going to change the way we vote on that in July 2026. [music] Is that save? >> Yes, that would be save if the governor's proposal is the one that wins [music] the the fighting match over property tax relief. >> Okay. >> And the governor's [clears throat] No, no, no, no. Sorry. The House Republican proposal is the one that has the vote of 60% supermajority to bond against SAFE. >> Okay. districts would
212still be able to have projects where they pay as they go. Your existing bonds would not be affected, but future bonds you would have to have a 60% supermajority. >> Okay. Yeah. [music] So, that was coming up as I'm just thinking about, you know, we were uh using in our earlier agenda, we're talking about, you know, the putting a lot of those co infrastructure needs into the college and career um readiness programs. [music] That's a top priority for us right now. And I'm just wanting to be cognizant of, you know, we're in the middle of midst of all these consolidations and there will be [music] unforeseen expenses that I'm guessing we'll need to consider how we spend, save, and ple to address those future needs um as we go through the consolidation process. So maybe
213[music] um just trying to bring that to light. How can we best plan for that? How can we as a board understand [music] those um considerations or what to consider? >> Sure. The first thing to know is that save is a per pupil amount. So, you're going to always have to turn to your voter and make the case on the the physical planning. Um, maybe revisiting the bond issue. Um, and getting I mean, you're doing some amazing transparent work in building trust and that's the next step to get all those things to happen. But yes, looking forward, you're going to have a lot of conversations about that. >> Okay. So, we do have um we do have the bonds that we're going to be selling in um April and May uh for 115 million. And
214then knowing that if we we really have to start watching legislation because if this passes, we have to bond before July 1 for the rest of those projects, the other uh 3540 million because we are already committed to Harrison, Hoover, Vera, Jefferson, and Washington. And we have to have state funds to to for those projects. >> Okay. >> Thank you. >> All right. We also have the staffing model to get to tonight. So, [laughter] um Margaret, thank you for being with us here tonight and sharing that information. Um note that Margaret's card is in this folder if you have uh more questions. She is always so generous um with her time. So, >> thank you. Hi everybody. Our next topic is staffing model and I am joined by Carissa. We are going to give you
215all as much as we can but we'll be as concise but as clear as possible too. [music] So uh as far as staffing goes uh why are we doing this again? I mean, I think we've just spent quite a bit of time talking about the financial aspect of it, but one of the first rules DM Group told us right away was to not let money be the sole driver of staffing. You want to actually have a real rationale and a reason for it. And one of the things that's been very true in our district from the for many many years since many cliffs that we just talked about has been that we've had staff, but we ne we haven't had necessarily hard and fast rules that existed all the way in our district. So we
216tried to design a model with those things in mind. Equity, transparency, differentiation based on need, predictability, uh school empowerment and flexibility and then alignment within the district strategy. So again, big picture, what do we want to accomplish through our entire district? And then the question we always asked everyone was, is our schedule built to allow us to get to that end goal? And then once we have a schedule that's built, do we have the right people? Do we have the right number of people? Do we have the right types of people [music] to get us toward that goal? And we want to make sure we can do that both at a district level and then a building level to make sure that no matter what building you're in, you're getting what you need, but simultaneously
217we're not saying that the standard of education deviates and veer so significantly across our district. So there's kind of two parts there. There's the ter the two terms that folks spend a lot of time talking about equality and equity. Our core model is [music] the equality meaning that every person is getting a or every school is getting a minimum number of things based upon established rules. So if we're talking about ratios, how many students per teacher, we want to make sure that those are consistent across the board. But in addition to that, you need to have some supplemental knowing that this school's needs may be different than that school's needs. And so we want to make sure that our model addresses both. So that way when a principal in one elementary school asks us, well
218why do they get this but we don't? Well, it's probably because the core model is the same. They spent their supplemental funds to get that position. [music] So making make sure that's very clear and something that's bite-sized for all the folks in our organization. Examples include administrators, non-teers, uh our secretaries, our gened paras, our teachers, um and our specialized staff. But then those supplemental things are going to go back toward those larger global things we need. Um it it could be categorical things or it could be specific to that building based upon what's going into that supplement. [music] Or the term we've used so much is the backpack. turning me up. >> Oh, I was hoping you were shower. You're doing great. Oh, thank you. >> We're having so much fun. We need more batteries
219today. Bet you Yeah. So then we get down to the the meat and potatoes here and because these are kind of questions that folks always are asking about that that ratio versus the cap. And so this is an example of showing you those things for elementary. We didn't just go with one straight number for all of our elementary school classrooms. We know that the ratios need to look different from kindergarten to first and second grade to third through fifth. And we also know that there needs to be a difference between the ratio and then the cap. The Carla has been on me to make sure I do this right. So you can smile there and affirm me. Okay. The ratio is what we staff to. Meaning as we look at globally what's in that building,
220we are looking at how many students to how many teacher. The cap is telling us on an individual class basis, a second grade classroom, a fifth grade classroom, that we're not attempting to exceed that number. If we exceed that number, because there's going to be some exceptions to that, that triggers a conversation both at the building level and the district level. So that one, we are aware of it, and two, [music] can we accommodate, can we not, do we need to look at a different school for that student? Do we need to add a class? All those questions can be asked at that point and that cap triggers that conversation. How to do? All right. All right. We we arm wrestled for that earlier. And so you're seeing the examples there of our both our
221model our ratios and then also the cap the caps. I like to put an asterisk there between that ratio for high schools because since we are a block school district folks tend to go, "What? Why do high school classrooms have the smallest ratio?" Well, they don't. The reason why it calculates that way is [music] because we actually have in our block system one prep period per day and because of the length of them to actually do the calculation, we have to plug that number in. But it's actually going to be closer to about a 29 to one ratio in the actual classroom. But when you're looking at the ratios as you see them plugged into the formula, they come out as 22.75 to one. Okay? And our cap there, as you can see, at the
222high school level is still the highest. So, I don't want you to think that the cap is lower at our high schools. Okay? All right. So, other examples, we've got our leadership at the top. That shouldn't be a shock. Our elementary schools have one principal, whereas you're starting to see at our middle school and our high school, the additional associate principles that are being added in. Our 12-month secretaries, you can see our elementarymentaries are the lowest, high schools have the most. Uh same thing with our 11-month and attendance secretaries, health secretaries being that same way just based on the number of kids we're having in the building, how many hours they're in the building. Same thing is here for our media secretaries. You can see that that's saying consistent across the board. Our ratios change
223from our elementary to high school there. And then uh instructional coaches, same thing. We have a different model for for each one of those. We aren't treating them all the same based upon the programming models that we need to adopt at the kindergarten or elementary versus middle versus high school. I took your spot, didn't I? >> Chissy, take over. >> Um, all right. So, I guess the main thing is, um, you know, these are the allocations that were identified. And so, I don't know if everyone's aware, but full-time equivalency is, uh, [music] what these point numbers are coming out at. um a full-time equivalency of 1.0 is like an eight hour a day employee. Anything less than that is a part-time [music] employee. And so we try to do our best with um not just
224using the FTE, but how many hours a day that would be for a staff member. And so you can see, for example, for like a media secretary, um an 0875 at a high school is one [music] uh staff member that's going to work seven hours a day. Um but not all of our positions are, I guess, allocated that way. So you'll see for counselor a 300 to1 would be a ratio based off of enrollment. So the model will take that type of a rule and use the enrollment for that location and then derive how [music] many staff member counselors would be for that that building so on and so forth. Um and then [music] we do have so a mixture of uh allocation per school. Um we have ratio kind of back and forth between
