001order 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. >> Okay, we need approval of the agenda. >> Second. >> All in favor? >> Opposed? No patron comments. Uh, approval of the consent agenda. Make a motion to approve the consent agenda items as presented. Second. >> All those in favor? >> Oppos. All right, we're moving on to recognitions. Mr. >> All right, we're honored to have some special guests this evening. That being students and their parents uh to be recognized. We recognized students and student athletes at the beginning of the meeting. Great way to start that off this evening. We got Mr. Heck from the career center. We're going to be recognizing the Skills USA show
002my age. Back in the day that was called VICA and uh then also some FFA recipients there. So, Mr. Thank you. >> Thanks. Is there any way we can reverse the order and do FFA first? I've got one of my skills. USA kiddos is in the parking lot right now. Okay. All right. Thank you so much. Uh several of you guys made it tonight. Appreciate you coming. Our FFA is probably our busiest organization on campus. the amount of time you guys all put in. Absolutely incredible. First award, Miss Allison Burns, come forward. In addition to earning some area proficiency awards, Allison, she's a senior getting ready to walk across the stage Friday night, has been elected to the state FFA office. So, next year, while she's a college freshman, will continue in her role all
003across the state. Congratulations, ALICE. UH, I DON'T THINK THIS young lady is here. Freshman Haley Garinger. We'll make sure she gets that tomorrow. Uh, next. And Emma Federhoff is not here as well. Emma's won several awards over the last four years. Also going to be a graduate this Friday night. This young man is here. Lucas, come on down. Lucas Fin. This is actually been awarded for a couple things. Uh, in addition to um, uh, earning his state degree, he also won an area proficiency award. And you safely drove your tractor to school on Monday. Uh, next up, Mr. Brandon Roth. Another tractor driver for Monday morning. Brandon earned his state FFA degree this year as well. Congratulations, sir. And I don't think this young man is here. I don't believe Mr. Cooper Couture or Rodney
004Ralph also won some area proficiency awards. Mr. Clint Satler, step forward, sir. Consistency awards. We appreciate you, Clint. Clint's also been a member of the career center last two years in auto collision. Next up, and I don't think this young lady is here. I don't believe Brooklyn Huber. Uh, also won an area proficiency and she'll be walking across the stage Friday night. Next year's FFA president is junior Khloe Mole. Uh, it's not present tonight, but she won an area award. Uh we also had a senior named Abby Haw is going to graduate Friday night once an area proficiency awards as well. And also senior Madison Rasher. Is that the last one? Okay, I think that's it. One more round of applause for all. Okay, I just saw Lenley slip in. All right, the other awards
005we're going to give out is for our Skills USA kiddos. Kind of in in the big picture at the Career Center. This is for our block students who are there for uh three hours a day. Uh the road to state kind of begins at districts. Okay. Uh in southeast Missouri, there's nine districts around the state. You first have to go to districts, compete there, and you earn your way to state, which is at State Technical College in Glenn, Missouri. Uh we were fortunate enough to take we took 15 kids, earned their way to state, nine of them came home with medals uh which is an incredible percentage. It's an a awesome atmosphere. Thousands of kids are there and our kids really showed out. Uh there were three kids welding students who are not here tonight
006once. They're state champions in the welding uh competition. Uh if you go to our Facebook page, our building Facebook page, please go back and take a look at what they built in about two and a half hours. Absolutely phenomenal. Those three young men, Jay Christensen, Evan Nater, and Derek Garza, state champions. And we just had a state champion just slip in, Miss Lenley Seabol. Come forward, please. Congratulations, Lenley. You want to tell everybody what your category was? >> I was competing in graphic sublimation. >> And once you finish in first place, you can go on to nationals. Lley's going to be our representative. So, in about two weeks, she's going to be traveling to Atlanta, Georgia um to see if we can get some national hardware. Congratulations. Hey Jake, come on up. We just clapped
007for you. This is This is Jake Christensen, member of our welding fabrication team who's a state champion. Uh Jake Linley just got done speaking for five minutes about her competition. You want to say? >> Sure. And then we had two other categories that won third place at state. The first one was a team of three girls. I don't think the three were able to make it, but Ashley Burkheimimer, Chloe Cox, and Sophie Bersman won third place in a vinyl competition. And just between us and this room, uh the chairperson of that event called us afterward and said, "I don't know how your kids didn't win first. They were by far the best." Uh but they came home with bronze and were absolutely unbelievable. We have two other young men here who won a bronze in
008audio production. Right guys? So Mr. Tristan Ratcliffe come forward right next to you. This is Hunter. Mr. Tristan. Tristan is used to it. I was at Metal Heights Monday night presenting his award down there as well. But third place at Nationals audio production. These guys phenomenal. I think they're making their teacher in the back very proud as well. We appreciate you guys. We have all the rec people who are recognized go out into the lobby. We'll take some photos and >> don't We have one other recognition tonight. We we're about a month late, but we got one of our local board members who has been with us for 20 years and she has served a long time and done a lot of stuff and the school. Thank you, man. And please, I know you all
009know that I all you have to do is call me and I'll I'm right there to help you. I I love this place. I love our kids. Our kids mean the world to me and I want them to have the very best that there is. So, please anytime you need something or please reach out to me because I this this is what I love to do. So, thank you all very much. Uh, next I want to schedule a roll call for a close session to discuss legal, student, and personnel matters as permitted by revised Missouri statute 16.21 section 1 3613 and 14 at the conclusion of open session. Second >> Caleb. >> Hi >> Mark. >> Hi >> Dan. >> Hi >> Kevin. >> Hi >> Nancy. >> Hi Terry. >> Hi. >> The next
010is the science materials letter and information to looks like buying some new sides and tools. So, we had that the prior month of preview for everybody to go through and look at it and answer any questions or anything. Teachers have done a pretty significant research study into it and they're asking for the board to make a motion to approve the adoption question. How long does this typically last year? >> Miss James, can you His question is how many years do we get out of the program? I know there's probably some consumables that would be annual and some things five years. >> Motion to accept motion to approve the adoption of medical science dimensions instruction materials for grades made as outlined in the proposal as presented. All those in favor >> I oppose. >> All right.
011>> Next is the tuition rates for the career center. >> So to align the board policy um we did a study Mr. Heck kind of took took into consideration some of the area career center tuitions and tried to keep ours aligned with those. So here's the recommendation for the next three years and we would come back to you at the end of that for the next three. >> Is that for people coming. >> Yes. >> Is there any reason why we just don't make it even >> Mr. Heck, do you want to speak to this? I know you did quite a bit of studying on it. >> Um >> I think uh I want to be cautious about uh going up too much too fast. Um I know our costs are rising too and everything.
012Um but if you look at the the only districts that are paying us tuition right now are St. Genevie, Meadow Heights, and then occasionally the Alber district will pay tuition. U the majority of our funds revenue comes from the St. Genevie district and so we want to charge a fair price but also maintain a good relationship. So they're paying that amount per student plus they're sending two buses a day. So a lot of fuel costs, a lot of driver costs. And if we we went up just $100, which is what I think the recommendation was, you're probably talking less than $10,000 in additional revenue. So the risk is you don't want to damage a relationship that we work really hard to to build. >> Okay. >> I make a motion to keep the tuition for
013the 2627 school year at 2800. increase the tuition to 2900 for the 27 28 school year. 2829 school year. >> Second. >> All those in favor? >> Opposed? Okay. Safety director position. So, our safety director, school resource officer, uh we've done a partnership with the city of Pville, uh utilizing a grant that was a three-year term grant. That grant uh had a gradual decline in funding and so we have utilized TB SRO contribution funds to support that and the grant will come to a close in September. So we are proposing as in the original agreement with the city that that position now becomes a district position. They will still um receive all the credentials, all the posts, all of the materials and supplies that they need and that'll be provided by the city. But we
014need the board to agree and make a motion that we will accept them as a school employee. Then we'll go back to their board for approval on their end. And if I'm correct, TG's already agreed to fund this position >> through the year 2035. >> So they're going to leave the police department as an employee and be a district employee. >> They will be a district employee and they will be credentialed and posted through the city police department. >> That means officer. >> No, this is this is this is Garrett's position currently. Officer Shot's position. So he will be with the city police and she will remain with the county police. So we've got both both departments, >> right? But it's a district employee, not a city employee. That's what this is. Okay. TG fund
015the salary benefits everything >> for this position out of that funding. Yes. >> But that's just Garrett's position. >> Correct. And so this was uh the grant that was written and um Mr. Curry assisted in writing that grant and some significant assistance with that. And so um in the beginning um it was more of a fully funded and it gradually filtered off. So it allowed us to use the TG contribution uh to establish several other things budgetary wise. So now we're able to transition that to the salary and benefits and it'll still support um some of the budget pieces as well. Is there any additional grants out there that we could potentially look at for us to get another SRO officer? I really think it's needed in a district this size and everything going on.
