001I'm just like We got You got Thanks for asking. All right, thank you all for coming. We're going to go ahead and get started. We're going to start with our pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. We're going to start tonight with our recognition. We'll start with tiger. Good evening. I am super excited tonight because we have brought Miss Brley conc from Tiger Box. We have her teacher. We have her teacher Melissa Cash here to tell you why she chose Rinley as our portrait of grad student for critical thinker. Okay. So, I chose Brinley for our Portuguese student this month because she is the epitome of a critical
002thinker. Brley asks very curious and thoughtful questions about everything in the world around her. She makes really insightful connections to things that were learned in class to things that she's already familiar with and she just has such an eagerness to learn about how everything around her works. Um, it's brought her very far so like as far as preschool, but it's going to take her really far in her academic career and I'm just so proud of how hard she's worked this year. Really have a lot to be proud of. Good evening. Um, I'm here tonight with Mrs. Harvey, our music teacher at North Elementary. Unfortunately, our critical thinker, second grader, Vincent Cara, could not join us tonight. We're going to recognize him anyway. Harvey is going to speak to a few of the traits they saw
003from the related arts for earning this great nomination. Thank you. The related arts team at North Elementary chose Vincent Cara because he consistently uses critical thinking skills in each of our classes. He always does his best at every activity and shows strong reasoning skills when working through each task. He understands expectations and always demonstrates positive behavior interests. He's just a wonderful young man just all together. Thank you. evening. Our portrait graduate is Alexander Bette. He's a third grader at South and I have a skill here to share about the wonderful things he does in the classroom. I have loved having Alexander in class this year. Alexander demonstrates critical thinking every day. He uses outside the box thinking and multiple strategies to find solutions in math. But he doesn't rush his work. Instead, he takes his
004time and make sure he's understanding what the question is asking. Alexander makes many connections to help him relate to what we are learning. Whether it be in different types of math, books, and reading groups, or just in the world in general, he is always asking questions to clarify or go a step further. He is wonderful to have in class, and I'm thankful that we get to recognize him today. >> Good evening. Um, I am here to recognize Miss Laya Lovelin. She's a third grader at East Elementary in Mrs. Link's class. Miss Link couldn't be here tonight, so I have some words that she wrote to say about Laya. I am proud to recognize Laya, who was nominated by her peers as a critical thinker, and I couldn't agree more. Laya consistently strives to do her
005very best, putting forth 100% effort in everything she takes on. She sets meaningful goals for herself and works hard to achieve them. What truly sets Laya apart is her ability to thoughtfully analyze situations and think things through. She isn't afraid to ask questions or share her ideas, which not only strengthens her own understanding, but also helps others see new new perspectives. Laya's dedication, curiosity, and willingness to think deeply make her truly deserving of this recognition. Congratulations, Yayla. Good evening. I would like to introduce Vgo. Vo is a fourth grader in Miss Re's class. She was not able to make it tonight, but I do have a statement from her to read. VGO consistently demonstrates strong critical thinking skills by carefully listening and following directions. He takes time to think before acting which allows him to
006approach tasks thoughtfully and effectively. I can always count on him to be a stellar example for others. He is truly a role model in the classroom. VGO responds to both teachers and peers with kindness and respect, contributing positively to our learning environment. He sets high goals for himself and works diligently to achieve them. When he encounters a challenge, he begins problem solving by using what he already knows. If he still needs support, he asks thoughtful questions that help him move forward. His assignments are always neat and well organized, clearly showing his work and effort. When he makes a mistake, he takes the initiative to review his work, identify the error, and correct it. VGO is attentive and engaged during class, always thinking deeply about the content. I especially enjoy when he shares his insightful ideas
007and makes meaningful connections between what we are learning and real life. His curiosity, perseverance, and thoughtful contributions make him a valuable member of our classroom community. Congratulations, Ego is proud to honor fifth grader Javonz. science teacher say a quick word about him. >> Javon is not only smart but also humble. He quietly listens, learns, and takes what he has taught and puts it into action every day. He doesn't just accept information. He evaluates it carefully. He asks questions, thinks deeply, and looks for the why behind what he is learning. He has a special ability to see patterns and make connections, helping him understand ideas in a deeper way. He takes new information and turns it into meaning, showing that he is always growing as a learner. What makes him Especially impressive is how he applies
008what he learns to real world situations. He doesn't just learn for school. He learns for life. He shows us that being a great thinker isn't about showing off what you know. It's about being curious, thoughtful, and willing to keep learning. >> Good. This is Izzy. She's an eighth grader on team seventh grader on South America. All right. So, two of her teachers are some really great things about law and let's going to take the time and read each. So, Mrs. Wilson ELA said, "Izzy is our critical thinker of the month. She is a thoughtful reader and picks up on the intricacies of a text. She is a problem solver who approaches tasks from unique angles. Her perspective is highly valued by her teachers as she reads her peers in this depth of thinking." And then
009Mrs. Dalton, social studies says, "Izzy is Izzy takes pride in her work and always puts forth her best effort. She's a strong critical thinker in approaching tasks with continents and hello board. I'd like to introduce to you Mr. Pton Lumis. Uh he was my personal record for being fastest from startingly to becoming student of the month. Congratulations Payton. We uh we met Payton in January when he became uh when he returned to the district. Uh during those three months he has been nothing but impressive, incredibly easy to get along with um wise in his choices um and supportive of his classmates. One of the coolest things that I know about Payton is his postgraduation plans for which are to join the army and to me that >> I'm excited to present to you Drew Curtis.
