001One nation under God, indivisible, with liberty and justice for all. >> Good evening everybody. Well, we'll go ahead and get started here. First off, Dr. run for a presentation on some slides or have discussion. Uh after the board discussion, we will go into public comment. Um ask that you be mindful. Uh others be respectful. Uh we get to redundancy and our questions and our statements. We'll we'll move along in three minute time period for comment. So with that being said, I'll turn it over to Dr. Good evening. Can you hear me? Okay, good. So, what I'm going to give you is uh what I basically call the the 30,000 ft view of the survey that we just administered. Uh so, let's go back and and look through the meetings. So, we had three meetings. Our
002meetings, I think, pretty well attended. At River Park, we had 50 present. At Rosedale, we had 67. We have Monazuma, we had 115 by one count, we had 98 by another count. Um, but there were a lot of folks there, a lot of people present. On the survey side, we had um we had 44 responses to our staff survey. When you look at the fact that we have about 140 to 150 employees, that puts us a little less than 30% response rate. Um, we had 26 questions out of that with 36 suggestions that came out of that. What we're going to do as we go through this evening, kind of bring that data down for you. On the community side, uh, we had 76 responses that generated 60 questions and 59 suggest uh, suggestions. So
003again, if you think about the fact that our community in within our district boundaries, we have about 7 to 20 uh students representing approximately 600 families. So a little bit more than 10% completed a survey. Um if you're a statistician and you're doing statistical analysis, anything above 10% is actually considered a decent return anyway, which is interesting. So what did we what did we learn by these surveys? with the help of my administrative team, we ran our surveys into AI and we said look for the the four or five themes that keep coming up in the surveys. So we started kind of calling these the big five. These are the five themes that that popped up over and over and over again. The first was school facility consolidation and grade realignment. With each successive slide,
004I'll I'll dig a little deeper into those. But the first thing was the facility consolidation and grade realignment. That got the most responses out of our survey process. The second thing was about personnel reductions and rift criteria. So people are very interested in what that looks like. The third most mentioned piece was administrative and operational overhead. So we'll we'll break that down again here shortly. uh fourth most mentioned was countywide consolidation and then the fifth most mentioned was the revenue generation and implementation of program fees. So let's look at each one of these individually and try to break down what we learned from the surveys. So the school facility consolidation and grade realignment elementary consolidation was most mentioned. Monizuma was often referenced because of its current enrollment. The fact that they have 227 students or
005so and about what is it? I can go back and look, but we only get about 30 from outside of our district boundaries on that particular building. Rosedale was most referenced because of its proximity to county and its ability to track out of district students. So again, that's what survey the survey from this the community and the faculty um kept reporting out. Grade realignment was a big point of discussion on the surveys. Sixth grade to River Park was the most mentioned grade realignment. So in other words, there were a lot of folks who were thinking, okay, moving sixth grade to Riverton sounds like a reasonable a reasonable thing to do. fifth grade to Riverton had a lot of references as well, but it was it wasn't 100% let's send them there. It was a little
006more evenly balanced. Obviously, there were some people that felt like um we've seen our neighbors send fifth graders into a middle school concept and they seem to have good experience with that. There were also a number of folks who expressed concern about what would it look like with fifth graders going into a building that also included 9, 10, 11, 12th graders. Um there was some dialogue particularly about how do we keep them separate? Those kinds of things. The concerns that were expressed on a pretty regular basis were class sizes. People are concerned about how big are classes going to get. And if you recall in our in our breakdown that we showed during the presentation, it looks like our our class sizes at the elementary in particular would probably go from from what they are
007now about 15 16 up to 22 to 24 which is a reasonable class size. Uh another concern that was expressed was commute times. So if we happen to close a particular building and that the one that was most often referenced was Monizuma. So if we happen to close Mama Zuma, what does that do to the commute times for students uh particularly if they live on that that northern part of our area? And then the third most often mentioned concern for school facilities and consolidation is gem space. Um if we close again we close or Rosedale either one of those we no longer have access to a third gym. What does that do for us? Does that create issues for us? The second most mentioned thing was personnel reductions and RIP criteria. And again, this came