016Is there any >> we could definitely um kind of see what's available and what was out there. Um this one we had originally as a district was going to apply for and found out that we were not able to And that's why the city agreed to partner with us. But we absolutely can investigate that and see if there's any further. >> I make a motion to approve the transfer employment of the city of the safety director to the school district at the close of the grant funded position. >> Second. All those in favor? I opposed. All right. The bread bed looks pretty uh looks pretty simple to be honest guys. >> Is this who we've been going with? >> We did use flowers u probably about two years ago we switched to Beamboat. Um the
017first year they were really good. this last year. I was glad that they came in where they did because they've not been very reliable. So, I probably would have had to try to argue the difference there and if I got product or not. So, I'm glad that we'll be able to flowers. They were very good. >> Motion to approve the bid from Baking Company of Batesville for the 267 school year. >> Second. >> All those in favor? All right. Next is the food supply. >> This is the one that doesn't even seem to be close. >> Yeah. >> Is that the supplies? Oh, the supply one. The glove one. Yeah. I debated I I thought at first whenever tomorrow sent me a request. I was like, "This is silly. Why would I just order gloves
018and trash bags from one place? They sent me samples and when I seen the prices, I was like, "Okay, we can do this. >> We can make this work." So, >> quite a saving. >> Yes. Yeah. >> Motion to approve the bid from Interl for food supplies for 2627 school. >> Second. >> All those in favor? Moving on to the melt only one number turned in. >> That's who we're currently using. >> Motion to approve the bid from Prairie Farms for milk for the 2026 27 school year. >> Second. All those in favor. Uh, next is the bid for demolition. >> Hey, Dominic, can I say something real quick on that? >> Absolutely. >> The food bid. We also had the US food and gold star in there for the for the food part. Is
019that in there, Julie? >> It probably can be >> because the interro just just wanted the they just had the the gloves and trash bags. The others, Gold Star and US Food were the only ones that >> that sent anything in and that's who I've been using. >> We used them both last year. >> Yeah, >> I thought I remember that. >> Yeah. >> Make a motion to approve the bids from Gold Star and US Foods for the 26 27 school year. All those in favor? >> All right. >> Next, we're to the bid for demolition. >> Hello everyone. >> Hi Colin. >> Colin. Brock Miller here again. >> Who are you? >> Uh I have uh I don't know if if you guys have this, but this we the GMP amendment. >> Yes. Uh
020okay. So, uh Tuesday, yeah, yesterday we took bids this week for bid package 2A uh this week, which was for demolition of the 200 and 300 wing in the gymnasium. Uh in addition, there was an alternate to uh tear down a phase two being the library and that little uh knuckle piece behind the 1970s uh edition. So, we sent that out to uh six or seven uh demolition contractors. I got two bids back. Got a bid back from Vern Bowman and Marshall Wrecking. Uh Vern Bowman was the contractor that we used for the middle school, your old middle school project. And uh Marshall Wrecking is a primarily just a structure demolition contractor. and uh their number uh was low number $443,57 for the base bid and that is where we kind of projected the project
021to be. That includes a $50,000 allowance as well as shoring to the existing structure. And that $50,000 allowance is a placeholder that we plan on using for uh some future work that's going to need to be done like disconnecting the electric and doing some internal mechanical piping cutting and capping work. So, we did that uh post bid interview with Marshall Wrecking and uh that Q&A is attached along with the GMP summary agreement. And we feel very confident in their ability to do this project and get it done on time this summer uh with little to no inconvenience to the district. And we're here tonight to ask uh uh that you award that project and allow us to write them a contract for that work. The the alternate uh they have agreed to honor the alternate
022for longer than the contract stipulates, which I believe is 60 days. Um they just asked that you if you are going to award it, you do it within a year and if they have any fuel s charges that you would honor that. And I think that is incredibly fair that that they are willing to work with you guys on that level. So >> yes, sir. >> Are there any safety concerns about the gym itself or is it the floor underneath the gym? >> Uh I don't know about safety concerns. Um >> structure structural concerns >> that I I don't know per se that there's any structural concern but damage that I've seen before that's been reported. It has been had an extensive amount of damage and it had been open to the elements for extended
023period of time and so it has quite a bit of deterioration. We've had uh to do mold remediation in that space. We've had to do uh asbestous abatement. We've we've had uh Mark Bonnie on site last week to do another mold inspection and report. And that's one of the things we have to issue to DNR in the city in order to get the permits to tear the building down. >> Do you have the report yet? >> Uh I will have it in the morning. Uh actually, yes, I did. I got it late this afternoon. There's another report that they're going to form next week for the alternate area. And then there's very there's probably two days worth of asbestous that has to be abated and we're getting a proposal from Shiml to get that work
024done. The previous report is uh consistent with the new report and that a lot of the asbestous was minimal and pre you paid us previously to remove what was intact. A lot of it now is just wiping down contents if you were to keep it. That in the lower level down >> that is the lower level below the gym and the whole 2003 300 level. >> Have you worked with this company before? >> I have not worked with Marshall. where they have it >> uh Warrington, >> but they are u um very big demolition contractor with a a good reputation. >> They're doing a lot I don't know if you've seen, but they're doing a lot of the demolition on 55 and 67 right now for KCI. Just out of curiosity, what was the bid
025from? >> What was their their number? It was $942,100. >> Want to double the other? >> Yes, sir. >> They must be busy. >> They are busy. And it and that is part of it. I'm not going to lie. It's part of it. This is a package that we try to get out in a hurry and it and it's a time frame and such where people have already got a lot of work and we're asking them to get a lot done in a short amount of time. We kind of expected that going into it. The other part is is uh Bowman is not they do do I think I've done three in 16 years done three building demos with them. They'll do it. They can't make as quick a work of it as like a
026Marshall or Exactly. Does this problem you ran into last week, is that going to be another >> cuz that that's not part of this tear down, right? >> That is not that is not. But if you were if if if the scope were to change, um that is part of the reason they've agreed to honor their alternate. And I will tell you that they've also uh reached out to us to say if that scope would change and the timing would change um they would be giving you guys some money back to consolidate that work because right now they figured an extra mobilization and there's another there's a lot of shoring involved in this work to keep the existing structures intact you know indefinitely in in their case. So, if we were to change the scope
027and do more, uh, potentially some of that would come off and come back to the district. >> So, if the other one has to be torn down, they decide to do it while they're on site, it's going to be. >> Yeah. You would get a mobilization cost back and potentially some shoring cost back and then the ad for whatever that structured deadline is. Kind of jumping ahead here, but do we have a plan where the kids are going to go next year. We want to be tearing down something we could throw money at and build classrooms in potentially >> I don't think these are structurally >> they're not done what 60ome thousand >> I'm sorry >> 60ome thousand gym Yeah. Is >> there were there not structural issues with the end of that gymnasium? I
028mean, the sun is shining through that crack in the wall. >> Yeah, the roof system. >> I just want to make sure there's that we don't mis represent that. >> Yeah, I can speak to that a little bit. The gymnasium um had a couple structural issues with it. Um at the end of the stage, there is visible light through a crack. It's a pretty large crack in the wall. We we don't have any reason to believe that those walls are reinforced. So, uh, it's a very similar situation to our our issue with the West Wing. Um, and then additionally, there there was a large rooftop unit that was blown off during the storm and, um, we've not been able to get up there to actually inspect the roof decking to know if there is any
029any major damage to it, but presumption is there be some roof panels replaced. Um, additionally, that building was built in the 50s. It was not built to any modern seismic code and so we would have to go the seismic analysis for that building as well and likely end up with a a very similar result of not being adequate. So it it would likely not be very practical to retrofit that building for >> the gym floor anyway. It's kind of Swiss cheese right now, but yeah, it's um I'd say beyond repair just because of the holes that have been cut in it. >> We did make some >> Sorry, we did make some provisions to save salvage some pieces of the floor um to the logo pieces for future use as a wall hanging or some
030decorative thing. Also, in a previous project, I've used cut up the wood floor sheets. use it to clad clad walls and be a relic of the old building going to be a memory of the past. >> Another thing too is it's a it's a it's a wood floor. It's been an unaclimated space with water on it. Um if we were if that building was in good shape and it had a unit that we could turn on tomorrow, I don't know what would happen to that wood floor. That is a significant amount of water that's been in that building and that is a double layer of plywood and there's wood sleepers on the bar joist which are steel underneath. So, and there's been a like I said tremendous amount of water running down through that building
031over the years. I mean since the storm but um and then there is a another crack on the south wall of that gymnasium. You can see that going through that brick on the south wall. answer your question, Dan. Guess we keep doing till we get something. We tear it down community center and other gyms. >> You can I don't it uh doesn't sound to me like it's a good building to save for classroom space. I agree tearing it down before you got money or a plan to move forward doesn't you start to go a while but if it's not any good that's kind of like the 1970s one at this point they had us move everything out or last week if it's not safe to be in is there any reason to hang on to
032it? Well, we've also, if you'll remember, we we peeled off some of the re- roofs that were u originally for that area because we didn't want to sink money into it was going to get torn down. So, it my concern is if you leave it and it's going to become even more of a liability, an insured liability for the district. >> You've also turned it in on the FEMA 50% rule designation as well. Try to the best out of that we can as well make a motion we approve the bid for second. >> All those in favor? >> Okay. Thank you. >> Thank you. >> I had a bigger group that was supposed to come talk with me and Miss Robinson and everybody's kids got sick. So bad. >> What? I know. It's a real
033bad time. >> You're welcome. So, I we were in a meeting um salary welfare back in this fall and we were kind of talking as people from all over the district. What are some things that we can do to try to help increase morale and that are cost effective? Um and so me and Miss Robinson kind of put our heads together to kind of think of what can we do to kind of help morale and kind of boost it. So, um Robinson's gonna kind of talk to you kind about what our idea was. >> Well, I think you know, those of you that don't know me, I'm Heather Robinson. I've been with our district for 12 years and um each year we send out like a staff survey and kind of get feedback and one
034of the areas we look at is staff culture, morale, like keeping our teachers happy, retaining our teachers and um something that comes up every year is just giving teachers the opportunity throughout the week to wear jeans if they want to wear jeans. and you know evaluating it's like it's free, it's a huge morale boost and you know even looking at the last year of year and a half of what our staff have gone through and and the way that everybody's pulled together and you know we're moving, we're packing, we're shifting, we're going and I think you know it would just be a really big uh boost for our culture to allow teachers kind of reward them with this you know opportunity to let the teachers wear jeans throughout the week. Um I know several surrounding
035districts um put out that you know opportunity for their staff and I know it was a big celebration and a lot of the um teachers were really excited and um I think that was one of the things we had looked at was there any correlation with districts that allow their teachers to wear jeans and they have test scores and so you can consistently see that like between St. J and Jackson they're consistently higher test scores than us and their teachers can wear jeans. So we're not saying that because you're not dressing as professional that you're that's affecting your teaching. We also would want to do it in like a safe. So I I even found out this morning that the city of Pville just passed a thing called dress for the day. It's a new
036policy they're putting in um for city employees that they can wear jeans and they're going to set specific parameters on like what does that look like? Because one of the things that Heather and I talked about is you don't want to wear je you don't want our teachers wearing jeans open house and parent teacher conferences. There is times where we want teachers to show up and be very professional. And so that's where when we if this was approved then we would then as a seller welfare committee set those very specific uh like policies and like steps and proceed guidelines. Thank you. Words are hard sometimes. >> Um that we would set those guidelines for what that looks like. It'd be the same thing like we do on Fridays. Now you're not wearing jeans that are
037inappropriate, that are distracting, that have holes, you're dressing nice, but it would just be that jeans would maybe be an option through the week instead of doing it on Fridays only. And so that's kind of we're just asking you if that's something that we as a salary and welfare committee could present as like kind of a carrot towards teachers for how hard they're working. >> You haven't set any parameters yet as far as when and what type of jeans and >> right now you can wear jeans on Fridays is what is the option is our dress for charity and you can pay for a dollar >> but for your proposal you don't have any criteria that says >> no holy jeans. >> Yes. I would assume they would carry on what we do on Fridays
038through the week, but I I would personally as an administrator love for more of a specific that there would be no like misunderstanding that like open house or there is some specific events that happen through the school year that we would want teachers that jeans would not be an option. Um and so we would want to set those parameters so they were aware. Um and at this point like one of the things that that we talked about right now what the district does just kind of practice wise on Fridays you can wear jeans with a school t-shirt. And so like that's something for me like I actually feel like I'm dressed out more on Friday because I I have to wear a school t-shirt than wearing like some of my nice blouses and stuff. And
039so that would be like during the week if you did it you'd be able to wear your nice blouses and sweaters and shirts with a pair of jeans which I feel like um looks just as nice as a pair of nice dress pants. >> You guys have a not necessarily a backup plan but I know that that the pay a dollar you know brings in a lot. Yeah. I mean do you guys have any idea? So, I know that like Dr. Dylan and um we had actually thought about that because I thought that's probably actually going to be a question someone asked and so we kind of talked about like some of the other stuff that we do like we do some staff meals where we like bring catering in and we like each pay
040a couple dollars more or is there some kind of fundraiser stuff that we could do like throughout the year just to get that dress for charity money so we can offer that to families. I think there's some little fundraisers we could do throughout the year to try to make sure that we have that money because we do appreciate having that money when when families are in need, like have a fire and we can send them money and do that kind of stuff. So, yes, I think there's some little fundraising options that we could do. >> We did um last year we did a a fundraiser with like pirate sweatshirts and like the pirate gear and like it's it was incredible to see how fast they sold out. I mean, walking down the halls and seeing
041the kids in their pirate pride and like we have matching sweatshirts. It's just, you know, to walk down and see a flood of just green and white and and showing that. I think we've done a uh probably two fundraisers now and they sold really fast. So, this would be another way of like, you know, if you're wearing it with jeans, like I'm not going to wear a sweatshirt with dress pants, you know, but it could be like, let's show our pirate pride on this day and and send out a message like so that everyone can wear the jeans and the and the the pirate year and and show that support, too. I think that would be a good boost of just building that community and pirate pride of like, you know, being proud of our
042school. One of our biggest privacy is it's free. Like in the in the the time that we're currently in with budget uncertainties and with everything with the tornado damage and stuff like that, there's a lot of stuff we can't do. I know just at the elementary alone, Amy, Bill and I come into a lot of put ourselves in tight corners because we can't do for our teachers what we want to do because we can't afford it. And so I just think this would be a really great that's why we're just coming to you is to ask if this is a nice little um reward we can give our teachers for working so hard and it's free. I don't normally ask for free things this >> I would be willing to look at it if you
043could give us some written parameters. >> Is this a sorry >> do and don't of what what type of genes and then when and when not to something in writing that you would propose. >> Is this a policy change? Do we have a policy? >> The one I found under staff conduct is to dress in a professional manner that does not interfere with the educational environment and is directed by administrators or supervisors. It doesn't necessarily say in there >> you have to you can't wear jeans. >> Mr. Carl, do you have something? >> Yes. I just want to point one thing out because I was talking to our art teachers when this came about and they pointed out the fact that they would love this opportunity especially when they're working with clay and stuff like
044that because then they don't have to worry about getting their dress clothes completely ruined by some of the materials. So they could wear, you know, or jeans that they're not going to worry about having mud on. So it's just another option for them. >> I think, you know, like at the younger level, we're down. I'm down circle time. I'm been, you know, I'm down on my on the floor with the kids and so having a little bit more flexibility with, you know, there's not a guy that doesn't say no jeans. It's just appropriate. And I think, you know, as our administrators, they're professional and and hold us to a professional standard that, you know, we it's just given us a little bit more flexibility to to just um >> I think something a little more
045comfortable. >> I think it went more specifically in our district employee handbook is where it talked more specifically about the genes. it was not in the policy itself. And so like mine, I know you, Mr. Return, you say like so my biggest thing, what I would present would be similar to what the district handbook says now in regards to jeans. They're not distractions. They're not inappropriate. They don't have holes in them. Um, and also the two days that I can think of on the top of my head that I would want my teachers not to wear jeans would be open house and parent teacher conferences. Most other days, I feel like they would look just as good in jeans as they would those two days, but those are days where typically we dress nicer. We
046bring out the heels on those days because we're not chasing kids around. >> I think the the policy we have written protects us on the holy jeans and everything else. Um, and it gives the building administrators or supervisors the authority to to manage their own building with their own. But you said the handbook says G specific. >> Yeah, but handbook's not >> the handbook's more just like a guidance. >> I don't think the board >> and I I will tell you >> Yeah. I I've been an administrator for eight years and I have never had to talk to teachers about their jeans ever. I've actually probably talked to teachers more about their professional pants than their jeans. Like I've never had a teacher wear holy jeans. I've never had them wear jeans that are inappropriate.