010Drew is no stranger to these types of recognitions and uh here is why with a lot of great comments submitted by his teachers and peers. Drew is an outstanding example of what it means to be a critical thinker. He is consistently engaged in his learning, asking thoughtful, insightful questions and pushing beyond simply finding answers to truly understanding the why behind concepts. Drew approaches problems from multiple angles, demonstrating strong analytical skills and a natural ability to apply thinking across different subjects and real world situations. His curiosity and problem solving mindset not only elevate his own learning, but those around him as he's always willing to help classmates who may be struggling. Whether it's in math, computer science, or other areas, Drew's ability to think deeply and make meaningful connections set him apart. Knowing this, it's no
011surprise he was highly recommended as a talented coder and problem solver to help our robotics team. Drew is exactly the kind of student you want on your team when tackling complex challenges. Ladies and gentlemen, Drew here. What section? I tried to tell you. >> I just wanted to make sure I read the right thing and understood what she called. I just read it here just to make sure. Good job. Yeah, this It's like you guys do on our public comments and we have one person signed up. >> Okay. Um I'm here tonight as a parent first. I always say our schools are something more special and now I was being here because our kids have opportunities that matter and the people in these buildings show up for them every single day. That's exactly why I
012felt needed to speak. I I've been looking into Senate Bill 3 and I want to share what I've learned not as an expert but as a parent trying to understand how this can affect our kids. From what I see, there is projected loss of funding tied to this bill around 2 million initially with potential for more overtime. And when we talk about school funding, it's important to understand where that impact actually lands. Most of the school's operating budget goes to people, teachers, staff, and most directly supporting students. So when funding increases, it doesn't just stay on paper. It shows up in real ways. It can mean larger class sizes, fewer staff, and fewer opportunities for students over time. That's not abstract. That's a classroom experience our kids have every day. Another piece that is often
013misunderstood is how fun actually works. Well, finances are not one large flexible account. Funds are separated to different categories for specific purposes. For example, money used for facility improvements like fields, buildings, or HVAC systems comes from different completely different funding sources than the money to use pay to pay teachers or support student programs. Those funds can't simply be moved around. So, while it may seem like one like one decision affects the other, they're actually separate systems. I think that's important for the public to understand because it helps explain why both things can exist at the same time. Facility improvements and concerns about staffing or programs. I also want to share something personal. When I looked at my own tax bill, the potential monthly savings being discussed is relatively small around 20 to $30. But when
014that same reduction is applied across the entire community, it results in millions of dollars no longer going to our schools. as that raised an important question about long-term impact because even small changes at individual at an individual level can create very large things at the system level. But regardless of how that plays out, what stands out to me is uncertainty especially and how when these impacts might be felt locally and certainly makes planning difficult for schools, staff and ultimately for students. We have strong strong programs in the in the district that are growing. For example, participation in band is increasing with significant numbers of students continuing and new students joining. Growth like that reflects student interest, community support, and the value these programs bring. And when programs grow, it naturally leads to conversations about how
015to support the growth in a sustainable way. At the end of the day, I'm here because I care deeply about our schools, our teachers, and our kids. But when I speak, I speak with the voice uh and opinion of many in our community, some of which aren't able to come come today, but ask me to mention them by name. people like Sydney Hinser, Dan Van, Ashley Wesley. These are the names that are well known in the community and each represent different groups. We are of one mind. My hope is simply that as decisions are made at at every level, the real day-to-day impact on students remains at the center of this conversation. Thank you for your time. >> Thank you very much for your comments. The next item on the agenda isformational items update and
016Dr. will be with me. >> Think you can beat that? >> No. >> So, just want to say thank you to the board for the opportunity to provide some information on Senate Bill 3 tonight. Just going to kind of talk about really the way it impacts Ozark schools. We'll also look at a few little projections into the future and what that impact looks like for for Ozark. moving forward. So, if we can go ahead and click on that, Mr. D. So, it's really hard for me when I have visuals. I really want to go over there and like be next to the visuals. So, I'll try to stay over here and and do what I'm supposed to. So, if you look on that graphic on the left hand side, that is going to be revenue
017moving forward with Senate Bill 3 in place. on the right hand side that is if revenue moving forward was not impacted by Senate Bill 3. So I'm going to focus a lot on the left hand side. So if you'll see here in 20124 so that is last tax year our assessed valuation for our school district was just under 700 million total and of that a little over 454 million was residential. So what we have discovered as we continue to research uh Senate Bill 3 and its components is that single primary residences are what are impacted. So those will be the ones that are capped. However, if it's a rental property, it will continue to be they'll both continue to be assessed. But if it's a if it's a rental property, those property taxes will not
018be capped and they will not have a credit. So we have accounted for that with that 20% of our total residential figure. So I took out that 90 million833 there that figured all the way down. We'll continue to grow and assess valuation along with our commercial, our agricultural and our personal property. If you will scroll down to 2025. So that is this tax year and we can see that we had a big year of increase this year in assess valuation as a reassessment year in an odd number year and our residential of that was about 510 million. So that comes up to just around 66% of our assessed valuation in other schools is residential. So this Senate Bill 3, you'll see how it does impact with us having that big of a residential footprint in
