001Please 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. [Music] Need approval of the agenda and there is an amendment. Make a motion to approve the agenda with the amendment >> as stated. >> Second. >> All those in favor? >> I >> opposed. Agenda is approved. Uh patron comments. We have none. Uh consent agenda. >> Any other abstensions? >> I don't have to approve the consent agenda items as presented. >> Second. >> All those in favor? >> I on toformational items. Uh we have a parent concern over policy JHCD. >> We have provided JHCD for you all to be able to leave. Are you going to come up here now? >> Yes sir. >> All right.
002>> Hello everybody. >> Hello. Some of you know me for forever and how um Okay. So, I have on here the policy for JHC under being looked at because we don't have a very specific policy set up either um in the student handbook over the adult student rights in regards to anything having to do with medication and the ability to bring it to school, turn it into the nurse, take it up at the end of the day. It's one thing for the way it's currently written where students have to have a parent and legal guardian. But as you know, an 18 to 21 year old can enroll in school is they're their own legal adult. If they wanted to, they could leave school. They could drop out, do whatever they wanted. But if they're there,
003obviously they're showing that they want to get to high school. They are responsible as it is. But um so Missouri state law has on here that if they are according to 431.061 061 consent to any medical treatment, they are the ones who have to give it per have to give the um permission, not a parent. So signing documentation in regard to that is kind of ridiculous and having to have that parent transport it and pick it up every single day that they would need that medication such as if they were given an emergency medication that they have to take for 12 to 14 days. That parent then has to bring that medication to the school before it starts and then pick it up before the end of the school day every single day. We do
004have a way so that you would not have to do that. >> Okay. Um there's not when it is a controlled substance and it has to stay in that specific bottle such as percoet. So for something that you can get a secondary bottle for any other antibiotic, yes, but not for that kind of medication. Um, and then I also have I brought with me the medication administration in Missouri schools according to the Department of Health and Senior Services and how it outlines those rules in regards to a student, adult student, uh, being able to choose their administration of their medication and also their right for allowing privacy in regards to their healthcare both at school and outside school. Sam, how long have medication? >> I don't think we're allowed to speak names. Mr. Bachman [Music]
005and you're a student. >> Okay. Uh, he was on it for I think it was 12 to 14 days. >> Okay. All right. So, it's been two weeks of school. >> Yes, sir. >> Um, he is down now thankfully. So, that's an upside. But there is still this policy. It needs to get adjusted because not all students who are 18 and up, especially ones who are like for instance in a foster care situation, they become their only guardian. They do not have an adult to step in anyway, which they shouldn't have to. They are an adult by all legal recourse. And it makes no sense to have that policy in place that doesn't give specific guidelines to adult students who are 18 to 21, which is how long they can be in school for. And
006I think that we need to get it to where I know from um looking up further that the JHCD policy does specifically state certain things, but it's left up to more of an interpretation basis. And I think we need very clear guidelines in regards to adult students and their own personal medical rights. I hope that kind of helps. If you have any other questions, I do have print outs if you want to see them because I've been in contact with both the Missouri Department of Education and the US Department of Education and the Missouri Department of Health and Senior Services to be able to acquire information. >> You read the policy? >> Yes, sir. Obviously, >> uh what what um specifically would you change? And I think you just said part of that, but yes,
007tell me tell me your thoughts on >> um actually here uh Mr. Mr. Boxman, do you have the specific uh guideline for word for word read out? Can you read that out loud for us >> for for what? >> Uh the part that we underlined earlier when we went over it that you had underlined. >> Okay. All right. Uh as far as the student being allowed by law. >> Yes, sir. >> Okay. District prohibits students from possessing medications unless the student is allowed by law to do so. and and has been given permission in accordance with district procedures. >> Yeah. >> So, so basically it's by law they're a legal adult and I contacted also local sheriff's department to double check it. So even if someone is a student, they are considered a legal adult