008from the community side as well as the staff side. A lot of concern about how would we staff the buildings? What is our criteria if we're making sure that we have teachers, staff members? Um, think back to the presentations that I made over the last few weeks. Effectiveness is our number one characteristic that we're going to look at. All right, that's teacher evaluations. That's how effective have our TAs been and working with students and working in classrooms, those kinds of things. Second to that would be lensure. Uh if we've got some folks that are maybe different effectiveness, but we have a license that we need, maybe that person rises up a little higher. And then seniority is the third rung of that ladder, which is kind of different than it has been for a good
009number of years. But if you recall like what is it 5 10 years ago when Indiana went to the rise model seniority became less of an issue and effectiveness became a bigger issue again with personnel reductions and the risk criteria what we saw were a lot of questions about the timing of notifications. Uh people wanted notification in a timely manner which I I completely agree with. Uh we just have to have some things hammered out before we start notifying people. There were questions about retirement incentives. Will we create an incentive to help some of our folks who are sitting at the highest end of our pay scale uh take steps into their next stage of life? And that's something that we could certainly look at. We could certainly have some dialogue about that. Other districts
010have done that. Um the success rate on that varies depending on the individual. Obviously, we cannot force anybody to retire and sometimes the amount of money that you put in front of them, they say it's so not worth it. So, third, often most mentioned was the administrative operational and particularly with administrative positions, there was an awful lot of dialogue about that. How many administrators do we currently have? Do we really need them all? Can we combine some roles? And I fully understand all of those questions. um you know what are we paying for our administrators and I could probably bore you with a lot of data on that particular piece but it's on it's on the mind of the community and our staff and it's certainly on the mind of the board as well there
011were questions about our technology we do use a lot of technology in our schools so what is that what are the pieces that we pay for why are we paying for the pieces that we're paying for and how much are we spending uh I can tell you just in the last few years that anytime we have a technology per purchase we always staff, do we really need this? And if the answer is yes, then we have we look for the most bang for the buck. So, I think we're doing kind of what the community was recommending there as well. Utility savings uh was mentioned frequently and administrative operational overhead, banning personal appliances in classrooms. I've personally not done a survey to see how many fridges and microwaves and things like that that we have. Um,
012but those things could be uh could be unplugged, save us a little bit of money turning off the lights. Uh, we do with our new HVAC system, we have the sensors, so if a room is unoccupied for a period of time, powers down, which is something new. Uh, adjusting thermostat set points. That's something we're working with still. This is the first second year of our new HVAC system. So, we're still working on how do we automate that? How do we get the best bang for the buck by managing those set points? After that piece, uh, fourth most mentioned was the countywide consolidation. Um, what people were referencing in the survey most often was academic opportunities and it looked like the academic opportunities that were most often referenced were related to high school students. So, that's
013something in the mind of the folks who were responding. Um some of the concerns that of course we mentioned and they also popped up the survey was a change in governance model. Again if you do a consolid countywide consolidation um it it changes your your voice at the the table. You may end up with fewer opportunities to to serve. So that may be an issue. And then the the truth of the matter is a countywide consolidation still may result in facility closures. it just the whole point of a consolidation is to reduce expenditures and if you go to a consolid countywide consolidation part of that will be looking at what is our current facility use where could we move people around if we needed to and where are we going to save money one of
014the alternative models that was suggested was the consolidation of central office administrators while keeping the school identities separate I know that there's an awful lot of interest um in the state house about those kinds of things how many superintendent. Do we really need any accounting? That could be something that this board, the the state kind of hands down to us, but that is a model that could be explored further if the board chose to do that. And then the last piece of the puzzle that was most often mentioned was revenue generation and program fees. Preschool was the number one mentioned thing in that area. Um, and the recommendation that came through was charge tuition for preschool students. And that would be consistent with what our neighbors do. Preschool does not receive any state tuition support.