019our community. You'll see how that impacts moving forward. So if we go to 2026 actual the next one down, yep, right there. So assumptions. So, one assumption that I've made when on the sheets that we we'll talk about here in a little bit, the projection sheet is 3.5% growth in our assessed valuation in nonreassessment years, 6% in reassessment years. Some years we've had more like this year. Others we have not had as much. So, that looks back in the past of what our average increases have been over about a 20-year period. So this would be if Senate Bill 3 on the left left hand side if Senate Bill 3 is in place then you're looking at that total SB3 affected revenue we would receive just under $30.9 million. If you look above in 2025 which
020is this tax year that's $32.2 million. This includes debt service. All right, that's really important to remember because we have past bond issues and we have set payments and those have to be made moving forward. So, if we go down to 2028, it's going to be last year went out in the future projected. So, we're looking at that 363 that's highlighted. That is the 2024 residential tax level with rental property 20% accounted for drawn out. So that is still for the moneywise we are not collecting on that. It's continuing to increase and assess valuation but if Senate Bill passes those would be given to the taxpayer in a tax credit. So $32.4 $4 million. That would be the first year that we would be back above according to this projection that we'd be back above
021where we are currently in our property tax revenue. So if we go over to the right hand side and you can look in 2028 36 almost 36.6 million in tax year 2028. if Senate Bill 3 is not in place. So that is as you can see that's a big difference the overall and projected revenue. So that's basically comparing taking the right hand side each of those figures annually once the filter goes in place subtracting its corresponding year on the lefth hand side over that threeyear period you're looking at about $10.1 million. That's not a loss of revenue. It's a loss of projected revenue. But if you go back up to 2025 to 2026, you can see this year we are at going to be at around $32.3 million and we would fall or decrease next
022year to about $30.9 million. And again, I'm going to remind you this includes debt servers. All right. Now, before we go before I go onto that spreadsheet, I also wanted to kind of talk to the board about something that we've discovered um at the NASA spring conference. Dr. Wilson was in attendance um and Kyle Cruz is the deputy commissioner at Desi of Finance and um unfortunately he had to give some news that educators didn't want to hear. But for the current FY26 school year for state revenues for the foundation formula, we are approximately at a $139 million shortfall. So what does that mean? Right now we are being funded with a state advocacy target which is a component a variable a multiplier that we get funded upon from the state through the foundation formula with
023our enrollment in mind. Okay, with that $139 million, that's about a $180 reduction in our state adequacy target. So basically instead of getting the 7,135 which we were told a few years ago um through the legislature that we would be getting starting this year. We are approximately supposed to get around 6,964 for state advocacy target as of this year and that's as of uh the last um update we received in from Desi Finance. >> Did you 6742. >> No. >> What' you say? >> 6,964. But currently, we're being funded, >> Miss Donzi. We're being funded right now at 6,900.5 is the variable right now that we're getting for the March payment. For next year, FY27, that total shortfall is $118 million. And that's on top of an additional underappropriation of $190 million that was uh
024presented in the state of the state by Governor Kho. So basically what that means is funding statewise for the formula would be flat as it is compared to from this year to next because the column the formula continues to increase each year. So that $199 million is what Desi said it would take on top of this year to fully fund the formula next year. So what's the impact of that? That impact would take the SAT state advocacy target to approximately 6,742 or 43. So what does that mean for Ozark schools doing the calculation with enrollment being exactly the same in that equation? That's a loss of just under a million dollars. So that could be on top of if Senate Bill 3 um is passed by our voters next week. So now, if you don't
025mind, we'll go to the budget spreadsheet, redemption spreadsheet. Okay. The most important thing to remember everyone this does not include debt service. This is operating revenue only. All right. So um there's some assumptions that I want to talk about. First assumption if you see at the very top that our tax levy this year is $3.3857. I have made the assumption that stays moving forward. Okay. The likelihood of that is very small because of the Hancock amendment. If our valuations in our properties in the community continue to increase, then that levy is likely going to fall slightly dependent upon how much we increase in a valuation. Also, there are Senate Bill 190 senior tax credits already in place that are not accounted for in this in this projection. And this year we received from the county
026notification that that was approximately a little over $421,000. And then finally, uh the other assumption is there typically nationwide there's about a 3% turnover in house ownership and that I did not figure in to these projections either. So some of those would impact the projections in one way, they would impact the projections in the other way. Uh the first two that I told you. So if we go to the bottom, that's what I really want to focus on. So those numbers that are highlighted in blue, green, and red. So that is our end of year reserve operating reserve percentage. So basically when we finish out our fiscal year each year that is the number that we really really want to pay attention to. And basically what that is is you're taking your operating fund one
027and two revenues that are remaining at the end of the year when you close the books before the next fiscal year starts and you divide that by the total expenditures in that same fiscal year in funds one and two. So we ended this year at 26%. 26.0. So what that means is we can operate our budget and our expenditures for 26% of the next fiscal year without any additional revenue. So basically a fourth of the school year, a little over three months. If you look next year with Senate Bill 3 impact figured in, we go from 26 to 20.86. Okay. Then the following year, we go from 20.86 till I can't read that because I'm starting to get starting to get old. I tell the basketball coaches that said that. Uh it's a little under
02813.8. >> Okay. and then finally to about 3% and then negative by FY30. So what that means is if we continue to operate with personnel held at a constant and we continue to give inflationary increases of salaries and to continue to pay for inflationary increases to our benefits. That is how our reserve balance would look with no changes being made moving forward. So operating revenues, if you really want to go over there, operating revenues, if we go down to trying to find it. Okay, I got to get out a little bit. Sorry. All right. So operating revenues if we look at the total for funds one and two for this year 79 750 we fall a 1.72 even though we see increases in our assessed valuation in those other areas commercial a personal property and