047I've had more problems with um >> But it will happen. So you mean something in writing? I I mean I said I I trust our teachers. I said I I think I I mean I've been administrator. Yeah. I mean at this point you're gonna have it with somebody and we do it with dress codes with kids and stuff like that but we can definitely you know if you guys >> 26 27 handbook that we send out to staff every August that could be in writing of those specific >> that we could just shift a little bit and make sure those specific guidelines are in there so we can reference back if there is an issue. I I personally don't have a problem with it, but I'm kind of like Terry. I almost like to see
048that wording of the days that are not going to be allowed and the the restriction on it before I would approve it for the whole year. Personally, >> it's basically next year anyway, right? Oh yeah, it would be for the next >> year about >> No, I don't see anything. I don't see anything. >> I think you're going to have to be specific on the holes on jeans because I mean some jeans real tiny, other jeans massive holes. So I think it either needs to be no holes or no holes. >> Absolutely. Yeah. >> Yeah. >> I think if they could get us something for the next week. >> It's important to say you guys give us permission. I didn't want to write a whole thing about it. If you guys were going to look
049at me and be like, "No, Leslie, we don't want you to wear jeans. We want to ruin teachers lives." Um, but if you guys want to us do that, Heather and I will go back to the drawing board and talk to the group that we've been working with and we can submit something to you guys in June. >> That work? >> Okay. >> Thanks, guys. >> We can do it. Tell me every time I'm still going to move the proposed election proc. >> Yes. a message. >> I am. >> Okay. I just got the thumbs up. >> Did you click to let them in? Did it give that prompt? >> It hasn't yet. You're welcome. >> You want me to move? >> No. You have a little message up in the corner there. Sometimes we
050have to >> Oh, there it is. Let them in. Just me. Okay. Don't try They are waiting for us to bring them in. So, we need to find where we can let them in. >> Get the three dots. Is it on the three dots? Yep. See, I'm waiting. That is not Can I just do that? How could it go anywhere? >> Tech is my go set up and come back with it. Can you just get out and try go in again? It should give you a notification that people are waiting on you. That's what I did wrong at the top. You may have a different look for some reason. If they clicked on an old link, we might be in a new chance to resend it. >> You should have gotten a new email with
051that new link just to make sure. >> I'm already on this one. Thank you. >> Get out of your calendar. Leave this meeting. >> If I hit your red hang up button down here in the middle. >> Are you talking to me? >> Yep. >> I'm sorry. I thought you were on the phone. >> Now, if you need to go back to the calendar invite, can you pull up your calendar >> and then make sure you're clicking on the right one? There's looks like there's two different ones. >> And then join the Google Meet. And then when you join, it's going to No one else is here. That might not be the right one. >> Try the other one. It's just my calendar >> versus Do you have click that? Let's see what happens. I
052can I can do it on my laptop, but you're not going to be able you can hear me. >> Can you go? Steve, >> hang in there. We're still trying. >> So I call Pum. He has the wrong wind. Can we reinvite him again? Go in the other room. Get this working. Come back in. You guys >> can get them on the phone. Everybody's had a chance to answer their thoughts. Comments, questions, concern. How do you tell? >> So, we provide a paper copy from the packet that Mike um emailed everybody. Um out of that packet, you have a summary of the financing scenarios as well as a tax levy comparison to other schools and then the three different ballot language options. And then I have copies of that for you all to pass around.
053So one is the different financing scenarios that are available and this is the tax levy comparison to 30 other school districts around this. That's where we currently set now. So this document that has a different question, the top one, the geo bond election question. These kind of go in order. And then the next one would be the one in the middle with a new ceiling. And then the one on the back is two temporary levies that kind of lines up with the ballot language that would match with those three different financing scenarios. The ballot language has blanks in there for the different dollar increment amounts and the cents on the levy amounts. >> Could they have a scenario with no bonds to I did not get >> I didn't just cent. >> Thank you. >>
054Can you hear us? Okay. We cannot hear you. volume. >> I think third choice is going to be the easiest. >> My concern about that is the amount. >> I ran on my own taxes at my house. I ran each scenario. And actually the third one you pay over 20 years. It's not very much money. You pay about $1,200 more than what you do. Share the numbers if anybody's interested. We failed a 41 cent tax levy to generate 52 million and by going with the third choice. We have to ask for 45 cent tax levy to generate 35 million. I don't think that's a good plan. I think it looks really bad. Well, >> as we talked about having uh 4 million that we could pull out of the fund one put into fund. That's
055if nothing nothing changed our taking the 20 cents out of fund one to match the 35 cents on prop kids from 17. That would continue and that wouldn't be affecting the money in in that we have. it wouldn't be affecting that $4 million. Is it possible that we could do the same thing again? Instead of pulling that money out and using it for construction, use it to match the 35 cents just like we did the first time. Naturally, we only need a million a year. So it would it would be it wouldn't be a big startup cost. That fund balance that we have would probably finance that and then we'd be down to 35 and our assessed valuation has gone up 45%. So I don't remember now What figure did U propit 17 actually produce?