008and they have all the rights that are given to them both by furpa by HIPPA and the Missouri constitutional law. So, I don't understand how this policy hasn't been kind of fixed and clarified in a way that makes it very simple for adult students to advocate for themselves because as both educators, parents, our whole goal in general is to help educate and guard our students to where they have the ability to advocate for themselves. Especially with students even who have IEPs, they are taught how to advocate and they should be allowed to do so and exe and show those rights and be learning how to do them in a very controlled and safe environment to even do that as well. >> Are are you asking for adult students to be able to carry prescriptions around
009campus or or something different? >> No, just that they're allowed to bring them to school, turn them into a nurse's office and pick them up at the end of the day, not to keep them throughout the entire school day. And if you there was a vis I know we do actually have certain policies in place to where a student is allowed to self-administer but it's a whole process as well to where they have to go to the doctor show the doctor they know how to give it then show the nurse they know how to give it for themselves but that's usually reserved for is situations such as if a child's a diabetic they're on a pump they can self- administer their insulin and so forth. So, there is certain things like that, but not in
010situations where, you know, it's an emergency medication that's been prescribed for only a small allotted time frame, not something that is a long-standing medication throughout the entire school year. >> Does that make sense? >> My question was, and what is what has been our procedure for that section there? It's always been parents bringing it in. Thanks. >> No problem. >> Is there just never come up before I know most seniors usually enter their senior year at 17, not 18. So, I know this is probably that's not been brought up as often. However, there are situations, you know, why students would be in this long. Um, anywhere from their birthday cut off to they ended up have having some kind of medical procedure that put them behind longer in school and have to stay in long
011involved longer, which is why we have it up to 21 years of age. Would allowing 18 year olds to bring it and turn it into the nurse cause uh safety hazards? We feel that it we our recommendation is to to leave the policy as it is set for the safety of all students for like certain um different scenarios like what she mentioned the foster child pages out of the system just because they're still in high school doesn't mean that they are under anybody's care at that point. What about students like that? >> So those students like that kind of other measures of support around them. Um we got a lot of different programs set up so that they receive certain accommodations and supports so they do have representation at the um as the parent role.
012So they some some school students may end up with like 504 plan or various other supports placed for them so they're not just a sole student representing themselves. So there would be a team that would consider each individual students situation and and >> how would that work for students such as the situation where they went to an ER, they had to be prescribed a medication and they came in the next day. There would be no 504 plan in place. Nothing's been implemented. Those take a while to get set up. I know even IEPs take months to get set up. They wouldn't have one instantly out of the gate. So our recommendation is is to go what our legal counsel has advised us to do and so that's what we are currently following. The board can
013consider changing that policy at the advisement of legal counsel. Our request is that we do everything to air on the side of of the safety for all students. wouldn't those >> and that a parent we we we are happy to work with you to try to work out convenience for you so that a parent wouldn't have to come every day and every afternoon during a duration like you experienced >> I feel that it needs to be fixed in general not just for my sole moment that I have the PHSA and I don't have that anymore now that he's had his stuff taken care of however though this does need to be fixed for adult students in the long term it means they are a legal adult if they were to do something like you're concerned
014with like passing out medication like Tic Tacs, they are a legal adult. They would face legal prosecution and in trouble the same way a teacher or a bus driver would. But the policy we have in place and the procedures would prevent that from happening if we stayed with what we're currently. >> It's the same for an adult. It's still an adult. They are an adult. no different than >> they are an adult by age, but they are still a student and they are they are under our rules, our policies and our procedures that have been guided to us from our legal counsel. And so we are following what we've been advised to do. So, it would take an action by the board for your consideration and probably you should seek the advisement of your own