015So it makes sense that if if you're going to have an expenditure, you want to spend your money where you're gaining some money. So that becomes an issue. Uh fees, applying fees where we are able. So here there's some interesting dialogue in the surveys about fees. Uh one of the questions that came up, can we go back to charging textbook fees? And the response to that is actually no. The state took that away from schools. We are no longer able to charge a curricular materials fee. So each year now the state has calculated what they believe our curricular fees are and they just added that amount to our state tuition support. This year was $160,000 which by the way doesn't cover actually our curricular materials cost. Thank you. State. Um, other fees that kept being
016brought up were could we charge fees for field trips? Could we charge fees for extracurriculars? Do we charge fees for those things? Um, I think that's something we'd have to carefully examine because remember the whole point of public education is that it's free appropriate public education. So the idea of charging excessive fees, pay to play, that kind of goes ary to free and appropriate public education. One of the other questions that kept coming up under fees is can we start charging students for lunches again? The federal nutrition program doesn't impact us in our EDNOS fund. That is a completely different animal. It doesn't impact that at all. So, you know, we would I don't think we would be in a position where we would necessarily want to try to jump into some sort of fee
017schedule for lunches. Again, at this point, I think we continue to provide the federal nutrition program with our data and as long as we qualify for the continuing uh the community enrollment provision that allows for free meals, I think we continue to do that. I think that's really helpful to kids and families. And then one of the last suggestions on u revenue generation program fees just was about alternative schedules. A 4-day school week kept coming up. Can we do this? Again, I would just point out that the state of Indiana has pilot programs currently going on for full four day school weeks. Those pilot programs are in elementary settings, not in K12. So that's something we would have to be mindful of. we would have to get permission from the department of education to make
018a big change in that. So those are the big five, right? This is what people are interested in and and thinking about and I think this helps inform our discussions and our dialogues as we start trying to figure out what's the best path forward. We need to look at our school and facilities. We need to look at personnel, how we're going to manage that. We do need to look at our administrative and operational overall. Um countywide consolidation again that's a was mentioned enough that it made the top five. That may be a discussion the board wishes to entertain and then additional sources of revenue. Uh we've talked some about expanding our online opportunities trying to capture more students that way and I think that's something that we could do. We've currently got a pilot program
019going specific to that. If it goes well, I think we could expand that. Um, maybe offer our students some things that are different that may keep more of our students here. I think that would be, you know, beneficial for all of us. So, that's the 30,000 ft view. If you want to see the actual [clears throat] surveys and the Q&As's that came through and my responses to them, they will be published tomorrow morning on our school website. It's going to be raw data. So whatever was written on the survey you will see. Okay. And then on the responses my responses um are to the best of my knowledge at this point in time. So where does this really lead us? We have these five big categories. I think this is where it leads us to
020board discussion which is part of the reason we're here tonight. The board needs to be able to talk publicly about what they're seeing, what they're hearing. I'll be taking good notes. um and just kind of getting a sense of where what their thoughts are, whatever they wish to talk about, and then uh as Mr. Davis said earlier, we'll get into a comment period after that. So, Mr. Davis, I would turn it back over to you again. Board members, you do have microphones in front of you. I would suggest using those as you're able. That way, our folks who are watching online can hear what's being said as well as the folks here in the room. >> All right. Thank you, Dr. Harrison. Uh, moving on to the board at this time. Does any of my
021colleagues have any comments that they'd like to make at this time? >> I would like to go on record and u there was some chatter. I'm not a social media person, but there was some chatter I've seen and heard about stat. But our minds are already made up and we know what we're going to do. That is the farthest from the truth. We are still gathering information. I have no clue uh what direction we're going to go at this point. I have my own feelings on it. Priority number one, I don't want to close any schools. None of that. That directly impacts the school or community that uh impacts children's education and safety. That's going to be my priority number one. I'm going to be a nobo when it comes to become the local school.