056Was it 25 million? Was it closer to 30? It should have it should have produced more than the 25 because that's what it was I thought stated at. But then as evaluation goes up, what what we were taking in was increasing. Does anybody know did it amount to 30 point would be as high as our assessed valuation is now that would produce way more than that 25 or 30 million that it did in But Mike's I mean I'm sure that Mike's taken our assess valuation into account when he's generating these numbers. >> Yes, but I don't know that if it's ever been done in that manner. >> I don't know if I'm following you 100%. >> So are you saying that we wouldn't need the 45 cents to generate it? not from the public then
057if the district is kicking in. >> Well, we're already kicking in. If we leave 2017 alone, we're already kicking 20 cents into that to pay that, >> right? That that was part of my question. I mean, that's in the budget that's being used, being paid. So, a and besides doing that, we have a 32% fund balance. >> So, so is that too much of a drag on the budget or not? Obviously, the 20 cents hasn't been a drag so far. Yeah. >> Are you saying put 10 cents more in it? >> Either way, 10 20. I was just looking at that as an option because we were talking about taking money straight out of straight out of the balance >> for one time, >> right? I I think out of an abundance of caution, we
058had originally presented some more conservative scenarios in case Senate Bill 3 ends up going on the ballot and passing because it could potentially significantly reduce our operating tax less. But we agree that it doesn't appear as if Perry County at this time is going to opposed putting sit 3 on a ballot. So, we have landed back um in a in a space where we think the capital will be unaffected, but it would pose some risk if we make a decision committing the operating money more than what we currently do with the 20 cents. If Senate Bill kicks in in the future, a lot of not just local tax levy, but it looks as if our state revenues as well are going to be reduced. We're going to potentially see less revenue going forward in a
059manner that we haven't seen in the previous five, seven, possibly even 10 years. So, it it would be assuming some risk if we are going to commit more than just that $4 million support out of that one-year budget. And so, I just want I want to make sure that we realize that we don't know what what revenues are going to look like, but if you've been watching anything in the news, um there is a lot of caution out there right now that we could have reduced revenue in other sources in fund one. So I would be reluctant to to commit more than what we already have if that's what you're suggesting that we commit some additional cents out of operating >> every year. Correct. >> Every year. I I think that the board just needs
060to consider the risk involved in that 20-year decision. Once you've made the decision kind of locked in to make those payments, >> right? I think we got to look at like the state's going to do a reduction what they pay school districts throughout the state and I don't know if our appreciation in our county assessments would offset that. >> We've seen an average of a 3% increase. We've had some most recent years we we've had some higher than 3% but when Mike and them did the full long term we've seen an average of a 3% increase. But you also have to remember that under a COP tax levy, because it's in fund for capital, the Hancock amendment will roll that back if our assessed valuation exceeds more than 5%. So if if it looks like
061we're going to make money because our assessed valuation is going to increase by quite a bit, the Hancock will roll it back. That's one of the advantages of the GEO is that it could not affect that. The GEO requires a higher vote percentage to pass. >> Will will your would would it be any affected any harder than the tax levy has so far? The 2 and 12 cents lost off of the 35 would Would it be affected at any higher rate than that? >> The Hancock amendment, >> correct? >> As our assessed valuation goes up year after year over that term at Hancock, it could potentially continue to kick it back. >> It does. >> This past year that 12 cents. >> Yes. But if your assess valuation is up, you're collecting the on a
062larger number amount of assessed valuation. So your income that's the purpose of >> I have a question Colin things you found last week in the building where we at there was that repairable is that something we're going to add to what we have to add on what we've been thinking about doing >> highly unlikely that it's repable it's it's likely impractical to repair it back to meet modern um you have to do a pretty pretty extensive retrofit to meet the current seismic codes for your seismic area. >> The cost the cost to repair would be extremely close if not equal to cost to replace >> and how many square feet are you talking >> uh that portion about 23,700 ft. So we have to figure that into whatever number we >> do the difference between
063the repairs per square feet an additional $200 square foot for that space. So somewhere between 6 to 8 million cost. >> I had it at a larger square footage, but at 23,700 square ft, it's $4.7 million. And if FEMA kicks in and takes care of 75% of that, that would leave the district with $1.1 million. You were talking about You were talking about a renovation cost, not a new cost. >> So the figure that I use there, Stephen, is $200. >> Yeah. He's taking the difference >> because he's talking 375 on new construction,$175 on remodel. So I use that times $200 square foot. We came up with that number. So that $1.1 million in my mind, that's the we can get that out of the 4 million. Is is this a separate FEMA project because
064we're just finding it or >> they have actually asked us to roll that area we've been calling area into our calculations 50% rule as well as take into account the other areas. So they want us to actually include every one of those various areas that we have A through G for that high school. We're going to put put them together individually like we had done before. Then they asked us to combine it. Now they are asking us to present all of them individually and a combined and we want to give them our file because what they're going to do is they're going to create a new damage assessment report based upon what we have in our numbers for the repairs. So they'll have the individuals as well as the total. So I don't know why
065what that request is coming from under it but my guess is they just they want to see because we had originally two alternative projects they said no let's go ahead and include those by asking for each of these individually it tells me that they want to look I think more holistically at that building and see how they can contribute to project so it's not going to change our number drastically I think I personally don't think it will. I mean, I'm 100% but I don't think it will because when I heard uh CJ for the last two weeks saying basically anything that you get right now, you're getting three for one or you know every 25 cents you get you're getting a dollar. >> So we feel safe staying with I think so >> because that
066you know again my simple calculation just over a million dollars we found that last week in saying that that makes me a little more scared to commit more money out of my budget in the long run. Who's up next >> with the uh levy election too, Ben? Uh let me election question with the new ceiling that's adding to the 2017 prop kids. That particular one asks for a ceiling raise rather than with the result of sense versus the back option where it asks for sense with a result of a of a ceiling. Does that make sense? >> Yeah. So, so it's a little bit difficult to to hear uh to be honest, but I I think I kind of got what you're saying. So, uh, the two operating levy options, uh, the one that, um,
067increases the the taxi lean two and would it would actually be here. You know, it says, "Shut the board education for Perry County School District number 32 be authorized to increase the operating tax levy ceiling to blank." That would establish a new ceiling, a new tax levy ceiling and would essentially set a new ceiling and it would um it would essentially extend the the current levy you've got. So you're act so in this question you're asking the voters do we want this new ceiling and you would get this new ceiling for 20 years. The second question the operating levy question is similar in language but the result is different. Uh it's the one that says be authorized to increase the operating tax le by and that would be the number that you would increase the
068ceiling by that instead of setting a new ceiling which would which would uh terminate the old uh levy and have a new 20 levy. this this version uh the one that says buy would keep the the operating levy that was voted on in 2017 and we create a separate temporary operating levy that would sunset in 2020. So you would have one that sunsets in 2037 for 2017 and then you have this one that sunsets in 2046 uh for this lecture and the math Michael had to explain the math on that that there how how he came up with uh what you have to uh ask for in order to get your project funded. Ma mathematically the those two options are nearly identical. Um it's just that you're in the cop cap bonds u the increase
069and extending of the levy you're benefiting from that levy extension in terms of cash flow on the back end. Whereas the the third option that I provided today it's requiring a higher levy up front. that's propping that debt up. Uh so the the reason why the necessary tax increase is lower is because we're benefiting from the extension of that uh of that levy with the uh the middle option. But really it's just a matter of where you're cash flowing on the front end and the back end. And uh um each of them do it differently but they achieve the same net taxpayer impact. Because if you recall and you can you can go through to the cash flows on that middle scenario the comp cap bonds or the increase in levy and uh and it's
070the sunset. You can see that we actually can lower your levy, not by the amount, not by the 3225, but we can lower your levy after the uh after the debt is paid on your 2017 uh cost. Mike, is there a reason you didn't run the 20 cents out of operating on the to you did on the cops? You only did 10 cents on the geos. >> Yeah. Um, so I was limiting the 10 cents on your GEO because of some of the threats that Dr. Jones was mentioning a little bit ago rather than take all 20 cents and put it into your uh into your debt service fund and run the risk of lowering your operating levy to prop up the debt service uh with some of the revenue threats that you have. I
071mean, some of them will happen. and Senate Bill 190 will happen. Uh we know the SAT is going to be uh lower than anticipated. Uh so uh we've got a a a question on the ballot uh with regard to uh removal of the or elimination of the state income tax and there's a lot of question marks right now. So I was trying to leave some of that in the operating fund to guard against that. that doesn't affect the COP? >> No, because you're I mean, you're already in that situation with COP. Um just moving 10 cents over to prop up your debt service levy um was helping the debt the debt service cash flow, but also preserving some of your operating revenue. I I think the real question on the on the go scenario is
072how confident, you know, I think I've mentioned this to a few of you in passing, but I mean, the last thing that you want to have happen is you get 56% approval on election day and you ran a geo issue and it failed. I think that's all something that probably keeps us all awake at night. Um, but that's the real question with the GEO scenario. It if you throw out the fact that it's a supermajority requirement, it would be the best most fiscally sound move all day long. But if you can't get it passed, it's not going to help you. >> That is 100% my concern. >> That's mine, too. >> But the number you're at, 22 cents, that's almost half where we were before. >> I'm not I'm not arguing that, but you Well,
073it's a cheaper deal for the district, for the community. >> Well, it's just a lot of voters that we have to make. Man, that would be a bad night if we got 56 57% lost by.14. >> Well, >> I mean, I get you talking about the >> he could fail get 49 on the I >> don't know the first option or the second. >> Okay. >> The first one too is not about I think that is a concern for community members. >> I don't think it's >> not protected by the handcuff. >> So you go with the general obligation bond that handcuff does not have to kick in. If the assessments go up, the the >> tax does not go down based on the hand with the bond issue. >> I mean, I think if
074if there's ever a surplus of money, the board kind of like to lower that rate, but the handcock does not affect. Yeah. One thing that makes it look makes it look cheaper is the fact that the first scenario has got the 10 cents from operating whereas the third scenario doesn't. >> But the third scenario already has the 20 cents coming from operating because you're keeping it. You're keeping the 17 and adding a second. >> Yeah. >> So, you're already committing 20 cents >> for the next 20. >> What about just kind of going off of what Kevin said on the third option? Because under this option, the 20 cents ends in 2037. What if we looked at an option, hate to throw another option here, where the 2037 extends the next 10 years. What would
075that lower that by? >> So you're saying if we went with the third option, but we added 20 cents from the >> district budget from 2037 to 2040. >> Correct? >> Just >> does that make sense, Mike? >> It's kind of similar to what >> Can you Can you restate that? I think I know what the suggested, but I want to make sure. >> So, what what you're saying is in our third option, the one that you were in today, um, leaving adding an additional levy, leaving the original prop kids to expire in 2036. Can we take the 20 cents that the district is putting into the current prop kids and add that on for the remaining 10 years of is that from 36 to 46? >> That would be scenario three. >> So you
076already have the 20 cents going on both levies. >> Yes. And I I just noticed I have that note on the middle scenario. That note, that 20 cent note should be on that last scenario also. >> I was on >> Sorry, we did these we did these quickly. Uh so that's something for your meeting tonight. >> Okay. So that's on the second one and the third one. >> Yeah. The the third scenario is still utilizing, you know, approximately 20 cents from your from your regular permanent operating levy. So, Mike, if you went with that middle one and you went with 10 cents versus 20 cents, would it be fair to say that'd be about 32 or 33 cents for a tax? Of course, we're worried about our operating budget or revenue. We went with 10
077cents versus 20. I didn't catch all that. >> COP, the CAB bonds, we went with 10 versus 20. >> Oh, okay. Um the the the number would be the tax increase would be higher, >> right? Around 32 33 probably if you guesstimated. >> That's for the 35 million. I I that sounds reasonable. Uh if you're voting on something tonight though, I would rather have the numbers run. But it it should be penny for penny. So if if we take away your 20 cent supplemental uh re uh your your 20 cent supplemental levy, it should and and reduce it to 10. It should require those numbers to go go up by 10 cents. The necessary tax increase I like the we can talk about this for a month. >> Um I like the middle option 2215