015legal counsel as well before you would change a policy that would be um could potentially cause something like that to happen. >> I think we need to look at adult rights. >> How will I guess how will the policy changing policy well? It's not even changing wording. How will how will changing the procedure affect the safety part? You have students that will be bringing the medication on campus. When a parent is bringing medication onto campus, they are coming for the sole purpose of delivering that medication to a licensed nurse. That's their reason for being here. A student is coming because they're a student here and there could be many distractions. There are many other things that could have happened and there are varying levels of maturity and abilities on students irregardless of their age. And
016so some students who may be very responsible and would go straight to the nurse and do that. There are other students that may not may accidentally forget that they have it on them. May accidentally get distracted or have to go do something else because their sole purpose is not coming to the nurse to deliver medication. Their purpose for coming to school is to be a student to attend school that day. Ask somebody who is in healthcare myself. I'm just speaking strictly from a a HIPPA healthcare point of view. Sometimes 18-year-olds go to the doctor without their parents being aware and they get prescribed medications and they don't have to tell their parent because they are an adult. What about then? It's a hipp it it really is a matter of I think that's something that
017you all need to seek legal guidance on. this policy was um written for your guidance and so I think if you have a consideration on that that is something you all should seek guidance on before making a change. >> We reach out to Susan Billhammer and express those HIPPA you you guys are more familiar with that than I am express these HIPPA concerns and see what Susan comes back with as far as legal and the changing of policy. Reminder though, this would only affect adult students. Samantha, >> can I tell you why I probably won't ask to change the policy? It's not because your your your situation isn't important and it's not um inconvenient and that 18-year-olds have a lot of rights. Um they can carry pocket knives. We're never going to allow >> any
018more than a student any more than a than an administrator or a teacher or a bus driver can. It is still a campus that is free of those things. Any more than a 21-year-old student who could drink could, you know, have beer in their possession, they wouldn't bring them into school any more than a teacher would bring it into school. there. >> We're always going to have restrictions such as pocket knives and in this case prescriptions >> that we're just going to limit students >> um student certain medications even a parent or guardian cannot even pick up for an adult student such a medication like percoet it is a controlled substance it cannot be picked up by someone other than that individual or their spouse parent doesn't matter they have to pick it up so
019There needs to be something in place to where if they are considered legal adults enough to go to the doctor, pay for their own prescriptions, pay for their own appointments, to be able to then turn that exact medication that they are required to take by a doctor into a nurse, not even requesting to carry it throughout the day, which even if they went on an airline, they couldn't be separated from their medication. 18 years old, 19 years old, 20, none of them. Even if it is a controlled substance, it can't be separated from them. I'm merely requesting that we advi change the policy slightly where they can at least bring their medication to a licensed nurse at the school. >> Were we accommodating as a school? Did we offer to come out to the parking
020lot or meet you at the door or any of those things? It's a unique circumstance. >> Um >> did we not coming out to the door? Anything? No sir. Um, but the front desk was very sweet and very accommodating and the nurse was also very kind and she's like, I'm I'm bound by policy, which I understand as the way it is currently written, which is why I'm before all of you to try to request to get a change and advocate for our adult students rights. I don't think I will change the policy for I know it's an inconvenience 18-year-old student is still a student even though they're their own party. So I just wanted to give you >> Would you feel that needs to be that way for a 21-year-old student to have a 21-year-old
021adult? >> They're still a student. We're always going to have different restrictions for students on our campus. I just wanted you to know that so you new. >> I know we've always been taught though a person's feelings end where another person's rights begin. And I think that's really what we need to also remember. At the same time, whether we like it or not, they are adults and this is one of their first steps that they get to have in advocating for themselves as such. At least this way, it's in a controlled environment to where they have people around them that actually want them to succeed versus just stepping out world and having to figure out how to do it completely by themselves. Most I for one I allow my kids like my older one they