029the rental properties. So, I wrote in the hit on that revenue will decrease next year if Senate Bill 3 is in place um for our local property tax money. This also does assume the 6742 state adequacy target moving forward throughout the rest of these projections because that's the latest information we have. So when your local decreases by a million in the first year and your state decreases by a million first year, that's a big decrease in your operating budget. So I just want to kind of sum that up before ask for any questions. our district's strategic plan which was spent a lot of time in econom aim as a community as a board as a school district to have a reserve percentage of 20 to 30%. And when 83% of our budget is people then
030this type of revenue loss will directly impact them and extra services that we are able to do currently for our students. So our fellow conference schools and nearby districts other than Nixon, they're kind of in this with us. And Christian County is a 0% county, but the other school districts within our conference fall in their change counties. And this would make it extremely difficult in years to come to remain competitive with those same districts in SAT salaries and benefits and opportunities for our students. So, just wanted to provide the board some information tonight on Senate Bill 3 and what that looks like for us moving forward and I will entertain if anyone has any questions. I have some questions. Yeah. So, like this year the fiscal for for next year's budget fiscal year 26 there's
031a 4 and a half% increase. >> Yes. >> And then the following year there's a negative 1.7. So that's it and it is a loss that year and the next year is up one according to this what the what kind and I want to ask so let me interrupt my own question I wanted to ask who was the person who you said somebody from the desi who said that that had gone down because I talked to a legislator today and he said you know it's only the budget's only out of the house who knows what's going to happen in the senate but when it came out of the house it was fully funded at the same levels So it was Kyle Cruz and he took the place of Carrie Monzas and basically they're a deputy
032commissioner at Desi and they are their expertise is in finance. So like Dr. Monzes is actually on this new group that's looking at reshaping the foundation formula and then so he retired from that position at Desi and Kyle Cruz took his spot starting this this past summer. >> Okay. I just wonder what they based that on. It's hard to know in the middle of the legislative session what's going to happen, but I just wonder what they based that on. >> Well, they they based it on the governor's recommendation of $190 million million less. When I say less, it's not less money, but it's $190 million less than what it will call for to fully fund the formula next year. And then they also revenues are coming in under expected forecast. >> I don't want to
033doubt what he's saying because he's an expert in this field, I'm sure. But every year we hear people who watch legislator legislature hear, oh no, they're not going to fully fund it. every year it gets fully funded and sometimes he even gets a bonus for something else. You know, it's been many, many years since it was not fully funded. So, I just was curious as to why he would be saying that now when has even been in the Senate at all. So, I just I just I'm sure he has good reasons for what he's saying, but it just I want to be convinced. I like I want to believe what somebody says because I respect them, but I need to see the numbers be convinced, you know, or hear the authority that is based on.
034That's all. >> So, I think M. Thingy, I think where he's coming up with that information is. So, right now in FY26 for general revenue, there's a total shortfall of $139 million. So, you're right. We have in the past few years we've been extremely blessed in education to be fully funded. Um until co money came into the economy and kind of made some opportunities for all of us. Um it was not atypical in years before that for the formula maybe not to be funded totally. Um, we right now are at 69.5. Of course, 7145 is what we're we're supposed to be funded at. And at this time last year, we were very close to what we are now. And we have an increase. We've been at 6,900 for quite some time this year. So, we've
035got the April payment, the May payment, and the June payment to make up from that 6,900 to 7145. And with that shortfall, what they're forecasting this year is 6964 is what is what they're telling school districts. >> So, still 69, >> but 71. >> It's supposed to be it's supposed to be 71. What they hoped for was 69 was fully funded. >> No, fully fun it would be 7145. >> Okay. >> No problem. >> See, just an observation. Even if let's let's just give, you know, let's just say that the state was working. We'll give you that extra money. But if we looked on that that first red line, that would be it's 3.3 million if we got something. But even after we got that extra land, it still be minus 2.3. And so we
036still be on that trajectory. >> We we would even with that million dollars, everything held constant as is and continuing to give increases in salaries and then also expected increases in benefits, we would be operating at a deficit budget next year. >> So just for clarification, we saw a lot of numbers on the spreadsheets, all that stuff. So, uh, just for so people hear out there, the numbers look like they've decreased locally, but overall for the overall budget for next year, that would still be decline, right? So, you're asking if our total revenue >> in our budget. So, if you look for the total, I think it's total fund, two, and four. So in gray, that's our year in total fund 124 revenue. Now remember, we got a $2.2 million energy credit. That's kind of
037a onetime thing this year, but $85.1 million, right? That goes down to 80.88 next year. >> 85 to 80 sounds like a decrease. >> Yes. >> Even if we even if we count the 2.5 It's still 3 million. Even if we hit the state, it's still twoish. >> I think ultimately the thing to focus on is when I was first presenting that that loss of revenue in year one would be in projected $1.3 million. However, your revenue till revenue until budget like those expenditures are going to continue to increase again if we continue to give the increases that we're hoping to be able to give to our to our staff. But the revenue we have some we you it's hard to for it's hard to explain that because you have certain sources of revenue that
038might be one time revenue money like for instance the energy credit but what >> which usually happens every year >> not that big one so typically this year we had budget I believe 20,000 in our typical energy credit budget um but this was kind of in this was a planned with our um people that we use for James um with our our bonding agents to to help us continue to make our required debt payments moving forward. So we tried to time it with a big payment that we had to make this this spring. >> I don't know. I want to interrupt James, but that brings me back to my original question. James, did you know that? >> No, just over observation for everybody out there. So I mean this this is pretty complex complicated to