07835 million. I think between that and FEMA we'll be able to build everything we want to build. Um, we need to we need to get this done and we need to uh start letting our people advertise, talk about it, get it out there. We've got this is how we get it out. St. Today we just push pamphlets. It's the only way we're going to get information out. I I like that scenario too, Dan. I mean, I've heard from a few people that said, "Hey, let let the original prop kids kits from 2017 die." But I think if you leave 32 cents on them and add 45 come back to them on with 45 cents after 41 failed, it's not going to look good. Even it's going to be very hard to explain. Um I think
079if you go to We did our homework. We got somewhere with FEMA. If we can go from 41 cents down to 22, we can get this new school. I think that looks a lot better and it takes the simple majority to pass. >> I guess the only question I have is is 35 million enough to fund the project and keep it going? Turn talk loud so they can hear us. But is that enough to to do what we need to do when we're banking on and the other side of this is we're banking on money we don't have. We're banking on FEMA, banking on government, let's be real, um to do what we hope they do. So, what do we do if they don't right now? You can't count on >> there's no bird in
080the hand. There's three in the bush. So, could you still could you go up to a higher amount, but it still be a lesser tax than what was asked for to give you a buffer? And if you went with the higher amount, could you communicate to the public that the board would somehow try to resolve that when the FEMA comes in that it would pay the debt down? >> It's a hard cell to the community. I don't disagree with you, but I think it would be um this is about half. To me, half feels pretty good. Um I think it you're banking on people's trusts and I don't think we have it. >> We're also banking on a cash flow that we don't have. We're going to start a project without enough money to fund
081it in hopes that the FEMA money flows in at the right time. We've been told it's coming, but >> it's just a risk that we need to realize. We're assuming that it's going to come >> in the right time for us. >> Do we have any I know we're probably talking about this a minute, but while we're sitting here talking about it, do we have any updates from FEMA on Okay, we're supposed to have something if all goes well that we we have. So, okay. There's not been any update than other than what the board received the other night. They are working. Um they're guaranteed to be open until May 22nd. We've been told that our new project manager, which started on Monday, um if there is a furlow, he will not be in the
082first level. He will still continue be able to work on our projects, but we will not be able to communicate with them after the 22nd if we do not get a decision before then. We are pushing very hard. A lot of legislators are trying to lean in and impress that we need a decision before that. >> So what would So Mike, what if we said we needed 38 million that what would that be about 20? That's how you guys >> 26 >> Colin sitting out there. He's the man that has the closest number. What do we need, Colin? >> I mean, we could I could give you an estimate, but it wouldn't be precise >> without running that scenario. Anything's closer than what I got from see it came from. >> What about the 40
083that's already there? So 40 >> would be 28 cents. You know there's under this scenario it would give you 40. It would generate 40. We've talked about how there could be a transfer of up to another four to help with the cash flow if needed as it comes. If not, we sit on it for all the other unknowns that could happen. But it could potentially provide a little more buffer going in. But I think the expectation would be that the board would try to communicate that if and when it does come, some of that would be would go back towards paying that down. what's not needed would be paid back. >> I don't know that the public would buy into that very well. Well, I think we came together as a board and said that
084our plan is if he comes in higher, we're going to give it back to you is a much better stance and statement than we gave the last time, Right. >> The last time we said we can't tell you or promise anything, but if we can't miss the board and we said this is what we're going to do when the building's paid for, whatever extra FEMA money is there, we're going to pay off the debt and give it back in the taxes be made in public knowledge like what we're getting back from FEMA. >> Sure. >> Yes. >> I'm just saying that would help. It's unlike the insurance, you know. I think it's important also to share with the community that you don't want to take a risk on something until I I just think it's
085it's iffy to say we're going to start this project and the money we hope comes at the right time. But I mean by all appearances it sounds as if we should be getting a significant amount of money back in reimbursements from FEMA. So if we do that and we do 2875, the board has the authority to lower it as low as they want to go, but they could always go up to whatever the ceiling is. So >> within the state auditors have deal >> like the Hancock amendment could could bring it down to a lower level and the board could go up to that, but the board could roll back a voluntary roll back. >> Yes. every year you could make that decision as well. >> Pretty sure when we looked at it last time
086even the 17 prop kids that was passed as 35 cents we never one time collected 35 cents. The highest was like 34.6 >> correct >> but that comes from the state auditor in those calculations. We honestly don't have much time with that on the ceiling part of it, but the state audimbursements need to go into the new facility. That is why we are getting the FEMA reimbursements and maybe hold the 4 million back and do some onampus repairs or updates or whatever. But, uh, I think you're going to sell it to the public. You got to tell them those reimbursements will go to lower your mortgage, principal payments, whatever. I I think that's the only way it's going to pass. But that's just me. >> Yeah. So you're saying, so when the FEMA money comes
087in, we're going to put it towards the project. And if that means we can lower your tax limit because FEMA came in strong, then we will do that. Is that what you're >> Well, I'm not saying so much lower the tax, but the school's got to operate. I mean, it takes money and and that's getting cheaper. Every time I turn around, things are going up. The only bargain of the day to die Dr. Pepper out of road is for $15. But if you're putting money from FEMA back into it, but not lowering the tax rate, just paying the debt down. >> Yes. Yeah. What we're going to do is we're going to sun sunset this thing long before Okay. >> It's supposed to. I mean, I don't know anybody here take a 30-year mortgage on
088a house that if they had the ability to do it, wouldn't make that payoff in 11 to 12 years, it'd be beneficial to them. You're you're just spending interest. >> Is there a penalty, Mike, for doing that? Paying off something early >> probably. No, there's no penalty. You're asking me. >> There's not tax rate. >> No, your outstanding cops are currently callable. So, uh, and they're called what R. So, there's no penalty. >> And then the board could just lower the tax rate significantly because I mean, the the ballot language says it's got the dates in it. >> Can we lower the tax rate after we have a bond issue? Is that in the statute? >> COP. >> Yeah. >> COP. No, he's just clarifying what you should ask. >> Yes. >> So after if
089we took the middle option similar what we did in April and FEMA money came in good and we were paying down early we can go in voluntary lower that le correct? You can, the board always has the ability to do a voluntary reduction of your of your levy, >> but if we pay the debt off ahead of time, the levy still exists. Correct. >> Correct. You you would you would need to voluntarily reinsure levy. >> Okay. >> That's going to be a hard >> I think the aud I'm sorry I I stated that uh incorrectly. If you wanted to sunset that early, it would require you to voluntarily reduce your levy. >> It's a lot of trust and a lot of trust in a future board. >> I agree. But I think if we again
090it is asking people to trust us, but I think if we >> voted if we voted and made a statement that this is what we're going to do, that's better than we did in April. >> I I I agree. And if we don't hold up to our end of the bargain, we're going to be without a high paying job. So think about that. You're not going to be in Dodge long. That's all you're doing. >> I don't know. I mean, is there any analysis we could run to tell us 35 million to do a however big a project this is now that would tell us the payment schedules and or 40 million? What what would the difference be? I didn't catch all that. I'm sorry. Dominic, would you be able to restate that? >> He
091was curious if you could generate >> I can hear Dominic and Dr. Jones really clearly. Oh, >> me. >> I don't know. >> He was asking if there's a way to see the payment schedule. Say we took $40 million uh in the cop scenario. if there was like a payment schedule so that we could see as we paid extra how much that is and >> I still think it's hard to spend money you don't have or banking on FEMA which is great but if FEMA takes six months instead of six weeks to pay how do you fund go local till you till you get paid from a cash flow standpoint. We can get the money locally, but that requires having commitment from FEMA that we're going to get reimburs. >> You need that email. >>
092You'll get it. >> So, I talked to one local bank and they said they get us the cash. >> Okay. makes you feel better. >> You're not going to spend 3540 million in the first six months. It's going to be stretched out over two and a half years. You know, I think the big key is that CJ, in my mind, CJ seems very confident that the FEMA money is coming, at least at those minimum specs. That's the piece that we got to add to the 35 million to make the project possible. Now that's also putting her faith in CJ that F's going to come through and prove that he seemed very confident. So, just so we all understand, if we go with the middle option, we go with the 35 million, you're going to be
093asking for 22 cent increase, correct? And our prop kids for 2017 is going to be >> extended. >> Yes. >> So you got 54 cents for 20 years. We're looking >> whatever the Hancock would take off through those years. >> Last time it was it 786 >> 76. Yeah. Dominic hand but the handcuff only affects it very >> well I understand that 54 cents that we're talking about would through the course of 20 years come due to that, >> right? It may only be 5 cents, but it it's not like the hand. I'm going to say it was something like six 16 cents that close to 20 cents that the two handcock events knocked off of the knocked off of the tax. >> Okay. Yes. >> Is that what you >> like? Last year I
094believe the Hancock forward our tax 12. But because it says valuations were up, we still made the same not actually a little more. We still had the same level of income. But what I'm saying is is you're asking voters to commit essentially to 54 cents, but that will not be 54 cents for 20 years. That number is going to decrease >> because assess valuation is going to come in every two years and the Hancock man's going to kick in and lower that. I mean based on history that's what's going to happen. Why is the go such a higher percent? >> Because you could get the 35 million on a 22 cent. >> Well, you're still looking at 54. >> You're still talking about the exact same amount. >> You're only putting 10 cents in it
095from >> Well, I understand. >> You put 10 off of there. What do you get? 12 cents. >> 10. cents down, >> but I just I just don't I don't know what that would take to get 57% fast. >> I think the geo in a perfect world, if we had good buildings and we were looking at an addition or something like that would be the way to go, but it scares the crap out of me right now because of the voter approval requirement. Well, you're not going to get I can tell you right now, you're not going to get the voter to approve since it's not protected by the cuts. I've already I've already heard >> a bunch from people that they will not it's not protected, they're not going to vote for it. >>
096IRS, >> I think the uneducated voter, which there is some of them out there, are going to see 54 cents or 22 cents and that's going to symbolic language. It's hard to read, but you start reading, you're like, >> well, we've got three very influential politicians working on behalf of 32, which Congressman Jason Smith, he is chairman of House Ways and Means, and that's where everyone in federal government gets their money. And then we have uh Senators Holly and Eric Schmidt, which I spoke spoke to both those office today. They thought they were going to have something out by April 20th, 25th for us. FEMA money will come. It's just a matter of when. They said there's possibly 18 different scenarios that the district will qualify for. Not guaranteed, but there's they say anything like
097that to you. >> A lot of projects. >> Yeah. A lot of projects have we could qualify for. So, we're going to get some money. It's just a matter of how much. But, uh, they have reached out to their other constituents. I know. And, uh, I I feel good about it. But as long as we can keep federal government open and FEMA working, I think I think we'll be in very good shape. >> The numbers look really good. >> But it's Washington and Washington is not like it was in the 70s and 80s. The other dysfunctional group now, that's for sure. >> Okay, back on scenario two. We all got to be together. We all got to stand up tall. So, am I hearing that everyone is okay with that or we got to get
098this right, guys? We've got to get it right and we've got to all be together on this. So, let's let's throw it out there and let's discuss it and let's we got to move on. They all got to be together. >> I still like the geo bonds, but I hope >> scenario two is my favorite. It gets us the best bang for our buck with the lowest motor required. Turn around. I think we get where we need to go the easiest way. And I think it's the simplest for people for us to be able to explain to people to get them to understand it's protected by the handcock. I think that's another win for us. Um I think it's another piece that we add to it later because it doesn't pertain to this ballot. But
099I think getting in a board statement of if the money comes in good from FEMA, we're going to take care of you. We're going to help you out. We're going to take it off the taxes >> because we could use that three-year call feature again. Couldn't we, Mike? >> Could we use the three-year call feature again? >> I don't think we'll need it. >> I don't think we can use whatever call feature you want to use. Um, originally the the call feature, uh, the short call feature was put in to give you the option of redeeming bonds early with FEMA funds, but you're taking a different approach now. Um, but a a three-year call would uh a three-year call will minimize the amount of premium that will it will generate and will lower your project