022get to go to their own doctor's appointments and they get to learn how to pay for it and all the things utilizing our insurance granted but they do once they are a legal adult I have them go to their own appointments fill out their stuff I start make them fill it out sooner but when they are 18 I do not accompany them anymore because they're going to have to learn and that's one of the reasons for instance my student was very confused as to why he wasn't able to turn his own stuff in and I couldn't even get it from him in the first place, but yet this school wanted me involved, which okay, I've been involved, but I I think it's very important that we get something put into place that advocates for our
023adult students. Nancy, would you be will >> Yeah, I mean, I I can reach out to Susan and see what she has to say and >> see if there's something that we do need to do differently. I'd be happy to reach out to her. >> Does anybody have any more questions for me? I have papers if anyone wants them. bring it to us. >> No problem. >> Thank you for hearing me out this evening. >> Next up is our storm recovery update. Mike from Rain James is here to present to us. >> Before we do, are you okay if I show the video real quick? >> Okay. >> Oh, yeah. That's right. You bet. So, we have um a video that um several people have done a little work to put together just to kind
024of recap some of our recovery. District 4 just shared uh the most recent with me a few hours ago. We've got audio. >> Uh yeah, you should. [Music] It was really just kind of awe. I I think everybody was in shock. Um I just remember walking across the parking lot and there's just pieces of signs and um debris and things from the building, from the football field, from the the welcome sign going down to to that side of campus. Just um just things everywhere. Uh, and then seeing the backside of this building and the wall that was gone. Um, it it's hard to even it doesn't even really seem real. Uh, at that point I saw Facebook. I saw that whole wall on the other side of the high school down and I was like,
025uh, we're probably not going to move back. It was just surreal. Well, we all want to do something, you know. It's like we were just kept staring at our phones. Surely they're going to email us or or let us know what we need to do. And honestly, there was nothing we could do except be patient and wait. >> The first questions uh that really popped up was uh what what next? You know, what where do we even start with something like this? First thing was um how can we do our our check-ins with our students and their families? Um so we ran that through our advisory classes, you know, having teachers reach out, hey, what do you need? Um and then we also we had faculty members who had lost uh their entire homes or
026at least use of their homes and that kind of thing. Um, so kind of getting all that organized right out of the gate. Um, with those immediate needs was the first step. Uh, and then we we started thinking about instruction. You know, it's March. We still have a big chunk of school year left. What does that look like? Um, nobody wanted to go back to AMI and working from Chromebooks at home. We kind of made the decision pretty quickly that we wanted to be in person, that we needed to get the kids back in. They needed some sense of normaly and an otherwise very um out of the norm kind. The rest of our administrative team and our other buildings and teachers very graciously gave up their spaces. You know we had teachers in the
027elementary gave up their entire classrooms and started sharing them. Um the career center we had our our fax classes and our highs and all schools in the career center. Uh, middle school had multiple classes moved into there. Our foreign language was in there. Uh, health, some of our special education classes were in there. Um, all of our central office folks moved out, gave up the old senior high and we had two entire departments and a nurse's office and everything in there. >> My classes every hour on the hour I was in a different building. So, it took a little bit of getting used to. Definitely. I think for the most part as a district we really came together in solidarity in terms of like look this is not ideal for any of us. Um but
028you know we're here and I think so many of us were grateful to not have finished online because we know that's not the most effective way to finish the year. Yeah, we were all in it together and had a sense of community, I think, within the school and our student body. >> As much as we appreciated and and needed to have those uh those temporary spaces in the other buildings, um it's also apparent that that's not best for for their students and staff and it's not best for our students and staff. We needed to be more concentrated in one area. Heat. Heat. [Music] I have to tip my hat to the folks at Brock Miller. And with Flex TC, what they're able to accomplish in a month and a half and a half is just
029absolutely astounding. >> It's very tough anybody's ever done a construction project, right? Everyone has their own deadlines and their own goals for the day and then you're coming and interrupting them. Um, incredibly positive people, uh, can do attitude. There were some changes, modifications that we had to make and they were like, "Yeah, how do we do that?" Working with us [Music] It felt like if you were having someone over for dinner and you didn't know how many people were actually coming and you couldn't go to the store to get any food, so you just had to make do with what you had in your refrigerator. That's kind of how this felt. So, we went in our fridge. We went in the back rooms and we found equipment that we had there. We repurposed it and