225different uh positions here. um activities coordinator uh 0.5 per [music] traditional high school and then um we did have um different structure for needs outside of that and then campus security one at each of the high schools. Um we also have that campus safety liaison um that's in the district [music] controlled staff member and those are at the middle schools. So, um, with that newer role, we didn't quite include into the core model yet while we were seeing how that rolled. But eventually, um, that would roll into a core staffing model rule, um, when after we're through this bridge year of considering different models. Um, okay. And then this is our last chart here for different positions and how [music] they're allocated. Um, we have the gened paras here and you can see the rules
226at the elementary school. Um and then other paras most of our paras are sped [music] special education paras and so programs like that um packed elelll um title at the bottom there those are not uh enrollmentbased allocations those are um something that we're outlining in our staffing model SOP for uh how do we allocate those resources um and but mostly based on needs assessments so this is um what we call the perspectus so there's the model that has the rules and then it [music] spins through um the data for our enrollment projections and it outputs the prospectus that [music] each building gets our this is what our principles see for what their allocations are. So >> [music] >> um you can see the position titles on the left and we have them grouped together by
227workg group. Um so [music] you'll see the leadership at the top, secretary, clerical support and then uh teachers. [music] Below that is going to be a special education section that we're preparing to build if we were ever um able to use uh like an enrollment pro projection for any of those positions. There's a couple that we're considering but we haven't loaded through just yet. And then way at the bottom, it's not in this view [music] either. We aloc we um generated this year uh additional funding section. So supplemental positions, grant funding um we're trying to identify those on [music] the perspectus as well. I think we have a screenshot coming up, but so you'll can see a [music] column for what our FY25 staffing is or current year staffing. So this would have been last
228year's um and then what the change will be for next year um if uh like a var a variance change. So you're going up or down or staying the same. And then um to the right [music] there'll be uh what the estimated cost of those changes are. There's also a sandbox area in the perspectus which are the yellow columns where um building leadership and chiefs can work together on what a potential plan can be for their school and what the impact is on some of their um supplemental budgets. Um, so I kind of touched on this a little bit, but >> [music] >> um, what's new for this year is we're developing a staffing manual and we have it pretty pretty well done, but that's trying to get at not just these rules, but what
229are the other positions that [music] are not currently driven in our staffing model. Um, but we have a process and we [music] understand it's transparent. How do we staff positions like nurses for example? Um so that's what our staffing model manual will be identifying to [music] be shared with um really all anyone in our district and the public as well. Um and then we have a snapshot at the bottom which I'll show with these other funding sources. So here's an example what you couldn't see at the bottom of our perspectus but um how much uh how much the positions are that are currently flowing through something like backpack or behavior supports funding and then other funding sources. Yeah, >> thank you. >> I give cash. Um, so a couple of things that I just really
230want to make sure we we really emphasize as we move forward. One, remember that core versus that supplemental aotment and so much of the numbers that we were just showing you are the core. And so when we talk about that, part of the reason why we have that core versus that supplemental is because we do know again there's that need for differentiation. So, you know, when you're seeing that perspectives, just like when our principal saw that perspectives on this slide here, this is the minimums that they're looking at it, it actually highlights in the red there, that change in staffing for that year. So, folks can see right away, okay, I'm going down this, I'm going down this, but they also know right right away how many dollars they have in supplemental funds. So, if
231they're looking at, for instance, a school that has 20 reductions in a school year, I was hoping Adam would smile at me, but no. Okay. Uh, say for instance there's a school that's been rumored to have over 20 reductions. Well, if they've got backpack funds, and then we start adding in all those up other supplemental funds, revitalization, the behavior funds, which I call I call the riles bucks. um as we add those positions back in what started off as a 22 reduction in the core aotment can go down to eight [music] or 10 in some cases just based upon what we're talking about in terms of backpack funds and or those behavior supports that we're adding back into the building. So you have to look at both to get a complete snapshot of how it
232will affect the school and they and the schools have that ability to make that determination again on that supplemental about what they're going to spend their funds on. It could be they're going to choose teachers. They could be using support staff that are going to be handling behaviors. It could be additional clerical staff. Maybe it's a elementary school that has [music] attendance and they're really trying to focus on attendance. So they want an attendance clerk. they have that that have that autonomy to use those funds to give them the best bang for their buck. Um, okay. So, keys to success because I think it's important for you to all to see those things. First and foremost, we need to get right data from our buildings. How do we do so? Well, we need verified student
233counts. We've been pushing a pretty strong campaign already from our buildings because, and for anybody watching, we really want those families to verify because that helps us know how many people are going to that school for the next school year. The second thing is we need to make sure our staff are listed properly in information system. And that's a that's a combination of both what HR has in their database and what's actually happening in our buildings. We don't want to have someone down as a fourth grade teacher when they're really teaching second grade. That makes a big difference when we're looking at staffing for next year. So making sure that that's right. Then we have to make sure that we have correct financial aotments. We talked about for quite a quite a quite a while
234there our tag team, our superstar team there, exactly how [music] we how much work goes into calculating how much money we have. But then from there we have to make sure that every school is getting the right aotment for from that overall budget. And then to go along with that and this is where we are right now. So it's bold as our conversation with our area chiefs and principles. Those principles are having conversations. They're one-on-one or in my case it was my whole team since I'm kind of in flux. Uh and we're having a conversation with our chiefs. They're pushing on us and they should and at the same time we're pushing on them because we should. We're trying to make sure that we can do exactly what we can for our school to get
235the best outcome for all of our students on both sides because we also have to make sure we can do it for years to come and we can only do that if we're financially responsible. And then the last piece I like to say there is that also gives us the opportunity to look at what's the spreadsheet look like actually in the classroom in the hallways. Does it actually match or does it not? If it doesn't, that's why we have these conversations. Okay. challenges we are aware of. To kind of wrap things up here, we know there's not enough money in supplementals to pay for all the needs that our teachers, our our principles, everybody in our buildings would say we all would like more money, but that's that's the challenge of where we are today.
236The second one is what I've what I've called the mega elementaryaries, our our schools that are at almost 500 or 500 or more elementary students. When you start to get to that number, does our staffing model fit their needs or not? But again, if it doesn't, where are you getting more funds from? So, we're we're still grappling with how to navigate that to make sure that our elementary school principles in those in those occasions feel just as much support and just as perfectly staffed as we want for all of our schools. Third [music] one is just the feeling around reduction and surplusing. We take a lot of care and consideration into our surplusing process. It's a very involved thing. It takes like two, three weeks [music] where we're calling people, we're asking for their preferences,
237we're trying to place them in the right place. And actually, uh, I think I presented about this earlier, about 80% have self-reported back to us, not even we solicited, but self-reported that, man, I was really nervous about starting at this new school. I didn't like how I had to start a new school, but truthfully, this has worked out pretty well. Thank you for having the care and consideration and getting me to a right place. That's a really great stat for our folks to feel. And we had lots of folks in that process last [music] year. uh probationary versus uh probation probationary employees versus staffing. We've had some folks wondering those run parallel with each other independent of staffing and if we've got to make reductions or not if there are folks who are probationary teachers
238so part of our certified staff. it. We are evaluating them and there could be a reason why. We just choose as organation organization not to renew their contract and and that last year we can say we did not actually riff a single teacher. Uh we had some probationary teachers that didn't have their contracts renewed but that again is independent of the actual staffing [music] that we were looking at. Uh outliers in the model uh alternative education we spent a lot of time talking about Paris. talked about alternative sites last year, alternative high school last year because they don't quite fit. They aren't as big as a traditional high school, but they're not, even though they're closer in size to an elementary school, they're not, you don't want to just lump them into an elementary model.