100fund. >> Um, say the three you you were using a five-year call on your past bonds, but we typically see uh call features more in the if you're trying to to maximize your project deposit, we see call features typically 8 to 10 years. >> That's what I say. By leaving that call feature at 8 to 10 years, you get more money. Correct. >> That's correct. But but if you know if there's any reason why you think you would want to redeem bonds in three or five years or even a portion of that, we can we can structure it that way. That's not a um I mean that's not necessarily a decision that you have to make tonight or that I have to know tonight. um we we can we can work on structure after you
101uh identify the financing mechanism and and the the ballot language and so forth. But u the call feature is really a matter of your preference. But there are different outcomes depending on whether you pick a shorter call feature or a longer call feature. So then I'm just throwing this out. Are we We think we're okay with approving this tonight without having a community forum first. What's everybody's What's everybody's thought on that? >> I think if you go to community forum and you start asking questions, you're going to see everything from mild to wild >> fundraisers. I I I think that we've made a very educated decision here. We've put hours and hours into this. We've cut it from 41 cents to 22 cents, maintaining you the same almost the exact same buildings. I feel like
102we've done our homework. We do what the voter asks us to. We can put a statement on that says when we get our FEMA funding is stronger would we'll lower your tax levy. I think we've done everything the voter asked and we're still getting the kids a new school >> and I agree. I wanted to hear that because I feel like we I feel like the community spoke and I feel like we have truly dug in and we've looked at everything. But I think we're still going to have to have some public forums to put this out there and we all speak and that we all it's all on our back to be the one that is out there. getting this said. >> I agree with that. I'm all in on the public forums, but
103I think trying to do one to get information on this ballot language. >> It's our decision. >> We've been through hours of meetings to try to get to this decision. There's no way we can convey that to the public in 20 minutes. >> You're going to have people say, "How do you build a high school?" It's like going to the hospital. I don't you don't know. So, it's uh it's time to make decision. >> I'm good with that. >> I just want to hear that from everybody. We're all good with it. >> I definitely think we need to, as we kind of said, we need to plan some community events to get this out there and also listen to people and see what they have to say. on 352. >> So then what sunsets on
104that option >> 46? >> So you're saying >> the 22 and >> sunset extended to 46 >> the 22 and the 32 naturally that be. So Mike >> or Ben, whoever's this directed at the question on the table is in the end of scenario two when it says the years 20 26 through and estimated to be reduced by >> that would that yeah that that estimate be reduced by would be that 2215. What about the original 32 from prop kids? >> So, so in in the second scenario, the prop kids, you're setting a new ceiling, right? So, so that prop kids 2017, it does not sunset. It is a brand new ceiling. You're increasing your ceiling by 2215 and your new ceiling would be 3.4979. uh for and you you have that increase for the
105next 20 years. So it incorporates that 2017 in this into this question. >> So Ben, could they >> could they reduce it in the ballot language by an amount larger than uh 221 2215? You could um if if you wanted to say um uh estimated increase by 2215 uh 26 to 45 uh and then estimated reduce by you can pick the number. Um, it's it's just it, you know, you could you could take a portion of that 17 and drop it down or you could drop none of it down like we what we did in April, what you all did in April was whatever you increased it in in the April uh ballot, you reduce it the same amount. You you certainly did reduce it more. >> Yeah, that that this was a question that
106came up during the campaign. Um, and I think Dominic made reference to this a little bit ago, but the Hancock is going to chip away at both at this levy over the next 20 years. Um, so and in in theory, Hancock should be revenue neutral, but it doesn't work out that way when every other year your assessor reassesses and some years they're reassessing by 10, 12, 14%. Uh, and you can only keep five. So, it's going to it ideally all assessors, and this isn't I'm not picking on the 30 county assessor by any stretch. Um, you know, most assessors in the state are behind in reassessment and are trying to catch up and that is worst case scenario for the taxing entities because you're limited to uh 5%. Um, so it doesn't end up being
107a winning proposition. So, I would be very reluctant I I guess I would say I want to be on on a record to say I I don't think it would be a great idea to reduce your levy in 2045 by the amount equal to the proposed increase and the 2017 levy because that would have your levy under $3 if that were the case. And that's that's based on where your levy is today, not including Hancock Productions. But to be clear, you can you can identify a sunset amount larger than what the increase is. I just wanted you to be aware of that. >> Can I answer the question? I don't even know. So Kevin's original question is when we're when we're doing scenario two here, we're adding 22 cents to the 32 cents we're already
108collecting with prop kids. The original prop kids that was set to sunset in 35 will be extended all the way through 46, but this ballot language reads that in 46 we're going to reduce it by 22 cents. Kevin is saying that we've got the 32 cents hanging out there. We're adding 22 cents to it. Should it read that we're going to reduce it 54 cents? >> In 17 it said it will reduce it by an estimated 35 cents. Okay. But then Hancock chipped that away. So, >> and it says this says estimated also, >> right? But what I'm getting at is they put the 35 cents in there even though they knew that it wouldn't be 35. They put the 30. So putting the 54 in there now estimated 54 wouldn't be any different. >>
109Does that make sense to him? >> Okay. That's that's Kevin's question here, >> right? >> As far as that last line of the ballot language. Do you use a number greater than the 22 cents? >> I got you >> to show. >> So if you wanted to use >> to show that you're rolling back entirely, >> correct? >> The increase plus year 2017, it would be >> because people will ask. >> We have to. >> Yes, I see where you're at. decide one way or the other, one way or the other. And if we're not rolling it all back, then what are you doing? We need to >> So I think what Mike or Ben, whoever said it, they're saying is we put any number we want in there. We put the 22 cents in
110there. We can put 54 cents in there. That's the reduction. I think they were leaving the 32 cents in as a cushion for the district to operate on. If I'm reading what you're saying correctly, 20 years from now, you've already got the 20 cent cushion coming from the 20 cent. So, >> yes. Yes. in 20 years from now, we can go back and that's a I would assume a no tax increase kind of question and we can take that to the voters then to decide, >> right? I think I heard a point that I was going to make. You can, you know, if if if the reduction that we're estimating on the vowel language here 20 years prior to the sunset, if that ends if that actual sunset ends up being a catastrophic loss to
111the district in who knows what happens over the next 20 years, you can you you would be in a position to ask voters to renew it, but it's not like you it's not like you wouldn't have any recourse. >> And when it says here it estimated to be reduced by the 54 cents, for example, is that that estimation, I mean, if the Hancock lowers it down and we're only levying 48 cents at that time, >> it will likely be significantly lower. >> If we're only levying 48 cents at the time, that's what it would reduce. That's right. >> Do we need valid language to say something like that or is estimated? >> Estimated is covering. >> Okay. >> Yeah. >> Estimated coverage. >> There's no way. I mean, in in theory, if you had devaluation
112of property, that amount could actually go up. um that doesn't happen uh over time, but it it likely will be, you know, significantly lower than 5430 if that's the number you put in there. >> I think we put the 54. >> So, by using the 2215, you would have a ceiling of 3.4979. Is that correct? >> Yep. >> Which is uh estimated to increase it by 22.15. And then in 45 it's estimated to reduce by 54 543. >> 543. >> That's my numbers. >> 5440. Uh yes it is 54 questions. happy with where we're at? We need a motion. >> Um, I make a motion we >> read. Oh, is it on there? >> I think that the language is very important on the paper on how it's worded inspired. motion that be resolved that
113an election on the question of whether to increase the operating tax levy ceilings for Perry County School District number 32 be hereby ordered to be held on Tuesday, August 4th, 2026 on the following question. >> And then insert the language. Does he have to read all of that or can you just insert the language of the second option? >> Can we go over the amounts? >> Yes. >> Can I read it out loud and then you all say the amount from the board? >> Shall the board of education of Perry County School District number 32 be authorized to increase the operating tax levy ceiling to >> 3.4979. per $100 of assessed valuation according to the 2026 assessment for the purpose of funding capital projects of the district including constructing, finishing, furnishing, equipping, and a new
114high school facility. Such increase to terminate automatically after 20 years of the imposition thereof. If this question is approved, the operating tax levy of the district is estimated to increase by >> 22.15 >> per 100 of assessed valuation for the years 2026 through 2045 and estimated to be reduced by >> per $100 of assessed valuation in the year 2046 and thereafter. All those in favor? >> I opposed. >> All right, we have ballot. >> So, I want to I want to give you another task here, but do we do you want to keep the proposition kids as you did in April or do you want to just keep your question? >> Change the name. >> Do we have to decide that tonight? Yes. >> You have to decide. I mean, you don't necessarily have to
115decide tonight item, but we need that. You obviously have to when you send it to the election authority, county clerks, it's got to be in the in the uh information center. >> Sure. >> I don't think we changed the names because we already got money in that fund. And if we do that, then we got a whole bunch of paperwork we got to do and we got got to start all over. And it's just we don't have time to do that. >> Smart move. >> We ain't got time. So, >> I we just leave it what Anybody? >> Second. >> All those in favor? >> I All right. >> Look at that. This is two things. Two things. >> Thank you, Mike. Well, I was sorry we were having trouble hearing, but I think you
116you guys made your way through it and uh glad to help. So, now I'll work out the the full set of financials on 35 million with the cop cap bonds and Mr. Thompson will get to work on um finalizing the election proceedings. >> Yeah, I I've got them ready to go. What I'll do is I'll essentially just drop it in language that you all approve. I can extend it here in the next five minutes and then those that be adopted you you sign and get to the county. >> Very good. Thank you. >> Thank you. >> Thanks everyone. >> Thank you. >> Okay, moving on to the FEMA brick grant. >> This is a very this is a different division of FEMA. Brick stands for building resilient infrastructure and communities. So this is was previously
117discussed at a board meeting that we had participated in a Perry County hazard mitigation process and in doing that because there was damage uh tornado damage in Perry County, we qualified to submit an application based on what we had put in the previous plan. We submitted for emergency radios and a weather station. We have been invited to go forward to the next level with the weather station. We are coming to the board for your approval to pursue that application. It is a 25% match. And there we have quotes so you can see the estimate of the amount of the weather station. have any questions about the weather station beyond what's been attached from our grant coordinator Liz House. Garrett can answer some of those questions. If you have specifics about the station, >> is this
118one where there was a conflict with the other applications? Is that something else? >> It would have been if we would have potentially done the storm shelter side of it, the FEMA, >> it's not now. This is to put a weather station on our campus which is similar to what the fire station has across camp. >> But the radio piece and the generator piece got taken out. >> Yeah, we did not get forward on those and they told us that that was a stretch before we even submitted but we sent it in anyway. So they typically are not approving generators at all and the radios that was a stretch. the weather station was very obviously connected to pre-warning of an future event. So, it was a pretty easy argument on that one. >> Move forward
119with the weather station. application. >> All those in favor? >> I >> opposed. All right. Move forward on the FEMA breakformational items. Storm recovery updates. So, after last week's news of the 1970s edition not being allowable anymore, that's going to change some things. Can can Colin fill us in on what exactly they found? I don't really know. Just a quick synopsis. >> Sure. So, uh, there were some cracks that were found in the 1970s, uh, edition, the twotory edition we were planning on, uh, rehabbing, put students in, and that was discovered by Toen Associates and, uh, >> cracks in flooring, >> foundation walls, horizontal cracks in the in the base three, exterior walls. Got >> uh, which was also the design They were trying to put some windows in. So, we had at their request,
120we had the walls x-rayed by a testing company to try and identify where some of these openings could be put and process uh they found that the walls are unreinforced. And so that information about those cracks coupled with the fact that those basement walls are unreinforced uh triggered a look into if that was a structural problem and they said it is a structural problem. The reality is is that even if it even if those walls aren't cracked by today's standards it's a structural problem because you would never build a building the way that building. >> So the brick wall could just collapse. Um yeah so this particular building is the unreinforced walls are bearing uh there's hollow core pre-cast on the floor levels and that is bearing on the unreinforced uh masonry and the horizontal