022I think there's I think there's some things we can trim within the corporation to get us through another year. Um you know a lot of this stuff our hands tied by the Indiana General Assembly. Next year's a budget year. They may come back. There was legislation two years ago for any county under 50,000 uh population. They wanted a single school corporation. So some of this stuff our hands may be forced. So um you know if we can keep the ship uh ship a float for another year and uh see what mandates comes out of the general assembly um we'll we'll we'll deal with that then. But we're definitely look at everything um that's on the table right now. Again not set in stone. I guarantee that. And I think I can speak for my colleagues
023on that too. So, uh, that's my two cents. If any of the other board members would like to speak, just go ahead real quick there. I spoke to my meeting really about how how we got here. I've been on the board the whole 40 days, I don't know, 35 days. A lot of this started more recently than I think it's believed. I think there's some some some misinformation about how we got here. Senate Bill One was voted in in April of last year, April 10th. The impact of it was not known until August and I think that's confirmed not only from our board president, superintendent, but the treasur of Monizuma and the treasur of Rosedale um town both confirmed. They didn't get their final analysis of how much the impact was. So, what was the
024impact? Senate Bill one did multiple things. One, it cut taxes. Okay. We work with two operational funds. An education fund which is paid per student and then a fund that's paid with property taxes. So Senate Bill one impacted the property taxes that we collect and how we pay for multiple things. So let's just roughly say that our budget is about $3 million. Of that 980,000 of it is busing. Of that another 500,000 is simply custodial. So $1.5 million of our operational budget was automatically gone and that's paid for through property taxes. So here's what Senate Bill one did. It cut $190 million from schools and that's direct from the um from the bill was written. It cut $106 million in cities and towns. I think down McGomery confirmed at the River Park meeting Rosedale got
025cut 6,500 a month just straight off the top from their local property taxes. $125 million of that 190 cut from schools was a direct result of tax cuts to agricultural, right? So, it's great for everyone involved. We got lower taxes. How does that impact us? Well, a third of our assessed value is agricultural. So, it's $100 million of our budget that we get assessed is automatically cut. One, so they did two things instead of one. One, they cap the amount that your farm can be assessed at. and two they lower the amount you can be taxed at. So both numerical items that equal to the equation are both now we're going to lower it. Both of them are lower which is great for land owners right myself included. The impact is we have to deal
026with it as a board. Now did anyone know that was going to be the impact? No. Had we transferred funds from education fund to the operational fund in the past? Yeah, we were allowed to. Had we and here's another misnomer I think had we had known the impact of Senate Bill one was going to have on this community would any board member any of these four voted for the gym to move forward even if it was voted yes no not with any fiscal responsibility so and that's a whole different fund gym would have paid for itself through an increase in taxes so there's a lot of misinformation but that's the facts as I sit here on the board for 40 days and [clears throat] I work in finance So, it wasn't difficult to learn exactly
027what the financials are. There's no mismanagement. This budget is as thin as you can get. There is no one overpaid and there is nothing to be paid for that's out of line. I would even tell you I think social media I like to answer questions on social media positions. It's what do they what's Lincoln say? It's best to be quiet to be a fool and speak up. Yeah. So, someone said we should we should take away athletics. Great. That's 9/10 of 1% of the total budget of Southwest Park. That's the only thing that the school pays for. Everything else will pay for the gate and concessions and athletics or a touchdown club or a goal shooters club or something else. So, hopefully I answer some of those questions before they come up. That's that's not
028my opinion. That's facts. That's straight from the the legislation. Here's what also I'll say. Elections matter. All of us at some point are up for election. It's great. We're either going to do our job. You think it's great or you vote us out. It also matters at at the state level. Our state representative Tim Yoken voted for Senate Bill one. He was also in Dr. Harrison's office questioning why we're going to move forward on a chair. Has Tim Yoken been to any of these meetings asking you what he can do to help push legislation through to make sure we get more funding for schools. Has anybody seen any raise your hand? No. So, I've tried to call Mr. Yokum, not return my call. I know Penny Cops has tried an email and both were denied.