239So, they kind of occupy their own space. Uh, do we have the right amount of monies for the CRCSD standard experience at any school? And I think all of us have been talking about that at the cabinet table. Area chiefs are dealing with it right now. I mean, so we've got numbers, but are we guaranteeing that in that building the unique experience that we want to make sure every student has is actually acquired? And if that answer is no, where do we make adjustments? And we'll be coming back to you all if we have to make those adjustments because you'll be the decision makers there. And then last but not least, uh emphasis on stability, realignment in the current buildings before movement. So we that's part of our overall staffing process. It doesn't matter if
240we're talking parents or teachers, [music] they have it spelled out in their handbook as part of the staffing process. And then last but not least, we've tried to make a strong commitment to have our specials remain as much as possible in those 25 26 locations for next year. So our elementary folks trying to keep continuity so they don't feel like they're learning two new buildings next year to the very best of our abilities. Of course, there may be some changes because of retirement and things of that nature, but limit that movement as much as possible so that those schools that they may be shared between stay the same for next school year. And then last but not least is our our staffing timeline. This is notice this says the teaching staff timeline. We going to
241tackle our teachers first. Then we'll tackle a lot of our other groups. We know that in particular our pairs are the one that is the most in flux because it's so student specific and one-on- ons in some cases that you don't always know now where your students going to be in August. So we we tackle our paras as late as possible in the school year so people have some clarity going into the summer and knowing that it still may change but we've got to tackle our teachers early. So on the 2nd of February we did our voluntary retirement incentive program so that we could get a good count of who's retiring. We know people do resign resign as late in May and June, but we're we try and encourage those things. So we as we
242do the surplusing process, we can do so knowing what our our full spaces of vacancies exist or where they would be, I should say. Uh so midFebruary through mid-Marchch, our principles are having those conversations with their area chiefs. They're identifying where they're going to spend any of those supplemental funds, whether it be the backpack, the magnet funds, you name it. And then after spring break, it'll be shortly after spring break, we'll start being able to work on the surplusing process. We'll be able to notify those teachers because [music] the numbers will be solidified. The area chiefs will know what reductions we're making. The principles will know. We'll be able to identify based on our rules in the staffing handbooks or in the various handbooks on staffing where those reductions need to come from based on
243seniority and all those other things. Um, and then we'll be able to actually give out those those first points that uh staff can give in terms of their recommendations where they want to be placed if they're [music] in that position. And then March 30th through April 3rd, it'll be the time where we'll be doing the surplusing process. And that'll play out all the way through April. Uh, making sure again we've got that care and get people to places they want to go to the very best of our ability because our goal is to make sure by the end of April if there's anybody that we can't place, we do have a rift deadline. Again, last year we didn't have to use our rift deadline. uh we were able to place 100% of our our teachers.
244[music] We're still aspiring for that again this year. Um and so we're going to be monitoring in April how close we can get to that, how quickly we can work through 100% of our teachers who may be in this role. It's less than year this year than last year even just based upon our staff and model. So we should be able to go smoother and faster than last year. And I believe that's all I have. Any questions? Please be gentle. Before we dive into questions, I just want to make sure we have [music] another presentation after this as well with on the >> certified budget process. >> I think we have to talk about that at least. >> Okay. All right. >> Questions from the board? >> Very comprehensive tonight. >> Yeah. So, so you
245you said there was um the one of the examples like it was rumored to be [music] 20, but then once you've got the supplemental that might become eight. So, let's just ask the direct question. Obviously, 22 public comments [music] tonight, 14 of them are wash families. So, the the model comes out with seven and a half. Is there a chance that number becomes zero with the supplement or how does the supplement work in because I'm just trying to get some real examples. Sure. >> Because obviously there's concern from the community about the staffing model. So I just want to make sure that it's clear for folks that have those [music] concerns on how that initial model ch can change based on that supplemental piece. >> Okay. All right. I'm going to answer from both hats.
246Is that fair? >> Perfect. >> Okay. From my from my HR hat, I think it is highly unlikely that it will be completely zero as currently uh prescribed the backpack model. I didn't go into great detail there. High schools because we we have adopted our college and career pathways and even though we aren't all the way into them yet, but we're trying to staff our schools closer to those numbers and those require a higher staffing amount. Their backpack funds for all of our high schools are not as high. So buying back that many teachers would be very very difficult if not impossible. Now Washington just like many other schools does have uh like magnet funds those other funds can help subsidize things to get all the way back to zero. I don't think that's possible.
247Uh but that's part of the reason why we're going to be having those conversations with our area chiefs. So like I I will give kudos to Adam who spent almost an hour and a half when it was budgeted an hour uh with us today just to talk about the complexities of our staffing for the year. Uh from from the from the principal standpoint, I am trying to figure out how how do we make our schedule work so that we can make sure we offer everything to all of our kids. But I also know I can't I can't jump too far ahead. If the dust hasn't settled yet, and it hasn't, then I can't say this is what it's for sure going to look like. The next three weeks are going to be really critical to
248know what it's going to look like and and that that's going to require a cabinet level conversation. That might require initial conversation with you folks and based upon that that will determine what that number can go down to, but the backpack in itself will not get it all the way down to zero. >> Okay. >> And go ahead. So you mentioned also that uh you know just looking at the spreadsheet [music] doesn't that's not looking at the whole picture of what a school needs. Yes. >> Um >> and so if you come to find wearing your principal hat that there's some programming that will suffer uh based on these cuts. Um, can you just say, um, we can't afford to cut this is what we can afford and come back almost like a negotiation. >>
249Yeah. Uh, >> hat right there. Yeah. So, March, thank you. >> Chris is wearing it. March 10th. That's that big that's that big day where our area chiefs are going to come back after kind of those conversations where that's exactly what we're doing. >> We looked at in in our in our um cone of secrecy. We looked at worst case scenario, best case scenario as a school, what reductions and in what order we'd have to make them. You know, if if there's no wiggle room within our budget, what are what would be affected? How would it be affected? There's an impact document that we're filling out um as a as a principal and working with our area chiefs so that we have a good understanding longitudinally of how it can affect and furthermore what's the
250domino effect for years to come. If you I'm picking something randomly. So please no one take this. This is what we're saying. But [music] if we cut, for instance, band completely from a school, well, that would have a pretty significant effect on freshman, sophomores, juniors, and seniors for years to come to just not have that program all together. So, so when you're looking at something like that, um that's part of your conversation. Can it happen? Should it happen? What's the impact of actually it happening? And furthermore, is it something that can be rebuilt? Can it reverse? If you lose Arabic in your building, is there a chance you'll get Arabic back? Um, and really looking at how that how possible or feasible that is as part of the plan, too. >> Thank you. That's sort
251of where my brain is as well. And I I know this is tough work and [music] I know we just went through this. It feels like a Groundhog's Day moment a bit um from last year. So, I know I just you guys are dealing with a lot. So, thank you. Um, and none of these [music] are personal attacks in any way, but just questioning trying to better understand how we where the flexibility exists. [music] But, you know, from what I can tell, we almost see all of this is exclusively like structural, financial. Um, I feel like there it's a at a steep disconnect [music] from the public comment that we just heard, right, which is human- centered, the human impact. Who are we losing? What classes [music] are not being offered? The student experience piece
252of it. So, I don't think that's just a you guys thing. I think I would like to [music] challenge our board with as we use this model going forward, how do we when we talk about equity, that also looks [music] like having equal opportunity at our three high schools, not creating a desert at one of them. Um, and so how do we use that human- centered [music] lens as well as we're as we're making these decisions? How do we tie that into this model so [music] it's not so fiscally structurally specific? Enrollment, it seems like mo most of it is enrollment, but the student experience [music] piece is missing. So, um you know, I guess it it limits our ability to fully analyze the whole the package, right? [music] So, um maybe to tie it
253in with a question, uh I I guess what are we we heard about that, right? Like last year, Wash lost 22 stu [music] 22 teachers, >> not teachers >> or sorry, 22 staff >> there during the core staffing. >> Yep. >> Just the core. Remember that there's still the supplemental. Those are other line items that can bring some of that staff back. >> So I think it was 17 [music] staff. Correct. >> That is not what I recounted today. >> Okay. I don't know. >> I saw a total of by our count. I think Carla and I redid this after school, so to speak. Okay. >> I think it was closer to 10 or 11. Okay. >> Um, but these are big big big numbers when we don't have, you know, we're working on minimum.