121cracks uh could lend to uh deficiency in that unreinforced wall system to where if there were a another event, seismic or wind, uh that weakened spot could get weaker and you could have a much larger structural damage event. >> So if the walls were reinforced, it wouldn't have been near as catastrophic to find. >> If if the walls were again, so with masonry, uh it's similar to concrete. It is not uncommon to see cracks in masonry. It is very common to see cracks in masonry. Uh a lot of times there's cracks in masonry because of differential settlement in the foundation. There's cracks in masonry because control joints were not installed or were not installed correct location. Um so these cracks were not anything visually out of the normal what we're used to seeing. Um, but
122to answer your question, had there been reinforcing in there, like a standard reinforcing on a concrete masonry unit is every third cell with rebar vertically and then they have it horizontally refined beam to four to 10 ft and at openings. So, you don't have that standard detail. You could never build that that today, but back then it was acceptable. Uh, but since then the codes have moved away from that. There's a lot more building code that's centered around seismic events. Back then that did not exist and so because of seismic the building code has become much more stringent. So um the question became is it repairable and we have done I our company personally has done projects where we have gone in and reinforced unreinforced masonry walls or added reinforcing to reinforce masonry walls. Uh
123this would be a very large undertaking to accomplish that. So so much that the comment I made earlier any cost of repair would be close to if not equal to a replacement cost. >> Thank you. So I think the big question moving forward is uh now are we stuck in the expo longer? Where do we put kids next year for education because we intending to use a lot of that in classroom spaces. Where where can we go with it? >> How many classrooms? >> 12. How many were they using? >> We lost a few. Now, >> Mr. Shaver, do you have a answer or any thoughts on this? >> I got a lot of thoughts on it. >> Answer is not so much. Um, you know, the the direct impact on on students uh from
124last Wednesday through the end of this school year. Um, we we mitigated that pretty quick and pretty easily. We we just had to shift a few around. But in terms of the the plan that we spent, I'm going to say a good five, six weeks building for where they were going to land in the fall and remain for the next two and a half years. I don't have a replacement for that yet. Um and and I don't know what it's going to look like. Um to be frank, I I haven't pulled my entire staff, but anecdotally, we really are not interested in a And that includes us taking up an entire wing in the elementary and putting kids down in the barn with the wait room and having us scattered all over the district uh
125for two and a half years. It's it chews up too much instructional time. It scatters my staff. It's just not a good way to go. Um off the cuff, I would say at least fall 2026 semester, we remain right where we are. Um there's still things to figure out though, you know, with the loss of the 70s wing that includes both bathrooms um that we had in there. So the bathrooms are completely out. Uh students are uh have to leave that building and go up to the old senior high or they have to go outside or run into the cafeteria and then around again um to get to a bathroom. We have one small um bathroom stall that's been made accessible in the nurse's office for staff to use. Um but even that isn't questionable
126area that we don't want to be long term. So, bathrooms have got to be figured out. Uh, egress areas have got to be figured out. We're going to continue to use the science labs um as we have been. I I don't have answers for that. I've got ideas. We have a building committee meeting tomorrow morning. I'm hoping these guys got a lot of ideas. Jess is back here drawing up ideas left and right. So, he might have it figured out already. Um, but to be honest with you, uh, I I don't I don't have a plan yet. Um, if this had fallen any other time of year, I might, but this week's busy. There's stuff going on with graduation and whatnot on Friday, and I I just I don't have one yet. >> I understand
127that. I just I think that's I think that's our next big step is figuring out the best spot for our students till we can get something done. We won't even have an answer on this ballot language till August. And by then, we're already gearing up for them to come back to school. So, I love all these extra meetings. So, probably this is going to be a work session and uh some brainstorming. Hopefully the building committee can throw something at us. Anybody any thoughts? They were back looking at the temporary Yeah, I'm afraid you're right, >> which I think the goal is to get out of there, but at this point we're making it work. And >> you're talking about the >> Oh, you're talking about the steel building? >> Yeah. >> Okay. Yeah, but we
128can't have that done by August. Can we have it done by the end of the year? >> Don't we have the >> We got bids, but I don't Colin's shaking his head though. >> Okay. >> We do have bids, but I don't know what the timeline is. >> Too far in now. >> What What has changed in the last month? >> Take a month off and you had a month. Sorry, kind of throwing you under the bus here. But >> he knew he knew he couldn't have that ready for >> Well, I don't know. Maybe by December. >> What's the question? When if we were to tell you go today on the steel building, when can that be done? >> I'd have to put pencil to paper. I know December is gone, which is what
129we originally planning on doing, but if what I wouldn't necessarily rule out is February, which is when your uh FlexTC contract or lease agreement is up. Um, it would be I know it would be it would be a push to get it done. >> Um, but I'm not saying it's not possible. >> But that was just I mean that was just going to have the six classrooms in it. Correct. I mean we're we're in need of more than just six classrooms right now. >> Go ahead and fill the rest of it out. Um, we have some ideas to optimize the footprint of that building to gain a couple more classrooms, two two maybe three depending on what we what we would put in place of the locker room. We would not build the football and
130soccer locker rooms. We could build some additional spaces, classrooms, and then we could look at some of the larger classrooms that were intended to be permanent at like 950 ft and actually making those smaller classrooms and maybe squeeze an additional 1 to classrooms that we have some ideas we'll be talking tomorrow about. >> So then you'd be more like 10. >> Uh it would be somewhere in the range of six to 10. Yes. >> The lease runs through February 18 months. We have 18 months. >> What if we're not what to renew it? What would it relate >> to renew it longer than February? I don't know. I think we would have to we need to negotiate new numbers if we would want to keep it longer. >> But I cost versus >> Okay. >>
131I think would be cheaper. >> We might could permanent. Yeah. Well, the benefit of the building is >> it's it's not conducive to learning. It is not a good space. We all know that. And I'm not Please don't I'm just saying saying it it is not the best space. Before we would entertain that, we might take the opportunity to entertain maybe trailers to replace it, something else. Now, when I say that in open session of a board meeting, please don't misinterpret it, but I would really, if we're going to have to keep something temporary, I would like to see what our options are to see if we can get a better temporary than what we currently have. But please don't take that away and run with it. That we just have a lot of options
132to consider. And before we would go longer with that, >> I don't want to I just want >> I just wanted to compare. So we can say no that's not >> and you know you can >> or justify what the other >> purchasing something so that it is ours and we turn around and resell it versus renting something. So there's a lot of options for you all to consider as far as the long-term cost of involved as well. Well, we need to really take into account the staff. I mean, >> to take down the the FlexTC building and put mobile homes in and have them buy trailers in have them move into them only to move back out of them in another year. That's an additional strain on them if the if the Flex TC
133is working. >> I think that I mean that's a big piece there, too. So, And I think we need a lot of staff input from that. You know, some what do they think are some of our >> options? >> They might see a little too far or they just got to do it for a year. >> I'm not arguing that, but I don't want to assume that they would agree with us. >> I Yeah. And they may also I know that you know eight classrooms in the bell tower at the elementary isn't enticing either but it's a it's a hard block building with a brand new remodeled real classroom in it. So there's just not a lot of great options or we would have already done them but we need to explore other options and
134we've not had the chance to do that. We'll start that conversation tomorrow. >> So you guys will have a meeting tomorrow and then maybe get a summary of the meeting and we can plan a work session in the future possibly with some of the building committee and the board and you all at the same time and we can hash some out. Is that reasonable? >> I'm just throwing this out there. Would it I mean would it be reasonable if we had to could we could we use some of this space and maybe get a a trailer to put I hate to do this to put um you guys in central office in >> or spread them out across campus probably might argue with me but there's probably a lot of reason they all be in
135the same space technology phones I mean, since we possibly could use that elementary building. I mean, this is right here by it. I'm just throwing that out there for >> a think think about. How about >> Well, it's not a a deciding factor. Certainly contributing factor is having a centralized building that serves as the high school. And while we can all agree that the Expo is a far cry from the best possible educational environment. At least it's a centralized hub, correct? >> But the majority of us are >> being spread out across five or six different buildings. You're you're taking away the support of an already overly strained staff and I'm worried about my people. Let's see where your meeting gets tomorrow. you guys can uh so we your input's very important. I mean you
136guys as staff >> and administrators, you guys know what's going on in these buildings. We hear about in meetings honestly. >> Do we need to try to schedule a work session now? Or do we want to wait and hear where they get to and make that plan in the future? >> I think we let them >> Okay. >> try and figure it out first and then we get I It's more of a burden on them than it is us. I think they need to be the ones that kind of figure out what what's best. We just need to support Since I've already chimed in a couple times, I I do want to bring up something that just came up in a conversation Dr. Jones and I had with representative from the senator's office last week
137that I really hadn't thought of prior to. Um, and I know it's it's we're we're not to the start of the 26 27 school year yet, but as of right now, um, my high school staff has been through a lot. I've got one teacher leaving because she's at the of her um her critical shortage provision for her retirement. And that's it for my entire building. So, if you all happen to see some of my staff and you guys you've got a decent idea of what they they've been through over the last 14 14 months tomorrow, um thank them. There's there's a there's teacher shortages all over the place, and there are lots of offers out there for them to go somewhere else with a real building. um and a lot of other things that will
138probably sound pretty enticing, but mine are all coming back next year. Every day I'm one of them. I'm pretty proud of that. So, you guys will just join Mr. Schaefer and I mean, like I said, send us a report and when we need to get together or whatever, Any more comments on the store? Next up, I think Miss Narrow or no, next is policy updates. Sorry. Does anyone have concerns about those policy updates? >> I do. >> Okay. >> I don't know if anybody's really really read them or just glanced through them because we got another month to look at them. So, at least that's what I usually do. >> Very little. >> Yeah. I just happen to glance at these a little harder. MSBA and their liberal wisdom have done a lot over the
139years to uh lower the effectiveness of the school board and some of these in this set man they're really I feel isn't hard I mean there's it's not the whole stack I mean there's 11 polic policies. I noticed something in 50 that to me is really important. >> I read it. Anything stand out? >> Well, go back. They're changing the board. the changes but there's a lot of important and BB BBJ was the BBA I'm sorry to me most important I would make a motion that the policies be put on a separate line item on next month's agenda rather than the consent agenda. Okay, let's do that. We'll put them on there and we'll all reread them and if you can highlight your concerns, we can all >> those specific. I kind of straight green
140and then the red. >> All right, we're moving on to the uh end of the year report. >> What should I do after I highlight? >> Well, we just have >> you can send it out to us or whatever, but we can, you know, just so that when we're sitting here, you can say, "Hey, let's go to BBA. Paragraph two, >> right? >> This is a concern. >> You understand? >> Yeah, >> I can do that real quick. >> I didn't take time to do any underlying. >> Well, right. >> Exactly. >> And I said, I just read through them, but I it didn't trigger me, but that doesn't mean it's not right. Welcome. >> Good evening everyone. I have um >> Is it my mouth is not >> Oh, okay. You want to just
141click it and open it? >> It's been a night for technical difficulties. Well, I'm here tonight. I want to share what I think is going to be some uh really positive news. We've talked a lot about physical buildings and you know uh which are very important obviously but um we're here about academics and our students achievement and their growth and um I have what I feel like is some really positive things to share with you. We're going to start with the primary center and this is this is our I Ready um platform that we adopted this past year that we use from K through 5. So these scores came in we finalized all the primary testing this week actually. Um Monday was our last day of testing in the primary. So this is pretty current.
142If you look at the top bar, that is our current achievement for spring. The bar below it is from the beginning of the year, late August, early September um testing that we did. The green is where we want our students to be. That is on grade level. Yellow is um a year behind and the red could be um up to two two grade levels below. I want you to see the difference between our fall to our spring. Typically, what we see in a year for a student, our med if it's a student right in the middle of the achievement, um our median student would achieve at 100%. They would have a 100% typical year's growth. And so when you look at our K2 overall building, that building scored at over a typical year's growth, 122%.