039understand, but there's a lot of revenue, a lot of expenses. But the big piece, if you look at this in the bottom right corner with that with that reserve ratio, it's kind of like your savings account. It's like if you don't get paid for 6 months, you get to rely on that. That's kind of how we operate. So that allows us to operate. Well, as it declines, it gets down to 3% in 3 years. So 3% basically the state comes in and takes our we kick everybody out. >> They would be heavily involved in the finance of the district. Now obviously we wouldn't we wouldn't get to that point but in order to sustain our current operations we're not talking about new buildings or new projects this is simply the normal operations of you know
040teachers and running the district um that's that's the expectation correct >> yes and a a negative fund balance I guess you could say that's basically the same as being bankrupt return >> which nobody's going to let that's that's if things remain unchanged. >> Yes. >> Like yes with those assumptions that I >> and it still have the same insurance assumption. Like I remember in February you said we're assuming that it's going to go up from 9% to 12% on goods. Does it still have that same I remember in February you said that's not that likely they're high but did you those numbers. >> So that entirely depends on that totally depends on your loss claim ratio. Um ours I want to say it's improved a little bit and I know um Dr. Link is hoping
041that continues. Um we have moved our plan to the C to match the our calendar year. So it's no longer the budget year. So we will not know until probably around June right >> Late July what what our actual increase will be but we have right now we have a 9% cap on there. So when when I budget things I always budget to be conservative and safe because ultimately if we have a 9% cap that's the most we can get right now. And the reason 12% was put in there is because health insurance, we all know it. It doesn't have a great uh forecast for the future right now the way the economy. >> So that's what I was wondering. Did you leave it at 12 or did you >> I did that that what
042you see right there is with a 9% increase for next year and then 12% increases the years after that. >> There's no cap on next year. the 90% next year and there's no right back to my original question. Next year has like 4 and 12% increase and then the next one has 1.7 or almost 2% decrease down or really it's 6% from that part. But is there any like do you see how it goes up so much? So you talk about like the percent increase over previous year like the one you like the 6.31 the 2.09 the 4.47 47. Is that the number you're following in there? Yes. >> Okay. So, something to remember. >> Okay. >> As we operate as a district with inflation, our expenditures increased every year. So, yes, it we do
043have more revenue in that line increasing, but is it increasing at the level to account for what we're wanting to do for our staff salaries and inflation? That's what I wanted to ask about that year. Can we just set aside some of that to make the mixture not be so bad? >> So, set aside. >> Well, it's a like it says 4 and a half% on there, but I really count those numbers as like 17%. >> May I ask you a question? >> What were you getting the four and a half%? I got lost. >> I'm looking at his at the bottom right before the big black. >> So, for FY26 6. >> So that is this year. >> That's not next year. That is this year. >> Well, it's it's this coming year's budget,
044right? >> No, it's this year. That's what's happening right now. >> We're at fiscal 26. >> We're in fiscal 26 that gray kind of highlighted year. FY26 is the 2526 >> on our on our highlighted fiscal year. >> Yes. That the old one I have since Is there going to be excess at the end of that? I mean, explain to us, explain to the people listening why is it that you can't just set some of that aside to help balance out next year. >> So, if you look at the gray column all the way down at the bottom, so we finished in FY25 to the left of the this this previous June 30th into July 1, we were at 26.00 00 in reserves. Right now, our projection is to end the year at that same
045reserve, which is a it's a goal that we try to be around that 25. 20 to 30 is I think a range that we talk about interse I won't get too far into the weeds on this one but a lot of that depends on how much money at the end of the year we're able to make in our 7% water transfer over into fund four and if you'll look that capital outlay transfer is the third figure from the bottom 2.7 million this past year 1.7 million if you look at those numbers numbers there. That's a lot less. >> And that's 12.2 million in extra 900,000. >> Yep. And then 800 those three years after that. Again, projections. >> Can you explain what that's for? >> So that transfer basically is to push money from your
046operating. It's an allowed des transfer at the end of the fiscal year that you can take out of that operating revenue that you have and put into fund for for capital projects. So equipment, purchases, anything that is has more than a year of sustainable life and design to be replaced annually. Those those that's kind of Desi's threshold for something to be considered equipment. So for those things, you can't use a lot of your operating budget because they're considered equipment. >> So we need to buy an AC or roof or any of any of those things. >> Yes, >> we have to we have to order that, right? >> Yes. >> And the only way to get money in there is to transfer it >> or pass. It does have a few small revenue um components
047that you can put in there um like an insert taxes and allowable interest, the money that you have in that account, interest, there's a few others. Um and then classroom trust fund, which is part of our formula money, and we can send a certain amount each year of that into fund for as well if you so choose. >> Do we do that? >> We do. and bond collection goes into that fund, right? If if there's a bond pass. >> So, it can be a little confusing. >> So, technically technically bond money is fun. >> Now, when you pay it when we pay the bank, it's not coming out of a a fund three because we're we're having to have an operating bank account that we pay money with. But our fund three that debt service
048levy changes annually with our assessed valuation that is kept that figure is determined by what we owe for the next two years the payments that we have to make. Other debt can be in fund for is if you have a certificate of participation or lease purchase and so that money comes out of fund for and that we do have lease purchase so we utilize that transfer to help help make those payments. >> So are those capital outlay transfers like you reduced a little bit in our projections those could be reduced more or not? It is ultimately it I'll I'll tell you exactly what I did this year coming on to the job. Our auditors were here and I asked Dr. Wilson um you know hey here's where we're at. What's the magic number that you