254So, maybe going back to one of the ideas that surfaced of around like minimum requirements for our high schools, right? [music] Yeah. >> If we don't have those minimum standards or requirements across our three high schools, then we have inequities and offerings [music] and student experience and the like. So, that's kind of where I'm centered. How do we [music] create that across all of our high schools? I will I will throw this out there. Uh I I I've already asked and I think we are going to look at as a district solving that question to the best of our ability um within the next I will say six months. Does that sound fair, guys? >> I think we we really want to at least start the conversation. Mark's looking like what? >> Um we we
255were talking about specifically what is that unique experience and actually having some time to do it. challenge is [music] going to be nailing that down perfectly between now and staffing this year. I think we we're going to have to do our best line of best fit right now knowing that we're going to have to revise. We're going to want a longer uh takeoff point so that we can feel like we can nail it, but we've got to we've got to do the very best we can this year and not compromise on kids education, right? >> Um and the only other thing I'll add is that is that's this one right here. Do we have the right amounts for a CRC standard experience at any [music] school? like that is the question. We know it's there.
256We need to address it and we're we're making plans to address it. >> Okay. >> What will that look like? So, you know, having will it be some sort of criteria? Will it be numbers? Like just capturing that [music] standard experience. I mean, it'll be different for every school, but there's also got to be that >> I think I think that is the question. I think we >> this is coming up right now as they're having these meetings. So I don't I don't want to twist these guys' arm. They'll be doing the work more than I will unless they let me join them as part of the team, but but at the end of the day, that is that's cabinet level work and they'll be doing it next over the next several [clears throat] months
257or next year because we do have to to get more tight around it. >> We just need time to do it and and we have right now we're in the midst of >> making sure we can open schools with proper staffing for just next school year and then notifying our folks. Going back to that care piece, the biggest thing we can do is be clear and move quickly so people understand because there's a lot of people wanting to know what does this mean for me? >> And the the most caring thing we can do is get to that point for them so they have an informed choice in front of them and we're working on that. >> I just want to add one thing there. Thank you uh Darius and team so [music] much. Um,
258so this is our second year in the model and thank you for going back to the original slides because [music] it actually triggered a thought uh for me and a and a point of clarity and empowerment [music] uh for us as a leadership team and the board. So we get to kind of help dictate some of the rules of how it works and really based on what we can afford and we heard a lot about [music] you know our authority and our cash and all the things um that uh surround decision making when it comes to the supplemental. So as we're going through this process [music] in terms of like early identification of the impact I would say that the fine arts is coming up like at the middle school level at the high school
259level a lot right now when we built the model we built it around the supplemental [music] is only based on free reduced lunch as you saw we we had some other priority areas um last year we had behavior and some other areas [music] I think I would challenge us to think about fine arts as a priority and I think that's what Darius is doing um in regards to what is that standard experience [music] uh what will we offer and I think we need to do some work around what would that cost uh to bring that back to the board of education because I think when I do believe that our principles are doing a really great job when we [music] talk about trimming the fat or really looking at creative solutions they are doing that
260and so once they've done that it does push us to say okay then how is the model not delivering [music] on those particular experiences and we had a lot of energy around final arts this year. Let's just go back to that. They they [music] came to us in August and that's been part of the work. So now we've lifted that up as a priority. So I just want to just put that out there that I [music] think the model is not responding necessarily to the fine arts uh components and that's probably where we need to do u some further further work. >> I um as we talk about equality and equity, I'm I'm always um wondering about the voices that are not in the room. I do know [clears throat] we've heard a lot from
261Washington and thank you all for being here. We appreciate [music] your input. Could you give us just a brief overview of how this staffing model works at Jefferson [music] in particular? Um I'm assuming Kennedy might be I don't know. Can you just give us a brief overview of Jefferson and Kennedy? >> Are you looking for like outcomes? Yeah, like you know, we're hearing from Washington about a potential [music] seven position cut. >> How does that compare to the other high schools? >> I'm I'm going to keep using that term that we said was which is like >> it's not final, right? So, I want to make sure that's very clear. Uh I see them working diligently to get the numbers. I know yours I know yours is up to so so Jefferson's projected to go
262up two and Kennedy is a net zero for the year. >> Okay. >> So in terms of your high schools that's what you're looking >> okay thank you. >> Thank you. I did not remember the Kennedy one. I remember Jefferson. >> We we had a question or a comment tonight that I just wanted to touch on about ratios of 15.1 versus [music] 15.9. I think it was between Jeff and Wash if I remember right. That that's likely driven by I'm guessing from what I've learned and you can tell me I'm wrong. It's fine if I'm wrong. Um uh that because you pull out the ELLL and the special education. [music] I mean those are going to be FTEES in the building but they're not part of the model. Is that what causing those two the
263ratios to be different there? Or is there something else in the model that causes that ratio to be different? That's a tough question. I don't even want to speculate. I think our all our numbers that we looked at weren't if I'm not mistaken. They weren't that tight. Um, we start talking about our teachers. I >> I think that's probably coming. I mean, I was trying to look at some of the information that we've gotten back and that we've shared as well. Um, and I think it's it looks like it was if you add up the the staff, standard [music] staff, the ELLL and the special education, and then divide that by the number of students. That was how you got to like the 15.1 and 15.9. But again, you what I'm hearing is ELLL and
264special education are handled outside of the model. So the model probably is true as long as you take [music] out those students and those teachers >> that are doing the work. >> It's more true with the the it's excluding the teaching staff like that would be dedicated to ELLL. It's not necessarily taking the students completely out of the program. They're going to have traditional classes. >> Right. Right. Okay. >> Yeah. >> All right. Thank you. It's it's it's maybe a little more muddy than in the math would come up with. I think it's >> I think it's also very nuanced. So, I'm trying to do my [clears throat] best to make sure that I don't go too far into the weeds and then misspeak. >> Um, this next question, and I recognize I I might,
265you know, get uh get attacked on the way back out to the car by just even bringing this up, but um we we talked about having planning periods each day for teachers uh under block. Uh is part of Does this mean we need to look at block? >> Oh, you're going to go there. Uh I think I think we have to we have to talk about that. Uh one thing Dr. Landon and I talked to to about a few days ago is as we're looking at our current staffing situation and our financial situation, all options have to be on the table in terms of how do we make the best fit and some of the things that we've agreed to that are currently how we staff a building and schedule in the building are human
266resource costly. So then there's a question of are there things that we can do that give us a little bit more flexibility in our human resources that still honors scheduling wise [music] what we want to accomplish in that vision. So we're going to have to go back. That's the beauty of this thing, right? Like we start with our vision, then you look at your schedule from your schedule, then you staff. And so we're going to as we're talking about our next steps, we're going to have to visit all three of those parts. Hopefully our vision isn't changing too much. >> Does our schedule need to change to accommodate? And once we determine that answer, then we can talk about how our staffing fits within there. >> Yeah. And I appreciate that. I I recognize there's
267many many other things that go into determining why you do block or why you don't block and that sort of thing, but I just I appreciate you you uh covering that. Well, um I want to shift to elementary really quick. Um so I what I gathered is that to a certain extent some of these like principles, counselors, [music] instructional coaches, those are hardcoded to a certain number no matter how many kids are in the school [music] >> as of right now in our model. Yes. >> Is is that um well I I I'll I'll say it. You can respond if you want to. I I'll say I think um I'm always trying to figure out when we're talking about why we consider closing elementary schools how to help explain that. [music] I I believe, you
268know, in my mind that would be I hate doing it. Um, you know, right sizing those elementary schools would provide a little more flexibility to maybe have additional people in those roles in the elementary schools as well as making sure our class sizes are true. And I assume that would all get shifted in that model. I just kind of wanted to point that out or or mention that. Is is [music] that fair? Yes, I I will say it's fair that number of schools which will dictate enrollment in every school will have an impact on staffing for set school. Yes. >> Great. Thank you. >> During Margaret's presentation, she was mentioning um being hypervigilant about keeping kids in the district and [music] staying and and staff staying here too. And then also those staff being advocates
269for us, [music] right? like we in order for us to get new teachers, we need to have happy people. Um so I'm just as we're making these short-term structural decisions, [music] um you know, my fear is that we're accelerating like further decline in enrollment [music] potentially at certain areas or we're widening these gaps with this model. Um equity gaps. I guess my [music] coming to the we're in we're I I think I tried to voice this last time so let me try again. Um, [music] as we're thinking through this consolidation model, right, and we're redrawing boundaries, the goal is to have more equity across all of our schools, all of our areas. So I for me there's a disconnect between you know it feels as if we will be firing and rehiring um to potentially
270sacrifice losing some of our best people in order and then you know a year and a half two years later we're going to be rehiring for those positions because we [music] will have enrollment numbers more balanced. That's the goal, right? So, I [music] guess I I'm curious about the potential to in some way I know we h I know we have we're up against making a lot of different [music] um cuts. I know that we have to make these cuts immediately, but I I just really want to make it more human- centered and better understand how we can [music] be thoughtful of this process instead of just having a bundled uh approach to here's all the cuts we're, you know, and not and not really [music] assessing the longer term uh very real impacts of
271losing those people, those positions. Um, so this is a lot of thoughts. All to say like, um, you know, I know that our job is oversight, not management. [music] Um, but also as elected officials, we're hearing a lot about the major concerns and I I want to make sure that we are addressing this longer term thinking approach to [music] our staffing. Yeah. >> As we're redrawing and reworking and reorganizing. >> Well, I think there's two parts there to to what you're asking because I think that's a that's a mouthful. Uh I when I look at it first and foremost as we're talking about globally, if you look at us as one district, we're really talking about re-shifting and redistributing the number of kids across the district. So we're not losing kids in in that way.