030we got everything running. You know, teachers were teaching, kids were learning on day one. >> It was tight. We were all hustling to get things done. And, you know, we had a lot of great community help. Um, students came in that Friday and really helped us move things. We had board members show up to help us move things, community members. So that extra push has put us in a position to have the most normal start of the school year you could have we could have asked for. >> I think that the staff has done so much with their new spaces to really like try to adjust and make it a good learning environment for us. And I think once I'm in there, especially with my classmates, it does start to feel just like a normal
031school day again for me. >> Definitely feels like school. It's just like last year. It's just a different adjustment this year going into the temporary classroom and use the old senior high. Definitely a shorter walk, that's for sure. But um yeah, the teachers have made it feel like home in there. >> I've I've lived in this community since 2006 and we've had multiple tornadoes and and uh emergency events and seen how businesses um neighbors, community members, families, and my staff have just time and time again turned up to help out and give more. It's been amazing. Daddy Perry County has a great community. When help is needed, everyone's going to come in, donate, help out. um give everything they need to help one another. And I think that's what's so good about county. >> Now
032you're >> so I get to follow that. This will be disappointing. Uh good to be with you this evening. Uh thanks for having me again. Um, if you recall last time we were together, we talked about um my putting together some scenarios for you to consider. Uh, keep in mind this is all information. We really don't know where this is all going to fall in terms of what's needed financially speaking. Uh, we don't really know the exact structure uh of whatever debt uh you you may need. That's the issue. But this will give you kind of some some fences and some parameters to think about. And so I'm gonna focus most of my time on the first slide. I better put my glasses on. Our marketing department likes small prints, which isn't great for a
03353 year old man. Uh so um the the first slide on slide three is really just kind of summarizes everything that's behind it. And I'm going to go through the rest of the slides quickly. Um but please stop and ask questions as I go along. not intending really to present as much to have a conversation of what about what some scenarios might look like. So, uh first the top of the the spreadsheet that's in front of you is a uh summary of a tax levy analysis for general obligation bonds. So, currently the district does not have any outstanding general obligation bonds. You do not have a debt service levy. And so, I'm showing you thresholds of 10 million, 20 million, 30 million, 40 million, and 50 million respectively. so that you have an idea, not
034knowing sitting here today, what we're looking at in terms of insurance coverage. We're we don't know exactly what the FEMA designation will be and how much we may receive from from FEMA. We also know that we we will likely need to finance that uh the FEMA funding so that you have cash flow uh during the construction project itself. Uh but all of that aside, if you're supplementing whatever whatever budget you have and whatever you know your total project cost is with 10 million, 20, 30, 40, and 50 respectively, this gives you an idea of what the associated tax levy increase would be. And as you might imagine, since you don't currently have any general obligation debt outstanding, issuing any requires a tax levy increase, you don't have a levy currently to service that debt. So,
035as you can see, at the $10 million threshold, we're looking at just a little more than 14 cents to fund that uh debt. And then again, uh 20 28 uh 20 million 28 cents, 30 million uh almost 42 cents, 40 million 56 cents, and 50 million almost 70 cents. Okay? And I'll show you the backend support for that in a moment. Uh but we also and just keep in mind um if if we were to issue general obligation bonds that would require an election uh more than likely I think the time frame we've discussed would be uh the April election cycle and that would require a 57.1 57.14% voter approval. And so just keep that in the back of your mind. And then also below below the general obligation bond scenarios, I provided a certificate
036of participation scenario. There are several scenarios um cop data certificates of participation is what the district currently has outstanding. And before I go over scenarios, um I want to remind you you you currently have 19 million80,000 19 million 80,000 of COP debt outstanding after you paid your your last principal payment. So currently you have a series 2019 which was a new money issue, a series 2020 which is another new money issue and then you have a series 2022 which is a refunding and so that that constitutes all of your outstanding cop debt which again is just over 19 million. And you might be surprised to find out that um issuing cop debt, we can actually issue $10 million of cop debt without a tax levy increase. In fact, I can show you uh and will