049want to land at? And so um we fell at 20 26%. So that allowed us to push that to get to 26% remaining operating balance. We were allowed to push a little over 1.7. >> Okay. So it's just whatever's got left. It's ultimately it's whatever your capital budget is for the next few years. You want to keep that in mind. Making those >> trusters like buses, all the things we're talking like the buses, it long-term IC equipment. There's a big list of things that we need but we can't purchase because it's not there. you I mean those are if they're over that cost threshold we have to utilize more money to pay for those >> like the playgrounds for examp >> if that if we if if you do not like have a bond issue
050or anything like that to pay for playgrounds and we want to do like playground improvement that's going to be a fun expenditure >> may I interject one thing I I think that some of the confusion is is that we get confused on when it says FY26 and FY25 versus calendar year and so FY26 is this year it's a 25 26 year but it goes by FY 26 so fiscal year so this the 4.47 47 is this year. So we are seeing because of the assessed valuations we are seeing increase this year but next year if the perfect storm happens it does go down to 1.72. That's >> Dr. U. I have learned over the last year the school finance is very complicated as you have just demonstrated for us. So, but if you would it
051be fair to say if you strip this to its core, the purpose of SB3 is for people to pay less taxes. And if people pay less property taxes, that's less money the school receives, no matter how you slice it, right? So, whatever projections you want to play with on expenses or anything else, at the end of the day, the amount of money we expect it to receive this year in the year forward is going to be lower. True. If Senate Bill three >> If Senate Bill 3 passes, correct? >> Can I just one more? >> No, you can in a minute. >> Um, in this circle of other school finance people who are smart like you, um, that you've talked to and all the other groups, have you talked to anybody that said that SB3
052would be a good thing for schools? those that are impacted in a 0% county. I have not to anybody that feels that that would be a good thing for their school district, >> but maybe if you were in Republic or Green County, you might love for the 0% counties to stay at 0%, right? >> I can't speak for that. >> Have you seen any Have you seen any projections for 0% counties where school revenue actually increases? Again, that's kind of a it's kind of a trick question. The answer immediately is no. And but then eventually you do eventually catch up to your current level. >> Okay. >> Your current level, right? >> But that's with inflation continuing in >> and below your expected what you would have received otherwise. >> And when gaining counties are
053not >> some of our neighbors. Yes. >> I have ahead. >> One more thing if I may. I I've read the bill and I've read the ballot language. They're both very confusing. I think the attempt is to reset the clock to 2024 for the assessed value. We obviously are now in 2026. People paid taxes in 2025 that were more than 2024. Do we know what happens in that scenario? is SP3 is the intent for it to start with the 26 year uh at the 24 level or does it go back to 25 and then now you've had a situation where people have overpaid and the assessor is somehow going to have to give either credits or refunds or do we even know? Well, Dr. Wilson and I have tried to ascertain that information and is
054there a chance that it does go to 25? There is some there is language in the bill that talks about if voters approve a levy increase that thinks that could reset the tax cap year, but no one can tell us um the answer to that. >> So if if it were to go back to 25, the assessor's obviously not going to issue refunds. More likely they would issue credits, which means in our next fiscal year, the amount of lack of actual money coming in is even worse than we projected it. revenue if it went back to 25 we actually would be sitting in a better position. >> No, let me say go ahead. >> But it's from the county perspective, I think that could be a very confusing issue for them to have to >>
055Yeah, absolutely. But if they reset to 24, which meant you people overpaid 25, when they go to pay their 26 tax bills, they could have a credit for the overpayment, which means now you're paying at a 24 level and you have a credit on top of that, which means the actual money going to the school is even less what you projected. >> It's not retroactive. It doesn't affect 25. >> Where does it say that? Because I've read the bill. >> Me, too. It doesn't affect 25. It's not retroactive. It goes into affect starting 26. And hey, honestly, like this is kind of how we feel, right? >> So, but so it's not that people pay less money in taxes after after the first year. 25 was higher, so they go back to 24. So that's
056less, but it doesn't keep on going down that paid less. They keep paying the same amount as they paid last year, >> right? the same as last year. >> Yeah, I understand. I wasn't saying it was going to keep decreasing. >> 24 is the base year. >> So, one of the things I wanted to ask um there's some people online who we all know are very important, but um I want to make sure that I do understand because there's people are saying, "Well, you just have to stay for your lean years." I see it's not right there. There's not a break. >> If I own the business, if I was in the private sector and I business and I saw that forecast, I wouldn't feel I wouldn't feel in a good place. >> And again,
057other school districts and that are not in our county will not be facing the same issues. >> There are some school districts that are in our conference that would be nudging. So, they would not build this in the same way that we would if it were to continue if it were in place. So, I had a I had a teacher ask a really good question as I was talking to them today and they asked, "Does does this affect in the no change counties? Does it affect every school the same way?" And I said, "No, it doesn't because everybody's uh revenue has a different percentage." So, we are heavily uh residential. There could be some districts out there that are heavily commercial >> and construction. So, they may not see the exact impact that we see,
058but it all depends on how their tax base is made up of. And this is just how ours falls. And Dr. G, you just made a great point about private sector versus public. If you're in the private sector and one stream of your revenue is cut off, you have options and opportunities to create other revenue streams to increase. In our situation, we have very limited revenue streams. We don't have the ability to go out create new streams. So, you either cut expenses >> or you cut expenses, right? I mean, there's nothing else to do, right? >> Yes. >> Questions? I don't need to ask you what you think about. It was very hypothetical. Nobody has a good answer to it. But you know how there are some states that don't have income tax or some