272If if if the number is contained and our district is the same district, we may be moving kids from this school to this school, but they're staying in our schools. And as those students move from this school to this school, then [music] we would have to redistribute our teachers along the way. I think that there's there's a combination there as you're speaking to that humanistic lens which you know I love. We have we have one district and we are one district. The the challenge there is people are very happy in their current school and we're trying to manage both as we shift as people are willing like we said before as we dealt with a large number of folks who did have to move parents are more used to moving they have moved for years
273our teachers had [music] to move more our elementary teachers are most I'm not going to say comfortable but used to moving um as we understand that and really embrace that we are one district and that it may require me to move from this school to this school to continue to serve our kids. That does take care of itself to some extent. There's still that challenge of I love wearing my green and yellow shirt every day and now I got to wear red and blue, but I'm still serving the Rapids Community School District kids. The star didn't change, just the mascot did. I I think um if I'm understanding what you're saying is in instead of let me back that up. I appreciate [music] the humanistic approach we took last year. Um we did everything we
274could [music] through attrition and and I was really as as hard as it was, it [music] was it the process worked well. Um and I think we are trying to use that process [music] again this year. So, it's less about um firing and rehiring more than it is a redistribution [music] in some aspects. So, um that still doesn't answer the question of, you know, are we adequately staffed at [music] Washington um necessarily, but it's not so much about we're we're hiring and then have to refire or firing and then have to rehire later. I didn't mean that but I but you get where I'm going with that is it's we have this >> you know a new >> we're gonna look it's going to look different in a [music] couple years you know so I
275just I want to make sure that there is been a lot of >> there's been a lot of movement there's been a lot of changes there's been a lot of staffing restructuring and so with the added layer of these other changes it's just it's a lot [music] so I want to I want to reenter on ensuring that we have that we don't have discrepancies across our high schools even further. [music] Um because you know I think I wrote down four teachers short of required courses, 10 classes lost, AP offerings now only every other year. I mean these are the types of things [music] that those very real life situations for students and their experience. We're only going to lose more students there because >> they'll go to Kennedy. There's there's ample opportunity there. So [music]
276I I don't want to create a pocket of inconsistency at one school and have another across town thriving. And so [music] that's where I'm really just I want to better understand I think we all maybe like the level of flexibility for that. Um so that we're [music] not in this situation continually year after year um with a specific building specific or [music] um >> Yeah. I I will say as as as the >> new principal of Washington High School, those things matter to me as well. Uh I I believe that we've got to see this process through. I think we do have to have those conversations because I don't think I don't think it serves our district well to lose many many more students from one school to another either. We do want to have
277some parity and some balance in our district and we have to look at how do we do so and maintain some some level of parity while simultaneously staffing schools to meet the needs of the kids who are currently going there. So, I think we've got to figure out how to do both um so that it's not the doom and gloom side because I I think we have the ability to think thoughtfully >> to get to the outcomes that we do want, which is to give opportunities for students at every school. I think I add one more thing I feel like I heard [music] uh indirective buyers uh comments that I do feel like could be actionable um and that is if we're able to have [music] any projections in regards to whenever we can settle
278uh on the model and the consolidation [music] if we know that we're going to need those additional teachers the next year would we be willing to bridge the [music] year to keep let's say for example if it's a specialized teacher or band or orchestra or something like that I believe that's what I heard. I just I don't want to like make but I [music] do feel like that's one piece if we can make any of those projections. I don't know uh at what stage we'll be able to do that. Probably maybe not by that spring break date. Um but maybe when it's all said and done before the end of the year, we could possibly have some idea um of what staffing might look like once [music] we decide on consolidation. >> Yes. Thank you.
279Mhm. >> Can I ask just so I know we've talked a lot about the three high schools, but how we're factoring [music] City View, Metro, um just those into this larger picture. >> Yeah. So, so last year, uh we spent quite a bit of time as we were very much in our infancy, uh kind of coming up with a model. I think we would agree as a cabinet that our initial line of best fit was probably not the best line of best fit. So we met with >> City of View, Pul Metro in particular and we met with their principles and we discussed on a on a position by position, not person by person, but ultimately work group by workg groupoup basis. Are we staffed properly? Where do we need to make some changes? Can
280we financially afford all those things? Very similar to what we're talking about that we're doing with all our principles right now. We did that just a little bit more extensively with those groups because they don't fit the model. We didn't have such a good starting point. Um, so, so we did that with all of them. We'll do it again this year. We want to make sure that what we are coming up with is workable. It's doable. >> Okay. >> I just want to make a comment. I feel like [music] we there is some flexibility with the staffing model that we've seen from, for example, the, you know, 500,000 that's going towards [music] fine arts and also towards our larger elementaryaries who we recognize that one counselor, you know, in [music] 600 kids at some of
281these schools isn't um, equitable. Um, and so I I just feel like and hearing you also say Dr. Lan like the fine arts like [music] uh giving some a little more clout to that uh that that programming as well. I just feel like [music] that's a positive. We're moving in the direction of acknowledging maybe our staffing model wasn't perfect last year and so maybe this isn't perfect this year and we can make some changes [music] where we see fit. Did I hear that accurately? >> Yeah, I think that's fair. But [music] I think all of it has to be managed and balanced against our budget. I think we're hearing um areas that we want to continue to review and that's how it was built. Like we always knew I mean hey I feel pretty good
282out of the gate one year into it but we always knew we were going to have to evaluate and I would we're going to continue to evaluate as the funding landscapes continue to change enrollment all of those types of things and where we have our priorities I think we should always be willing to take a look at it but we have to do our due diligence to understand the [music] cost and bring that back to the board. I think Adam, if you had a chance, I want to make sure that [music] we also part of what I was so proud about in the room tonight was about our experiences. And as we are thinking about enrollment and perception and reality continues to be something that we have to address within our school district, I want
283to make sure we're getting factual [music] information out, we have started the clarity corner within our newsletter. So when we can clarify things in our district, um if we have some numbers [clears throat] we can clarify for Washington because I'm not quite sure when [music] we're saying we're losing 10 AP classes and all those types of things. I'm just not sure. I know you met with them today if there's anything we can clarify because we want to bring not fear to our [music] families. >> Yeah. So none of the programming decisions have been made. So talking about the alternating AP um those have all been discussed as potential options and worst case scenarios. um but those decisions are not factual um or our reality today. And so I think that I would urge um all
284of us to give us a little time. Let's work through what those decisions may be um and ways to avoid them. And so I think um as I listened to the comments tonight, it really was, hey, this we're on we're in phase one of this four-step process. We're trying to prevent these things from happening. Um and somehow the the message has been sent that these things are happening. So, I think providing clarity, we're at the beginning of this process trying to prevent the very thing that our stakeholders said they want to prevent. So, we're on the same team. We want to do it together. Um, and Darius and Julie and Rich and I, we're all in a room having that conversation today. So, I think we're on a promising path to work together. Um, but
285being able to just provide clarity of what is true and what's not true. No programming decisions have been made. >> Yep. Totally. I I feel like part of that was directed at me. That's totally fine. You know, I think my concern is that we're up against a timeline. Um, and I know that WASH is already bare bones. So, there will be cuts to those program those types of programs. [music] You know, we're investing tons of money into fine arts and that's potentially going to be sacrificed with [music] this. So, where do we go back to our larger strategy and our larger strategic plan and what how does that align? Right? So that's kind of where my disconnect is because I know that it it could be these these cuts are catastrophic to buildings that already