143Just kindergarten. Now, you're not going to see more than two grade levels below because it's kindergarten. But if you look at the beginning of the year, and then here is our spring results. So 76% of our kindergarteners are on grade level in math. First grade, our first grade achieved at 128%. In math and second grade, we're at 141%. That means we're closing gaps for students who may have started out below. So this quadrant shows you um both achievement and growth. And this the top right is where we want our students to fall because that is both high achievement and high growth. So we want our students doing both. We want to have that high performance but also be growing. And so if you see there, our first and second grade are in that um far
144right quadrant in math. Kindergarten is right there almost right dead in the middle. Okay, this is reading for our primary building and again falls to the bottom, spring at the top. 112% uh typical growth for the whole year for our whole building. Kindergarten, look at how many of our students are on grade level in reading for the spring. That's so promising because we're sending our students to first grade on grade level reading and reading affects all areas. First grade, look at that. Typical growth, progress, typical growth, 137%. We have no students in the red. Second grade also saw tremendous growth. 162% across that grade level in reading. So, we're sending them on to the to the uh third grade and fifth grade building. And that third grade mark is really considered to be a really
145pivotal time to have our students on grade level. And so, this gives them a really great start. And there's our reading quadrant for primary. So, kindergarten is almost at average in reading. And I and it it seems strange when you look back here and see how much green we had in reading, but but that is a national percentile rank for kindergarten students. So, they are um almost on average and they're a little bit under where they need to be for growth. Elementary school grade three through five. This was took place at the end of March, early April. So, they've been finished with their um this testing for a time because they have MAP testing that they've just completed. We like to have these scores before the MAP testing so that we can take a look
146at what we need to shore up before they take the MAP tests. Um balls at the bottom, springs at the top, but this is for math. And they scored at 129% growth. There's our third grade math 131% growth. fourth grade in particular really shown this year and um in their growth and in closing some gaps, 148%. Fifth grade math and they were at 108%. And I I just want to also speak to K5 just started a new math program this year. Typically when you implement a new math program, you see what we call an implementation dip where it just happens because you're doing things a little differently. And they did not see this. In fact, are seeing some pretty promising growth. Here's our reading. This is the whole building at the elementary school. Um 64%
147for overall third grade we had 68% on grade level and 151% progress to typical growth. Fourth grade 53% look at this 168%. And then our fifth grade really really showed well. 180% progress to annual typical growth. And from what Dr. Dill has told us from her past experience with this program over some number of years, typically when we look at these scores, they're a pretty good predictor of our MAP scores. So, um, typically, Dr. D, you can speak to this. I mean, you're the kind of the one, but typically it's the green and part of the yellow that we will see will be proficient and advanced. >> Yeah. Usually the the darker green with the lines are your advanced. The green and top third of your yellow are proficient. The yellow, the bottom two of
148the yellow would be basic and then the rest. So, we'll be looking at those scores and seeing how they correlate this year. Obviously, this is our first year. We're hopeful. We had I just want to mention to you, we had teachers, and I didn't put these scores up there, but we had teachers that had over 200% growth in their classes, 150 to 200% growth. Um, those teachers did an exemplary job this year. >> And and we're not talking you know, your advanced classes necessarily. We're talking some of our co-eing classes and that have some special education students in them. So, very very proud of all of them and our building administrators who led these initiatives. >> I I just want to say too that we had 168 students that made their stretch grow and so
149I says that if you can make your stretch grow two years in a row, you can close all the gaps and make you right on grade level. So, um, we had a swimming day planned, but then we ended up having to do two swimming days because there were so many kids that met their stretch. We were really proud of the kids. They set their own goals. They understood the numbers. They stopped me in the hall. I 509. So, like it's it's powerful and and what Dr. Bill is saying is seen right here on this on this screen with the anything above that middle line going up shows very high growth. And so all of our grade levels, they're not quite all in the quadrant that we want them in, but all of them are showing
150great growth. >> Dr. Dill, did you want to share anything about what you did in your building? >> Um, as far as instructional, >> just what changes occurred? Um, one of the things that the coaches and I do is we meet with each teacher twice a year, first of the year and middle of the year. Um, and we talk about their focus students. So, so I have a student that MAP scores are counted four different ways. They're counted as general population, Hispanic, ELELLL, and special ed. So, we really focused on those students that were in those special populations to try to boost those numbers up and get growth points. And so, the teachers and I and the coaches, we sat down, we made plans, we picked focus students, and then in the middle of the
151year, we talked about the growth for each student and we wrote it all down, who's got what, and and we implemented student conferences as well. So, every student knew what they had to grow and then um how much their stretch growth was. So um yeah, we had we had good luck with it. It was it was a good program for us. Um the teachers really like it. And they have something called my path. So I is not just a diagnostic, it's also an instructional piece where say I have a third grader, but she's reading at a first grade level. And I even brought an example if anybody wants to see it. But um by by her going into these instructional my paths they are built on her level and so um it closes all the
152gaps all the missing pieces that she's missing. So she went from a first grade level to a third grade level in just one year. So I was really I had settled in that. I was really proud. They worked really really hard >> and and then um if primary administration had been here, I would have let them share too, but they did some very similar things as well with helping the students. It looks a little different at those lower levels, you know, with setting goals and such, but I know that they did much of the same. All right. Middle school also has shown some tremendous growth this year. And so um I made the numbers bigger because I can never see them whenever I present. So I know you're not able to see them either. So
153these are percentiles. This is where we rank um among it's a nationally norm test. So this is where we rank with all of the other students who take these tests at the same time of the year across the board. Grades six through eight. Uh this is this top bar is our growth from beginning of the year to end of the year. We ranked in the 62nd percentile nationally. The bottom two is our achievement. So the first one over here, the 58, that's where the whole building ranked at the beginning of the year in achievement. And at the end of the year, we were the 61st percentile. And then it's broken down by grades. Oops. Um this is grade six, grade seven, and grade eight. And you can see again the growth is on the top.
154Um the achievement are the two bars at the bottom, fall and spring. And I also want to point out the eighth grade math here. Uh we have uh Mr. Cal, we have 35 algebra 1 students that are not included in that. And so this is a much smaller group, not including our algebra 1 students. And so you see a smaller achievement level there, but remember those that many students are being pulled out. Here's their quadrant. We have high achievement, high growth, and there's our eighth grade that I was just talking about. And then here's our algebra. These are our students who um in eighth grade take this before they get into high school. Um at the beginning of the year, they were at the 73rd percentile, the end of the year at the 80th percentile,
155and had a 74th percentile growth for the year. um that is tremendous and pretty difficult to do when you are a high achieving student because you you're already starting out at a high achievement. Um so to have that high level of growth with it as well shows um that that shows a lot. Here's our reading scores. Top is growth percentile. Bottom is achievement from fall and spring. And then the three grade levels. And then here is the quadrant for our reading achievement at the middle school. All in high achievement high. And then lastly, uh we use NWA at the middle school. and and so there is a science test with NWA and so this shows our science um all three grade levels this is the whole building at the top uh we ended up at
156a 63rd percentile at the end of the year and um breaking it down our eighth grade is where we tested science uh so if you look at the very bottom they ended at a 58th percentile this year and Mr. Kyle, I want to give you an opportunity as well to share what you all have been doing in in your building. Well, I I wanted to start off by saying I know there's been a couple years where the results haven't been great and and each time we we've come to you and we've talked about the things that we were doing to get better and we tried very hard and and those things included everything from new materials to teachers collaborating to getting together to um you know really focusing in back on the test and and
157it took a lot of uh trust for you all to be able to trust that we were doing the right things as well. So, a couple big highlights is the return to good oldfashioned instruction, tier one, getting those things back out and and teaching the kids with the right materials. Um, a tremendous effort by our teachers, and that's where it starts. And that's who I will uh uh just can't brag on enough all the teachers that that have stood in front of some of the toughest grades, sixth, seventh, and eighth grade, and trying to get them motivated to take a end of the year NWA assessment that isn't going to be Great. So, tremendous effort by by those folks as well. And and we did include a lot of the the same items that Dr.
158Dyl had talked about prior uh with the student goals and setting them down. Uh we've instituted some instructional coaches who have um um as well. Um, so, so there's it's just a real, um, overall a lot of different things that we have continued to try to work on to improve and I think you're you're seeing that, you're showing that and, uh, the results are showing that as well. So, um, you know, just a good team effort. >> So, just a quick overall highlights. So at the primary and over 122% math growth and 112% in reading growth just the whole building. 65% of our students a little bit over were at or above grade level in both math and reading. It's not where we want to be but we're moving. Elementary school had 164% reading growth.
159Just outstanding. Um and then I noted the fifth grade highlights. Fifth grade is not an easy grade to close those gaps and you see the growth. And then 59% of our students were at grade level in math building one middle school. Uh you can see those high percentile ranks in science algebra 1 and then consistently in those quadrants you saw high achievement and high growth which is what we want to see. I I also want to echo what the administrator said. This is our teachers. Bottom line, it comes down to what they do um collaboratively with each other, working with um their students and their commitment and and again um not always in in the best environment and a lot of stress that's going on in our district these days and and so um just
160really commend them and am honored to have been work working with them for the past several years. >> Very good. Thank you. It's good to see you on that. >> I just want to say congratulations. Thank you. >> Yes. >> For what you do. The whole reason I got involved with the school board and to see this kind of growth happening and and achievement. It just it's great. It just makes me so happy. And I'd like to take a vote that Jane can't retire. >> It's already done. It starts at the top, but it's all of you that that accomplish this. So, keep up the great work. >> No, we're on to the superintendent report. >> Can we skip down a couple? That's hard to follow. >> Uh, very similar. We will uh be discussing
161those in close session here. Some of these positions will be filling. Uh as Mr. Wisherman said and others like to thank our teachers, uh administrators, uh we've had a pretty outstanding uh recruiting the last couple years. Uh we actually conducted some interviews today. We're excited about some of our new teachers coming to the district to fill those positions. But thank you to the teacher referrals, folks that they know, administrators for referring and helping and assisting with that. And I'll jump on to the attendance here. Good. And uh we have quite a few in the audience here who are a big part of that. Teachers, administrators, uh counselors, others. And I think that's part of that growth too is those students, old school Hayden. If they're not in the classroom, they're missing instructional time. And so
162it's important they're here. They've done a great job. So thank you uh the teachers, administrators, everybody that's done that overall. Uh the attendance was um we went through a stretch January, February, pretty difficult time uh illnesses, not only the students but with teachers also but once again kudos to teachers, administrators and especially our attendance committee for working really really hard and emphasizing importance of attendance. So thank you. Any questions or concerns about the attendance report on the financial report? >> We have the financial report for you to view. First one looks like it's showing revenue first this month. Everything year to date, all funds coming in and split out by local, state, and federal. So, we have the visual for you to do a three-year comparison to the two prior years as well as the
163numbers. And at this point, we are starting to watch that percent of budget. And so, it's exciting to see that we actually have have collected a little more than what we had budgeted. So, those numbers that are above 100% that is grateful to see. We're not certain how um overall everything will come out in the end. Typically, as the board's familiar, that June um there's some withholdings throughout the whole school year and a lot of the state money specifically. A lot of times in June, you'll get um some of those withholdings back. So, we kind of get the bigger payments in June to finish things out. This year, there is discussion that um the withholdings may remain held. So, we're not sure exactly how we'll on that. So, we will keeping we will keep a
164close eye on that. Um probably will continue to go ahead and proceed with next year's budget. Uh we um plan to do that at the regular June board meeting. Um even though we won't have the finals right up to the end of the month, once we get the finals, we can always amend the budget after the fact the very next. So, we're on track uh to present that in June. And then the next page that's the expenditures. Any questions about the finances? Moving on to the board newsletter. Seems like there the main event there is Friday night. We should all be at the park center for graduation. >> I will not be there. I have a granddaughter that is graduating from prek. >> Uh 8th grade tomorrow night at the park center. questions or comments
165on the newsletter. One more motion to open session. We're hearing