059states that don't have property tax at all. And those states have seen growth of people moving there, especially retired people who have fixed incomes who want to move there because then they can plan that their expenses aren't going to keep going up every year. Do you see those same kinds of things happening? Like I think I know people who have gloom to this area because of several factors including most importantly our schools. We have the best schools. And again I want to emphasize we can do this stuff without touching any number of teachers who have the same number of staff each year and the same number of raises. So we we can figure this out without impacting the thing that's the most important the interacting students the impact affect the students but do you think
060Christian County would be more even more attractive if I were trying to pick am I going to move to Green County or Christian County and I have a fixed income I'm going to pick Christian County because my property taxes are going to go up I think we're the fastest growing in the county fastest growing county in the state do you think that's going to make us even faster growing Well, that's a great question. Um, honestly, I am probably not informed enough on the difference between a consumptionbased tax versus knowing that the governor has talked about, you know, that's part of what he would like to do. Um, I think ultimately I would just want to see the plan and and be able to dissect that plan. saying if there was no tax I just think
061if ours was captiv you grow in green. Wouldn't that make our counties attractive? >> I don't think that's fair to ask. >> I know. I don't think that's a fair question because I think all of us would have a different opinion. So, I'm not matter to you. >> Okay. Okay. I just fig Thank you all. So some of this would you saying that this may not happen bill passes but you have a cuts that you would make other than >> yeah you said this may not happen that this scenario may not happen that we may not be in the red >> oh I said you're saying there's a lot of things that are known a lot of things that are changing as people moving to the area will be more healthier or less. I mean
062there's a lot of different things that change. >> Do you know any of those stats? Do you have any of those stats of people moving to the area with the new growth? >> I don't know why you're asking me >> because you just said that. You said things are changing and people are moving to the area and things like that. So I would say these numbers are fluid. They're estimates. They are they change. >> You just said people are moving to the area. I'm asking you if you know any of those statistics. That's all. I was giving that as an example of things that change, things that do change, things that are changeable variables in the projections. >> Do you think the projections are wrong? >> Oh, no. No, not at all. I was saying
063that things can change. The projections show continuing to rise a little tiny bit. Not as much as we're used to. And and and who knows exactly what's going to happen. Things things can change. Are you saying so things could be cut rather than you said things can be cut so no cut anything Sarah I thought you mentioned that that this would happen that no one would let that happen or something. Although I did say that I'm I'm sure that no one member voter in the district is going to let our our school district go into 2%. How does that not happen? We we have lots of people working here to figure out things. Well, or we ask we say better. I mean there are lots of options to try. Nobody's going to let it go
064into the we we're going to do different things to solve that problem. you would be the one that would work. I'm not the one who has to solve that problem. Is there and and and nobody thinks that thing is going to make it through the courts. But that's a different question because it's unconstitutional. >> But it's something we shouldn't for said no matter what you can actually said many many times. No matter which it's a deficit. >> That's true. But and when you mentioned I think you mentioned growth I've got I do have numbers here since you brought that up. I mean so Mixa is barely growing it. So we we go up a little bit to come back down but on average I think Nixa grew 80ish people a year which we're not next
065to where I was. So we had we did go up over a couple hundred and then drop back down. People move in stuff like that. So it's it was kind of flat. So it's 5600 to 5700ish over four years. Now as you know the demog the demographer study showed about 225 I believe here too over 5 years. So we're well below that. So if we assume those those projections continue we would have to have 200 kids next year enrollment or population. >> Well I think enrollment is tied to population growth. There's not a lot of people who live here without kids, but that's just my opinion. So, so in order to get to get the rest, we would have if a drop, we would need about 200 new students and that would be families, but
066that's not what we're seeing here the last rates. So yes, I agree. In order to offset some of that decrease, you would hope that as a new not new river stream, but an increase of an existing room new stream that you would have more students move in or more families move in. And as you said, with the um with the study that was done a couple years ago, we're seeing very flat flat growth. >> All right, guys. I think we're going to move on from that. superintendent that day. >> So, I wanted to thought I wrote myself a note here. I'm trying to find it, but there is. This is board appreciation month. Yes. And um I know that we just had some heavy things here, but we've got great things happening at school. And
067the reason that we have great things is because we have a wonderful board that helps to lead us. And you always put students first and you think about what's best for our students. Um, and that's what makes us a great school. So, I just want to take a moment to say thank you. Thank you for all you do. It is a very thankless job and we know that you get paid a lot to do this. It is, you know, you are definitely getting rich. Um, but I I I can't say thank you enough for everything you do and what you do for our community. And I know that's not easy, but thank you, >> Brook. Thank you. >> These cards are so sweet. >> I'm keeping them forever. >> Thank you for that because these
068made me struggle. Well, I have to read this one. I assume your job is complicated. >> But I applaud it. >> That's great. >> That's awesome. The decorations >> and they look great, don't they? >> Yes. Thank you very much for the kids and teachers who do this. That's that took a lot. >> I had a request on here for more snow days. We'll see what we can do. >> All right. Is that all you have? >> That's it. >> Okay. Next, we have district reports. Do we have any questions or comments on those? A chance to review them. >> Questions. I'm kind of wonder >> I thought that was over. >> We're just so excited about it. >> Yes, sir. We have completed the baseball field. We finally made it to the finish line.