029So your local representatives have a large impact on what happens in this school in Monizuma and in Rosedale. And without them or with them, schools get closed, teachers lose jobs, we cut programs. And that is the facts. And I will I will question and sit down and have coffee with any single person that wants to argue anything that I just stated. So, I'm sure there's any questions, but I I I felt like compelled to at least answer some questions that I've heard andor answer some questions that I've been asked on the streets or out and about in public. My wife gets tired of hearing about the school from the school board already after 40 days. Thank you. Any other board members have any comments at this time? Go ahead and open it up to public
030comment. Um if you would uh please stand, state your name for the minutes and u we'll try to address what what concerns that you have. Thank you Luke McDonald. So Kevin, you talked about the statewide impact in dollars and some million dollars. What is it for the corporation and per school? Um well it's not per school was because we only operate one budget. >> Okay. >> The impact that we thought it was going to be fil we have the we we were we were told it was a number and then it ended up being a little larger because we most of it's agricultural land that we have a large portion versus our neighbors to the north. We have an assessed value of 309 million. So two things happened with this sorry two things happened. One,
031we had we were impacted by the tax lowering and then two, the assessed value of our corporation went down from 390 million to 32 million. So both factors lowered. >> I get how we got there, but what's the number? >> 236,000 280 for >> this year alone for this year. And I I think they told us it was going to be right around the 160 mark. 160 170. >> Well, yeah, it was 360 for the three years. So we were anticipating about 115,000 >> 360 for three years is 120 a year. So we're talking about closing the school down for 120 a year. >> It's 280 this year. >> 280 this year. >> Yeah. The the analysis guess was $350,980 over 3 years. >> Okay. That's right. So first year hit was minus 280. >>
032Okay. Okay. I I would also add to that the state we we have to send in our proposed budget, right? So, that was sent in in December and I I just been voted on but not on the board yet. So, I was able to get share that information. When the state comes back, they tell you what your budget is. So, we're planning on $236,000. The exact math I couldn't give you, but they state came back, we had $450,000 in our rain any day fund. The first assessment the state had was pay it all down before you spend anything else. You can have I have any day fund pay it down. The new assessment ran back right here. We would be short. Didn't bring my glasses. But 700,000 in our basic or education fund and then
033about 130 in the other about $900,000 was the short the budget and that includes the 236. So they cut us roughly $600 plus,000. If I may, check one. Okay, there we go. So, if I may just uh as a a sidebar to that, you asked the question about what's our current impact and why would we consider closing the school based upon that? Again, we've got a declining enrollment issue that we're dealing with. So, for example, at our October count day, we were 949. our count day today which we we have two count days per year both of them were money related today's count 935 14 students >> how many students was that >> 14 949 to 935 >> is that counting the seniors that graduated midterms >> yeah that counts midterms and all that so
034that's that's additional revenue that we're going to lose on our tuition payments for the next x next x number of months. >> Yeah. There's there's obly more to that also l I'll if I may. So this is >> so can I make a comment before you do that? >> Yeah. >> So the the overall shortfall was what 900 and some that you mentioned. >> Yeah. Go ahead. >> And the state had our funding from the state is going to decline by 360. So that means we've got almost a $600,000 shortfall that existed before House Bill one. Right. >> Yes. and we transfer. >> So, we spent a lot of time talking about the impact of House Bill one, but we didn't mention anything about the shortfall. >> Actually, yes, we did. I actually said they
035transferred funds from the educational fund if if you're taking notes. Correct. If for the educational fund, the operations fund and had we had known what was coming up soon, we would have never done that or made the changes. So, two years ago, we transferred transfer fund, but you didn't say we're running a deficit of over of around $600,000. >> Yeah. And it's public. >> Okay. what you didn't mention. >> So, hey, I'm learning this too, but I'm happy to speak to it. >> So, we are transferring money from the education fund, the operation fund, which is which is legal, up to 15%. [clears throat] When your $8 million budget is is is the grant from the state, 15% of that is 1.2 million. We just transferred a million last year. We can't go much further