037show you on the back end here. Um you can do 17 million on a no tax increase, which might sound counterintuitive, but I'll explain that when I get to that slide. Uh to issue 20 million in cop debt, uh you would need almost 3 cents. 30 million would be almost 14 cents. 40 million would be 26 cents. And 50 million you would need 38 cents. Okay, so let me explain the cop scenario. Currently, you have outstanding cop debt as I mentioned that will expire in in the coming years. And to issuing cop debt, you're already using a portion of your levy to service that debt. And so we can issue COP debt and wrap it around and have principal payments come due when your uh current outstanding debt expires. So on the front end, you
038would just be paying interest payments until that COP debt currently paying on on principal payments on expires. Then we would ramp up your principal payments on the back end. >> Yes, sir. >> So So when will our current expire or is that on another sheet? Um, I can tell you that. >> 2037. >> Give me one second here. I'll tell you exactly when um 237. Exactly right. Yeah, it's on another slide and and I'll I'll point that out. >> Mr. Right. Yes. The certificate of participation also um our temporary levy would factor into that, right? It was >> temporary goes away. >> That's right. >> 2037. >> That's correct. So, what what you would be doing, I'm glad you mentioned that because first I want to mention that going to the voters and asking them
039to uh approve an extension of your your levy that sunsets um requires 50% plus one. So, it's a straight simple majority vote. Uh but yes, you would be asking voters to approve an extension of your of your levy, your temporary levy that sunsets in uh 2037. So that's how that's how it would work. It would be an extension. >> It would be an extension. Well, that would be up to you. I mean, you you could ask voters to consider a levy um to to begin in 2037 and run into perpetuity. Or you could have have an extension which would coincide with this debt issuance which would seem to be following suit as to what you've done historically and sunsetting debt when you're done with principal interest payments. So the zero tax increase for the $10
040million, you're still going to be asking for an extension of that. >> That's correct. >> So let me go through some of the supporting information. Um I won't spend a lot of time on the general obligation bond scenarios because it's pretty simple. Uh each one of these scenarios I'm showing you uh and just I'll go through this first scenario, the 14 cent scenario that's on slide five uh which provides $10 million in general obligation bonds. So calendar year total assessed valuation. We do uh forecast 3% annual growth which is predicated off of what you've done historically. Um then the next column is your principal payments on this new money. interest, total debt service. Then the next several columns are your revenue that you would collect. And then your second to last column is your debt
041service fund balance, which I'm I'll point out that that is all in the black. You're not uh at the tax levy of 14 just just over 14 cents. We're keeping your debt service fund balance in the black, which is what you want to see. And then the last column is is the actual levy that we're that is required for that that threshold. And that's really that will follow suit just as I laid out there on the $10 million scenario. Same with 20. We're just looking at a 28 cent levy increase for that scenario. And then on slide seven, $30 million. Again, it's just almost 42 cents. Slide eight almost 56 cents and slide nine almost 70 cents. Um that was the one that you just mentioned regardless of how many we issue or is it
042customary to issue everything that you have over? >> Um would there be a scenario where you didn't need as much you wouldn't issue as much? >> Not typically but that is possible. >> But the levy would stay the same. Um if if if for some reason you asked voters to approve a let's just say a 70cent levy and we got further into the process and we realized that what we thought was a $60 million project was actually going to be a $48 million project, >> we we we can lower the levy. We don't have to issue all that levy. >> The board can do that. The board the board can voluntarily reduce any of your voter approved levies. You just can't raise it above what the voter is approved. >> Gotcha. But once you move
043it, if you were to move it down, is it as simple as moving it back up? >> No. >> You look like you do the answer. >> I did, but I want to make sure. >> Yeah. No, you're you're correct. Okay. So moving on through uh to slide 11, the board had asked me to provide you know what the taxpayer impact would be and the next lots of numbers here. So I won't read this to you and this can kind of serve hopefully as a resource for you as we move through this process but um on slide 11 I'm showing what those costs would be for residential taxpayers. So just uh you know looking at the annual property tax. So the the top box uh from 300 uh appraised value down to 100 appraised value.