286are working at a bare minimum, right? [music] So those offerings are cut. Um maybe we don't know the exact ones, but from what I understand and the numbers that I've seen, [music] there's not really an option but to cut those, you know, foreign language, music, you know, those different uh types of programs that kids are [music] receiving AP classes. So, I'm not sure which numbers you're you're referring to. So, I'd love to sit down and talk through what what you're saying. If we're saying the seven, um, we need to look at supplemental. We need to look at magnet. The magnet grant provides us just at $3 million a year for Washington to do special things that make them special and gain. >> Um, that's not a long-term solution, but that's a gap that can be
287filled. And then this is a conversation I think you're having tonight, um, is to say, okay, how far can we get in that process? Um, so when we say these are cuts we are going to have, I don't know that to be true. Um, I do know that we have opportunities to look at before we make any decisions. >> So are supplemental or magnet funds [music] already promised to uh certain programming or you know what I mean? Like is it a carryover from okay this last [music] year was funding this or is it new every year and and we can use it a different way? >> Principal discretion every year. every year >> so that they have the ability to say not just Washington but any school has the ability to say all right I've
288revised >> I need more security so I need >> I need to actually take some funds from this position to this >> folks who are in those backpack positions know that those are not necessarily guaranteed to be just continuing >> because it is based on that evaluation just like the behavior funds we have or I call them the rouse bugs like >> those can change on a given year depending on [clears throat] what we're saying we're seeing because we are in process of trying to get the very best we can out of all our funds. And so principles have that ability to do that with their supplemental funds. >> I would say MSAP is a little different [music] with that with principal discretion. So I just wanted to be clear that we don't want to
289like we don't want to change that up every year. We [music] were approved to put to put forth a implement a project. But there is we have different budget categories. There's personnel. There's equipment. There's um [music] contractual. There's lots of different budget categories. And so we have some flexibility within that to meet the needs [music] of um the project as it's implemented. So they um our MSAP officers know that when you submit a grant [music] and you're trying to um look five years down the road that your needs might shift a little bit. Um [music] so there's there's some flexibility, but you really have to stay focused on implementing that project. >> Thank you. >> Oh, go ahead. >> Well, I just wanted to say I and we talked about flaws in the model. Models
290are models. >> [music] >> Um, and they're never going to be perfect because they're not human and they don't have feelings, right? And so what I what I feel like we've gotten to tonight is that the [music] numbers that are out there and then maybe some of the things that have been attached to it that we're, you know, that that we're all concerned about. [music] Um, that's the process we're in right now. I I heard uh a very talented young woman at the podium talk about going and visiting a school in a different city and that worries me because we have to be really careful with what we say and the information we have and and you know I don't want to I don't want to sugarcoat anything. We can't do that. But we also
291don't want anyone to make decisions [music] until the decision our decisions are made. and and so whether that's a a student or a teacher, I think that's a responsibility that that we all share in making sure it's it's out there. And and I I do want to put the heart into it. I do recognize though that um unless uh Carlos found some pile of another bucket underneath the table or something like that, it it it does potentially take it from someplace else. Um and uh and and so that's something that I think we as a board will have to look at that and and because if we do want to put another half a million dollars back into a [music] school, it probably has to come either from another program or another school. And so
292um that is the the place we're in. And so I'll end with this, I promise, President Newman. Um, and just saying that in in the end, what I see, what I also heard tonight was amazing stories of individuals and families who [music] have chosen to move their kids out of the schools that we all talk about them leaving our school to go to. And they are purposely at Washington because of the amazing programs, [clears throat] uh, the fine arts, uh, the the AP classes, the teachers, the speech. um they are there because Washington offers an amazing experience. [music] And if we go out and go home and tell 10 people that and they watch the videos tonight and they realize there are people making purposeful decisions to be in the Cedar Rapids Community School District,
293that's how [music] we change this forever. >> So, I'll stop there. >> Well said. Yeah. Well said. I'm going to wrap this up with a final comment. There's a lot of numbers being shared [music] uh tonight. Um there's a lot of information out there and one of our pledges as a board is to be transparent with our community and when you are transparent with your community from the start rather [music] with than a finished product. It can cause a lot of confusion. I want to thank everybody for taking all the information in. I want to thank our staff for sharing all the information [music] and um I appreciate that we have things like clarity corner and I would just encourage people if you're hearing things and that number doesn't seem right um to ask um
294before you share [music] because sometimes I mean we heard it tonight like that started with one number and then we started talking about a different number and then we just weren't even sure exactly where we landed on [music] you know reductions last year. So um it can get confusing. There's a lot of information out there. Um, but please hang with us um as we [music] navigate this process with our community. Thank you. >> I I also just because I know that that was in response to I I really am not asking these questions or having this curiosity because I mean to [clears throat] blame or point f fingers. I I just I really don't want to respond retroactively and [music] I I do feel as if that bundled um you know we bundled uh all
295of those cuts without maybe fully anticipating what [music] the longer term impacts will be. I don't think we had that clarity as a board. Um, so now this work session may not even have happened unless there was pushing further for that. [music] Right. So I want to make sure that our processes allow us to [music] see the bigger picture and not respond retroact retroactively. So I I again I'm I'm coming from a place of curiosity. I didn't mean to I I pulled numbers that were shared at public comment if [music] those may not be correct but painting a picture of the concerns and >> yeah I just want us to be very careful about numbers that we put out there if they are not [music] correct. Director Garlock, did you have one final comment? >>
296Yes. Yes, I do. Um I I think everyone sitting up here at this table is um looking at the back of their name plate [music] here tonight where it says how will this decision impact students? I think we were all very moved by the testimonials that we heard from [music] parents, from students. We know that the experiences that they have at school [music] are critical to their success in life and none of us up here want to do anything to put that [music] at risk. Um, I thank the entire team for working on this. I [music] guess I would just reiterate we seem to be early in the process. There are lots of conversations happening [music] and like President Newman said, stay with us. We are listening. We want every high school to have the
297best [music] possible opportunities for our kids. Um, and it is an ongoing process. We'll be back here in a couple weeks and I'm [music] sure we'll be talking about it again. So, thank you. >> With that, I'd like us [music] to move to our final presentation of the night. Um, >> okay. So, we're going to talk about the certified budget timeline. I do want to um jump in real quick and say that in the clarity corner, I think we do have some questions that were formulated tonight about the numbers. And um we we c we can dig into the data and make sure that when we talk about the numbers, we're talking about apples to apples and not making fruit salad out of all this stuff because um it does make a difference. And so
298now we'll move on to our certified budget process and hear back. >> Yes. Um I will try to speedrun this. Um see how it goes. Uh so please uh pause me if I breeze over anything. Um or if you want to go over anything more in detail. Um [laughter] so first just kicking off our certified um budget uh cycle. So just we're kind of just starting the cycle here at the beginning and it kind of runs through that statutory deadline of April 30th is kind of the ultimate um date here that we need to have our certified budget um uh approved um by the board and submitted to the county auditor. Um so I do want to kind of pause on this screen just to kind of show where we were where we are. So