036higher or we're stuck. Another change that happened was the education fund gets used more because 62 and a2% of it has to be paid to certified teachers and that continues to rise. Also, you cannot pay or very limited amounts of money of the education fund paid to teach aids. So, that has to come out of the operation fund. So, you're battling against yourself if you're continuing to move money over. Look, would would they want to move money over the education fund? No. >> Right. No, I'm not saying you shouldn't do that, but we kind of glossed over the fact that the burn rate was between5 and $600,000 a year before any of the new legislation did. >> Correct. And so we started making moves last spring. We reduced um right around $450,000 out of the
037ED fund, thinking that that would be enough. And then Senate Bill One hit, which then exacerbated that. So we were making moves already. We saw it coming. We knew we had to make changes. We made changes out of the ad fund side of it. Reduced three teachers and 11 teaching assistants. And then we got hit again with the decline and AV all those pieces that Kevin's talking about. So I I get your point your point is from what I'm hearing and please tell me if I make correct is we were we were burning too rich before we got to January of this year. All right. Well, we've been making moves to get back down and we got hit harder than we thought we were going to hit. >> Okay. No, that's that's fair, but I
038just want to make sure that I understand the full situation. >> Questions? There really are. >> All right. Any other comments? >> I have something. My name is Betsy Column. Um, I know it was asked before, if Monuma or Rose is closed down, had anybody figure out what the extra busing cost would be? what the extra busing cost would be if one of the schools was shut down to bus all the kids because I mean if it's almost a million dollars already how much more is it going to cost just to bus those out >> correct and I I don't have a dollar amount on that today I had bus contractor meeting set up and then we ended up getting snowed out so my bus contractor meeting is Wednesday of this week >> so I
039can we can break it down on a per mile basis I know right now um for one of our contractors we do some additional shuttle work through that individual. It's about $75 a day and I know what the mileage is on that. So, realistically, if we end up having to do four or five additional miles on those things, we're probably talking about $300 or $400 a day um on 180 days. It still seems like a large number, but it's not as large as what you have paying for the school operation itself. >> And has it ever been considered? I know like when we were in school, we didn't have separate bus routes for the elementary and the high school, which is great if you have the money to do that, but if we don't have
040the money to do that, has it ever been considered to going back and saving on, you know, all the extra buses and the extra, you know, miles on the road? >> Certainly, I think we're looking at all those options is what we what else could we do with our transportation? One of the things that we are keenly aware of is we're in year three of a four-year contract with our transportation providers. So, we know we can seriously reconfigure that after next year. We could do some minor reconfiguration to get through um if we needed to do some shuttle work, those kinds of things. >> So, has that been discussed or you know >> I'm meeting with them on Wednesday. We had meetings scheduled last week. We got snowed out. >> Okay. >> All right. Any
041other comments? >> My name is Sarah Ross. Um, I know at Rosedale the sixth grade classes right now are already My daughter's a fifth grader. Okay. Her class is already 22 to 24 kids in those classes. If they were to combine with Monizuma, even here at the high school, how is that going to free up enough space for a whole another school to go to the other schools? Then if we move the fifth grade as well, let's move four classes. You know, I don't know if Monizuma has two classes each like Rosedale does. >> One fifth grade class. >> Yeah. You know, let's move four or five classes. Is there enough room in Riverton itself to accommodate that many kids? And then is my 10 or 11 year old going to be in the school
042with 18, 19year-old adults? You know what I mean? >> So I Yeah, your question. We've had questions about this throughout the process. So Mr. Kery, who's a high school principal here, says he's got enough space that he can accommodate the fifth and sixth grade students. looking at spaces over here in the junior highway >> so we can keep them separated as much as possible from the older students. Um so yeah, there's been a lot of discussion about what could we do, how many kids could we bring here and how could we keep separation. So Mr. Kers certainly working on that I think for his his work in that area. >> So if we did that, would it free up enough space for two massive schools? I mean, they both have decentsized students to combine into