044Um the top box that's showing the taxpayer impact on an annual basis. So, just looking at that first column with the 14 set tax limit increase for a person with $300,000 uh value home, that will cost them $80.94 a year. And again, I won't read these all to you. This can serve as a reference. And you can see what the taxpayer impact on annual basis is for each of those thresholds. And then we also provided that impact based on a monthly or on a monthly bas basis. That's residential. Slide 12 is commercial. Residential is assessed at 19%, commercial is assessed at 32%. So obviously the taxpayer impact would be greater for commercial. And again, I won't read these to you, but just to give you an idea of what the impact is. And you know,
045typically um the way one of the ways we would support you through an election, if you actually were asking taxpayers to consider a tax increase, we would provide this information for you um so that you could use it in your uh yourformational materials so that taxpayers are well aware of what the impact would be on at whatever threshold you decide about. So again, all the scenarios laid out there on slide 12 for commercial and then also we have uh the scenarios for agricultural um used a wider range of values there since you probably I'm guessing you have a pretty wide range of uh different type of agricultural property throughout the the district. Um different types of a property are assessed differently. Uh but in terms of their total uh uh appraised value relative to their
046assessed value, this gives you an idea of what the taxpayer impact would be for that category. And uh again agricultural property is assessed at 12%. >> Questions at that at this point? >> What if and ask a question? >> Sure. Um, what if the district needed, let's pick 30 million, >> okay? >> And we decided that we would need that for a project. Um, what's your top two reasons for choosing a general obligation bond and what's your top two reasons for choosing a certificate of participation? >> Yeah, that's a good great question. Um, the the top reason for issuing general obligation debt is because on the same day You know, so if I were were comparing issuing general obligation debt today versus issuing certificate of participation debt today, general obligation debt comes at lower interest
047costs. And the reason why is because you have a dedicated levy that by statute you are allowed to adjust as you need to service the principal and interest payments. you're you're required to adjust that that u that debt service levy to meet your debt service requirements and it is not subject to the board's annual appropriation of those principal and interest payments. You have to pay that debt certificate of participation debt is subject to the board's annual appropriation. So in theory the board could say we're not making our principal and interest payments this year and you have the authority to do that as a board. Now there would be consequences to that, right? Just like we would if we didn't pay our debt in our homes or what have you. Um so but because there is
048that annual appropriation risk, it comes at a little higher interest cost. So typically a general obligation bond, let's just say Perry County um let's say your uh your S&P rating is a is an A, which is which is a good rating. It's investment grade for lease. That would be an A for general obligation debt. You would be an A minus for annual appropriation debt or COP or lease purchase debt. So that would be the difference. Uh primarily um >> like what's that gap? 2% three one one and a half. >> Uh no not that not that much. No. Um I mean it depends on the market. Uh, I'm going to say anywhere from 10 to 20 basis points, which is 02 uh 01 to 02%. But over 20 year term, that adds up. >> Um,
049the other difference would be, and this would be a positive for the uh general obligation debt. general obligation debt is in its own fund and it lives there and does not interact with any of your other funds. Um so like right now and we've talked a little bit about this historically but um right now you have what's your fund for levy 45 cents something like that it's not paying for that your fund for levy isn't even paying entirely for your principal interest payments. So, um, it's over 35. >> It's 35. >> 35. So, the handcuff, we aren't collecting 35. It's rolled back. >> That's right. It's like 30 32 and some change. >> So, we have to actually take some over from the general fund and move it over to four in order to make