069I think we created a great product that our community ought to be proud of and I appreciate the committees that work with me to make those things happen. And our baseball teams, our >> baseball team is had a very good start. Had a rough weekend, but we're playing Republic right now. I have not heard a score. >> I was actually >> Yeah, they're playing tonight, right? question. >> Will you tell us a little bit about >> Yeah. So when we every year this time of year we do data clean up and that just simply means there are a lot of data that flow from us to the state and it involves sometimes we have data that are kids moving in and out and so you have data that crisscrosses districts. You have Mossis numbers every
070kid has their own identification number. numbers that disappear, get messed up and and so they give you a about a month of time to do a lot of data cleanup. Part of that is our CCR data, which is college career readiness data. And so we look at ACT scores, SAT, ASVAB, all of those kinds of data and have to look at um so because we get APR points tied to it, we go through each student and if a student has a subtest that is higher than what actually Desessie has, then we have to appeal those scores. So, it's a lot of tedious work on uh several people's end to make sure all of our data is in and that it's correct and that it allows us to get as many points as possible because it
071is a points game in the end. Uh it's all about the APR. And so this uh they just turned it in this past week. Uh and so it was due I think the 27th. lots and lots of work by a lot of people um none of which are um myself I do a final check but the detail of just daily work is done by so many people it's pretty amazing and it's a lot of work for the last few weeks for sure >> and we're grateful they do that when you say the APR that's the state's ranking >> yes how the state ranks >> right >> who knows uh this year what that's going to look like with the A throughF coming through. We have no idea. So, we still have our APR and then
072layered on top of it, you've got an A throughF. Um so, you may have um it's just percentage points that could change. Who knows? We're I go to a meeting um I think it's next week up in Jeff City to work on that piece of it. It's just we don't know anything yet. I thought it was really exciting too. Some of the elementaryaries have like 17 kids graduating out of their meeting. >> Yeah. Our RSP data is phenomenal. Teachers are doing Yeah. >> And the math flows you up itself. And I mean, I'm just impressed. It's good. >> Yeah. Good stuff for sure. A lot of things to celebrate. >> Thank you for putting all that stuff in there so we can see. >> Good. I appreciate you going to Columbia today and presenting on
073portrait of graduate and all the other high school. >> Well, and I was just participating. I didn't present. >> Well, I'm glad you were there and it's still going and people it caught on in the state. Thank you. >> Very true. >> All right. Now we have future dates. I'm hearing this thing. We have this big room on the 15th and then our next board meeting is the 23rd 21st of April. We have a graduation graduation next year. It's not. >> Yeah. Everybody's still welcome. >> Yes. All right. And then I need I'll entertain a motion to approve the consent agenda. >> I'll make a motion to approve agenda. >> I second. >> Motion by James. Second by all in favor. >> All right. Greetings. Next item business is ready. Motion to the >> I'll
074second. >> Sorry. James. Thank you. >> All right. I'll make I'll try to make this a little more brief. >> More exciting. >> Yeah, I do my best. >> It's very exciting. >> Um if you don't care, um Mr. So each year um we are eligible depending upon our uh community poverty index level um pre-introduced lunch levels. Um basically at a certain percentage of reimbursement that we can get from the federal um government for certain technology related things in our district related to typically our network and internet. and we are reimbursed at a 60% level. So we total quote it's $100,000 and it's accepted approved by you all and heat rate approves it and basically they would pay 60,000 of that and we can pay 40,000 of that. So we um as you can see
075uh worked with uh our approved consultant that was approved earlier this year program consulting services and with their help um member required help she's our consultant um they created RFPs um and yellow network CDWG provision solutions and quality network solutions were the vendors that um put in quotes and we tried to be very economically uh feasible. So, we broke the networking equipment into a separate a separate band of quotes. The UPS's or uninterruptible power supplies. If the power goes out, we can still keep our tech running. That's a separate quote area. And then our renewals um with our firewall and things of that nature. So after we did all of those um as you can see the selection committee was made up of myself, our technology director Kyle Anderson and Brett Eldrid and after getting
076all proposals submitted um at the bottom those were the quotes that met not only our uh criteria but we also with being funded we had to do rates criteria utilize their criteria in judging those various vendors and pricing number one, prior experience with the applicant, ease of implementation and local presence. So those three at the bottom are the winning vendors and I would ask for approval as the board has already said. >> So the rules and the unable power is just one advantage of that. So there was there was one I'd have to go to those Excel spreadsheets on one of them. I think it may have been the networking equipment. I think we had maybe four. Don't quote me. I guess I could be very wrong. on the UPS's I think we had a
077few less and then there was only one I think was you care to pull that up on >> I think it's so basically those are services that we have to renew annually that are eligible for instance like our forinet I may have to depend on Miguel over there to sell to help me with this but basically it's helping with our firewall and making sure that we are filtering the things that come in and keeping cyber security at the forefront of what we do. >> And so we only pay 40% of that. >> So we pay if it's if it's a three-y rate, which we won't like once you all through tonight, then I will I'm going back to my office after the door meeting and sending it to Linda and she April 1st is their
078deadline. So >> So yeah. So that's that's the goal, but we would only pay 40% of qualifying costs within that structure. So on the renewals, that's a little odd because there are some parts of the renewal that aren't e- rate eligible, but the parts that are, we would only be paying 40% of those rate eligible costs. >> So just rough numbers, we say about 312,000. >> Pretty good. >> Yes, sir. makes makes those expensive things a lot more questions. All right, thank you. All in favor say no for Christmas. We are ready.