043one school or do we need to look forward to kind of like what Park Heritage did? That's that's where I went to school was Rockville. You know, they kept the two elementary schools open, closed down a high school, made that a middle school. Do we need to look into something like that to where we have the elementary schools, we get a middle school and then we can take the seventh and eighth grade teachers that are here and do something like does that make sense? What I'm >> sure Yeah. So we, you know, we've talked about all kinds of things. We do know that if we take the fifth and sixth graders, again, this is hypothetical. We've not made any decisions, but you look at real numbers, right? Real numbers. You take Monzuma's fifth and sixth
044grade, and you take Rosedale's fifth and sixth grade, they can fit in this facility. the remaining K through 4 preK through 4 in the district can fit in Rosedale. So they can fit that's not that's not the an issue for us in that regard. Your question about can we ultimately bring them together. That's the big picture vision is down the road. Let's see what we can do to get everybody onto one campus kind of under one roof with some wings added on. That way we're being economically efficient with our operations. I I I had a question but it was kind of answer. I was asking if we can consolidate all the schools without any construction. >> So at this point I I don't believe we could bring all of the schools into this facility without
045doing some sort of build. Right? This facility could hold 6 670 to probably 700. Um, we've got 935 students. So, we're still short a couple hundred, right? We would have to add on to classrooms. So, we can't we couldn't do one giant move all at once. This is going to have to be a stepwise motion to get where we want to go. >> But if we just did the elementary schools that we'd be okay. >> Well, they would certainly help us on the operations budgets. Yeah, absolutely. Stacy, so you talked about writing a pilot for online schooling. Do you have any data this year? That's something like how it's going. >> I do not have any data on that at this point in time. We just started it, I think, in January. I see some
046Yes. January is when we started that pilot. >> We're still very fresh. >> Data for the online schooling pilot program that they've started. Okay. Yeah, Bill liver's question. If you bring fifth and sixth grade up, that's going to mean they have requirements of special classes, art, music, and PE. So, how would that affect possibly your high school curriculum? If you don't increase staff, the art teacher will take at least one art class now to do a junior, high, fifth, and sixth grade. The music might [clears throat] be required. PD would have to be brought down. So will that decrease the options at the high school level for curriculum? >> Correct. Your your question for those of you that didn't hear question was what bring fifth and sixth graders here. They're going to have special class
047requirements. How will that impact the service providers that are already here? How will that potentially have a trickle down with high school courses? it's going to be a jigsaw puzzle and you have to offer what students are interested in at the high school level and still accommodate the students that have the requirements. So yeah, I understand what you're talking about. There may be a class maybe it's just I'm just guessing on top of my head. If you have four kids, six kids that want a ceramics class, they may not be able to have that ceramics class because that teacher is then positioned somewhere else to take care of special. So yeah, we are aware that that there are going to have to be some changes. >> Who makes the decisions of what teachers get cut
048based off of their effectiveness and seniority and what are the >> So the question for those of you that didn't hear is who makes the decision about who which teachers are effective, which ones are not effective. We have a teacher evaluation system that the building administrators conduct the evaluations. It gives you a numeric response. You can then put them all on a big page and start having dialogue about here's the actual rank. Now let's talk about what they actually do. >> So it won't be based on test scores. >> No. No. Not based on student achievement. >> Yes. Already happening. >> Yes. We do evaluations every year. All right. Seeing no further comment, I'll entertain a motion to adjurnn. Motion is our second motion. Second hearing. No objections. Meeting is thank you everybody.