299you can see um back in FY1920 kind of the trajectory that we were already on and then enter COVID um you can see we've started kind of build up our fund balance our um and our spending authority uh and then Esser dollars expired and then you can see where we were in FY25. I know that a lot of our numbers here at Cedar Rapids, they seem very large. We're a large district. You have to remember, kind of put it into perspective. We are the now the third largest district in Iowa. And so when we talk numbers, it is large figures and you just have to remember it's proportional to the number of students that we serve within our district. [music] So when we talk about this $9.5 million deficit coming off of off of Esser,
300that was by design. It was to, you know, to to buy us a year, we call it our bridge year because out of ESSER dollars, we did build up our uh mental health supports. We uh had additional support positions within our buildings. Um permanent building subs, behavior techs, engagement specialists, a lot of positions that provided support to our buildings and that uh a lot of people within the building saw value in. So to kind of give us a year to decide to develop the staffing model and to really plan for the future that that $9.5 million where it s sounds alarming was by design to not only spend down our fund balance but also our spending authority because you can see this percentage fund balance as a percentage of expenditures. Once you start bumping against
301that 20% threshold then you lose the authority to be able to cash reserve levy. Um and so kind of right now the the two deficit years that we spent we're now below that 15%. So we're I would say we're in kind of that sweet spot. Um, with district with the average across the state being about 7 to 15% is kind of the your goal percentage so that it doesn't reduce your ability to cash reserve levy, but also be able to carry cash balance to get you through the summer months to be able to pay your teachers through those months when you don't have state aid dollars coming in from the state. So, thanks for giving the time on that screen there. Um, so as we build our FY27 budget, we you can see look through
302the budget assumptions that I have here that we used to build that uh going from the board resolution for our district cuts. Um, we are expecting open enrollment increase of about $1.2 million for next year. Um, and then we can kind of keep going down. We're also continuing to monitor legislative changes. Um so just knowing that we had referenced the TSS uh bill and what the impact there could be and you can see um if the state decides to have the TSS follow those charter students and follow those open enrolled out students that could potentially cost our district an additional $1.5 million in open enrolled out. Um and then um I guess kind of the the two big things that do impact the tax um the proposed tax notice is our cash reserve levy. So
303because we have those deficit years because we can cash reserve more just to make sure we get through those summer months. We are proposing to increase our uh cash reserve levy from 7.4 which was the maximum last year to 14 million this year. And then uh we're also looking to decrease our management levy uh from $1 13 million last year to 10 million. And that's taking into consideration potential law uh changes at the state where they could reduce our ability to uh levy management dollars based on uh the threshold of our fund balance there. >> Can you just um what does TSS stand for again? >> So T uh teacher supplemental salary that goes to our teacher salaries. Thank you. >> Um and then this slide here is a forecast. Uh so this is taking
304all those assumptions into consideration for our FY uh 27year. Uh and you can see our uh cash surplus balance is about $6 million and that's directly tied to that cash reserve levy. Um, and that's to build up our cash balances coming off of our special ed deficit and our other SBRC applications. Um, and but then you can kind of see forecasting out further that we do start to eat into that. And I don't I know we don't need to reiterate the kind of the urgency and the decisions that we're starting to make here. Uh but you can see you know if we don't make any consolidation changes if we don't make any kind of right sizing cuts um after FY27 you can see kind of the path that we're on and we're right back in
305a deficit in just a a couple years then so I mean that's why we're having to make these difficult decisions today going over the certified budget process. Um so some key dates uh that we need to hit is so March 5th is when our um maximum property tax notice needs to be submitted to the department of management. Uh this is new to the process. I think it's I lose track of time. three legislative sessions ago now, they added this property tax notice that gets mailed out to all property owners within your county as well as um adding an additional public hearing um on that property tax notice. So, our proposal is um to have the our first public hearing on March 30th. Um second public hearing which would be on the complete certified budget proposal
306would be in April uh 13th and then at the end of April at our 27th board meeting we would have the certified budget adoption and then get that off to the county auditor by the allimportant April 30th deadline. Uh this is a sample of what that proposed property tax notice looks like. Um, [snorts] so what our maximum rate is, and I assume at the time we didn't know what SSA is. This is the the earliest that it's been set in the four years that I've been doing this. So it was kind of a surprise that it came in today. Um, and so how our past practice has always been kind of assume worst case scenario. And I think that's fair because in Margaret's slides you can see back in 2012 uh SSA was actually zero.
307And I think that you might be able to speak to this but I think that was due to legislative indecision. I think they got made it it was too far past the deadline to set it and I think it came in at zero. So, I wish we wouldn't have to set it at zero in worst case scenario, but um for the purposes of this uh proposed tax notice, um that's kind of our assumption. And then knowing that the rate will likely back off after that point once we get closer to the certified budget um proposal. Um so you can see that our proposed maximum rate will be $14 uh 14.37 um per thousand and then you can see the notice here and a lot of that increase is coming because we are on budget guarantee
308at 2% we would have to exceed about two two and a half% to get off of that budget guarantee and so that really drives uh what the tax dollars generated by the the local property owners And this is just a uh summary of you know depending on what SSA would come in at. Um so you can see as we if we come in at 2% our light our our rate will likely come in at $13.99 just under. Um, but then you can see if we did miraculously get 5% kind of the ease of the the tax burden because not only would we get additional dollars, we'd come off of the budget guarantee, uh, but we also likely wouldn't need to cash reserve levy as many much dollars as well. Um, so, you know, as we
309get more dollars from the state, um, that can help ease the local tax burden on our local property owners. Uh this is uh just I won't go in detail on this but this is just a summary of um to show what's on that tax notice with the calculations that go into it. And kind of the important thing here is the roll back percentage. So that's the the um taxable value of your property. Um and this also doesn't take into consideration um homestead credit, senior resident credit, uh military tax credit. Uh so those would be additional [music] um reduction in that taxable value. Uh so it is um depends on a per uh resident basis as well. Uh and then this is just a commercial property. Um just kind of the different calculations that go in
310that. So um we went over this before the kind of the two main components that drive school budgets being that district cost per pupil. you can see at 2% um so kind of this point forward I I guess correctly uh 2% um so $8,48 uh district cost per pupil and then what our enrollment um numbers are that help determine our dis uh combined district cost. Uh this uh chart is just a trend of you know where SSA has been um and then the that regular program cost that uh that generates. And so you can see that um we'll be on budget guarantee at 2% being at 0.62% new money. uh with the budget guarantee being one money uh being 1% we know that we'll get um additional budget guarantee dollars. Uh so summary of the
311overall tax rate. So again I use uh assume 2% here. Uh so you can just see what the different um so we have our general fund levy, management levy. You can see the trend um newest year being there in the lefth hand column. um ple our physical plant and equipment levy. So we have our voter approved and then the board approved 33 cents and then just kind of what it um generates there uh at the end. And then largest impacts to the tax rate is our cash reserve levy. Uh so you can see our tax uh cash reserve levy is increasing from about a$1.13 to about a$136. um because we were in the past years um as we were bumping against that 20% uh fund balance um you can see our what we could cash
312reserve was reducing over the years but then coming off of our two um deficit spend years. You can see our maximum cash reserve. We can go up to 17.5 million. Uh but we're only recommending going to 14 million uh because we feel like we don't need the full amount at this point. Um and then also uh what our management fund so kind of given relief back in the management um levying from 13 down to 10 million in FY20 um 27 and then this is just who controls that tax rate. Um so board controlled um so we have the instruct uh instructional support levy which is in force until 2013. uh cash reserve levy is set every year, management levy is determined every year and then that board approved pebble at 33 cents. So the board
313controlled is um makes up about $4.38 of our total 1398. Um and then uh voter approved. So currently the only voter approved levy or only voter um controlled um portion is our ple um levy right now [clears throat] um at $134 and then the state formula makes up the difference there um with which includes the uniform levy the $5.40 40 cent uniform levy um applied across the state as well as um which would uh generate from the um budget guarantee and and those kind of other categorical funds that get generated through the um formula. Uh this is just a trend of where we've been [snorts] kind of over the years. Um and then so kind of little bit of an uptick there from 26 to 27. um mainly driven by that cash reserve levy. And
314then this is current fiscal FY26. Just how we compare. We're in the second column here. Just how we compare to all other uh Lynn County um districts surrounding us. And then so that's kind of it. I know I wish this was uh less complex than some of the other things that we've been over. Noah breezed over it pretty quickly uh kind of for timing issues but so please shoot your questions. >> I have a question. You might have to other people probably know this. You have to educate me but when [music] you say board controlled is that something that we can vote on. So, we um if you decide that you don't want it um or you would like to back it off, we can do that throughout the the certified budget process before we
315get before we um or before you approve the full certified budget. Um so, you do have that option. Yes. Uh but you have to remember that these all kind of go into those different buckets of money. They have different specific uses. And so as we back off um we could restrict ourselves kind of elsewhere down the road to be able to do for like the pebble for instance that goes to our you know our building maintenance repairs things like that. So as we back off if you decide that you wouldn't want that for instance that's $2.4 million less for uh facility management. So >> maybe asked in other ways. So backing it off is one option but bumping it up is not >> right. So right now yes we are at the maximum 33 cents
316is the the max in that particular area. Yeah. >> But so in the others same is true. So management cash reserve and structural support those are all listed under board control. So those are all basically cap amounts [music] >> right. Y >> um and so what I what I did here is if we went to the full 17.5 million that we could cash reserve this would be >> you have to talk in the [music] mic. I'm pretty sure Justin's getting upset. staring at you through [laughter] the window. >> All right. So, if we did go up to the full 17.5 million for the cash reserve levy, you can see the maximum tax impact there. Since we're only doing we're only recommending 14 million. Um, you can see right above the $2.36 is what the the
317impact there is. Same thing with the management. What I did there for the maximum is two years ago $15 million was our maximum management levy. So I just use that as a baseline because really at this moment there's nothing restricting us to uh management levy more. Uh so I just used the 15 million maximum that we've done in recent years as kind of a benchmark. Um but knowing that the 15 million really only generates a $151. >> Not a question. Just [music] wanted to say thanks for being with us and being so thorough at such a late hour and to everybody in the room for sticking [music] with us through that. >> Thank you. I know. >> I I do have a question again. I appreciate it too. Um not not bad for trying to
318teach us this at 10:00 at night, but um on your uh graphic or graph that has the 27 through 31 projections. [music] Could you just you mentioned that I think what I heard was that that um Yeah, you're getting close there. Um that Oh, yep. There we go. That um that's assuming no building changes. Can you go through kind of what your different like SSA and and uh you know all the different pieces of that? >> Yep. So, uh assumptions that I use in this model. So, in FY27, I used everything on the previous slide as far as what we've decided for cuts, what we'll levy, things like that. Um, going forward, I'm using 2% SSA in every year. Uh, for I have to remember all my assumptions now. Uh, so for salaries, uh, staffing,
319I'm assuming zero cuts. So, we're staying status quo from that point forward. And I believe I used I think I used 2% just to match SSA for uh salary increases going forward. And so you can just kind of see what the impact you know the the growth in the salary line there going forward and um kind of mirrors the benefits [music] as well. Um I also took into consideration we have our magnet grant um going um will start to trickle off here in two years time. So, we're starting to back off some of those federal dollars as well. So, you can see um uh maybe not as large of a decrease, but you can see that start to kind of flatline out then. So, um those are some of the >> What about uh enrollment?
320>> Enrollment, I am assuming a $100 student decrease year-to-year um in just our resident enrollment. And then I am also assuming um we'll lose net 50 students to open enrollment out every given year as well. >> Thank you. >> I just want to point out one thing not to push [music] us. I think this is such an important slide and if we need to come back to it um at some other point we should one of the things I want to point to is that yellow line the surplus and deficit. So if you're just tracking that across, you can see that like [music] with the commitments that we made this year, just and Derek, you can speak more to this than me, then that's going to basically carry us, if [music] all things hold true,
321right? Um over to FY29, we're going to start back seeing a deficit that we will have to start thinking about budget cuts. [music] But we're being very proactive at this point, thinking about our school consolidation. So we should be able to see savings come back. I don't if you want to speak to it, go ahead. >> Yeah. No, you're exactly right. And I guess what we want to do is be able to get to a balanced budget and be able to have a sustainable model um yeartoear. So, you know, you can see that we start to back off and get, you know, close to a a deficit again uh by 20 uh by 2030. So, yeah, to your point, we, you know, we want to be proactive. We want to be able to flatline now
322rather than keep eating into that and then having to make large or you know big-time decisions again three years down the road. >> And I assume some of the cuts that we made this year that we might not want to try to make next year are all in here right now. So if we go back and say we're going to do something different with admin salaries or [music] you know some of these other things that we we made the tough decisions on this year that will >> eat away at some of the reserve there and be part of that planning going forward. Thank you. appreciate that. >> Yeah, because some of this programming we may want to bring back. Um, you know, we may want to Yeah. So, >> we we did bring up charter
323schools and there is are more coming. [music] So, that 100 student decrease 50-year or 50 additional. I know that we saw like [music] um an internal projection document. I know there's statewide projections as well on enrollment. Do does those numbers match those? >> No. >> Okay. We did not build into these assumptions the um the charters and how many students are going out to the charters. It's it's really hard to predict. The good thing about charters is if we um have we'll say another hundred students go to a charter next year, we don't have have to pay that back to the state until FY28. So it's a full year behind. So that does help us. we know what we're going to pay the state next year for charters for this year. Um so um mostly
324what we have to say on top of is open enrollment because there's really no predictability in that. >> Okay. Yeah. I just just going from last year when we got our number back and that was very [music] different than what we had anticipated or projected. And so I'm just trying to consider >> Yeah. So, in the projections for everything for this next year, we projected another 100 students will open and roll out um in addition to the ones that we already have. Um and and we had kind of predicted that for this year and then we ended up at was it 200 and some so we'll still watch that. >> Um yeah, I appreciate it. Thank you. >> Yeah. And again, I know we're we're working [music] on this budget year right now, but I
325think this would be something interesting to come back and look at, you know, have have [music] you plug in some of those other things so that as we're starting to think about future years. >> Yep. And and that's probably what we as a [clears throat] district really need to do is is start to say um we know that 100 uh open enrolled out is is maybe a little bit low, but what does it look like at 200, 300, 400 students? And I think we did some of that during the budget talks um and came back with let's land on a 100red for for next year. [music] But as you extrapolate that out year over year, if you say it's 100 and then it goes to 200 and 300, you know, it does catch up to
326you. >> Thank you. >> Any final [music] questions? Thank you so much and thanks for all the information >> and doing it this late at night as well. So, um, appreciate it very much. Okay, with that, I want to provide a [music] notice that the next board meeting will take place on Monday, um, March 9th, 2026. Do we have a motion to adjourn the meeting? >> So moved. >> Second. [laughter] All those in favor say I. Okay, nobody better say nay. And with no further business, we stand adjourned at 10:04