050the payment. >> Yeah. So, it I use the word cannibalize. I mean, h having debt in fund four where it co-mingles with your operating funds, you know, you're eating some of the funds that could be used for other operating purposes. Having said that, the district is doing just fine and servicing debt out of fund four. And it just so happens that uh the the the pro for COP debt in this scenario is you can do more without having such a significant uh impact on your taxpayers. So, um, you know, a couple of pros there for the general obligation team. Uh, but there's also a pro for the COP team, and that's, you know, it minim because you have COP outstanding debt, and we can shape your new money issuance around your outstanding debt, it it
051has less impact on your taxpayers. That that's pretty much summarizes the pros and cons of each. How how does a how does a general obligation bond debt service levy go away? >> Um well it depends on whether or not you ask voters to sunset to put a sunset on it. You can put a sunset >> in the initial um the election into the >> That's right. That's right. Now I say that but um if let's just say you issue general obligation debt and say we issue 20 million and let's say that your assessed valuation grows beyond what we had forecasted and you start developing these significant surpluses in the debt service levy. Well, the state auditor will only let you keep so much in fund balances in the debt service levy. So then you would
052start to have to prepay or pay debt ahead of schedule and eventually uh if you don't issue any new debt in the debt service fund, even without a sunset, your your levy will lower or go away. Now, that's a pretty um obscure example because typically, you know, we're talking about issuing debt over a 20-year time period, and typically within a 20-year time period, there's going to be another capital project need in the future that would allow you to keep your levy. In theory, it it it would go away if there was if there was no other debt needs three to 20 year repayment plan. >> But if you had another capital project, new building maintenance, whatever it is, you could just no tax increase extended. >> That's right. >> That's correct. >> I mean, that
053if I remember right, that's what got us into trouble with our old buildings is we had no capital funding, so we couldn't maintain it very well. And so then they just slowly deteriorated over 30 to 40 years. So I mean there may be an advantage to that. We just have to find them. There's definitely I mean you know if if you're judging one versus the other in a vacuum without the taxpayer impact considerations, you know, issuing general obligation debt be the preferred method generally speaking. But again, we're, you know, I I think I'm hearing from everyone that you want to be sensitive to, and it's been clear to me in listening to you, you want to be sensitive to taxpayers. So, the COP example does minimize the impact of your taxpayers. Mr. Mike, we're also
054in a unique situation where it's possible some projects may be reimbursable by FEMA. Is there a pro and con to either if we decided that we needed a certain amount, but a percentage of that would be refunded back to us or reimbursed to us. Is there a is there a pro or con to either one? >> Yeah, I that's a good question because the short-term debt, I'm not sure yet. I' I've actually been talking with bond council about the vehicle that we use for your short-term debt. Even if we're doing a general obligation bond issue, we might consider a lease purchase finance for that short-term debt because that might be the most um accommodating vehicle to get you that short-term financing. I mentioned last board meeting the possibility of issuing uh notes which are short
055short-term financing vehicles. Um, we also also could could consider a a like a three-year coop. It just has a three-year maturity. You pay it over three years and uh and then that goes away. So, I I don't I don't know what vehicle we would use yet. I want to try to get down the road a little bit further and have an idea of what what the timeline is for the project. um how quickly, you know, we could expect to be reimbursed after the project is over and then we'll start to examine vehicles for that short-term finance. >> Well, it's how much cash flow you need. I mean, because if we can do 10 or 17 without I mean, on our own without it, that would finance the short term. >> That's correct. >> If we
056had to just whether or not it's enough. >> That's right. So cash flow as we get further along the process and we have an idea of what the timeline and the the construction build out um the cash flow needs through that period of time um then we'll have a better idea of what vehicle may work best and I'll make sure that you're aware of all vehicles and the roads and cost. So with the lease purchases that we currently have, so will we right now we're covering our payments. Will that continue? >> Yes. >> Yeah. Actually, that is a good segue. Um I I want to spend a little bit more time on your cop tax levy analysis slides, the slides that support this um than I did on go bonds because they there is the
057consideration of making sure that you're making you continue to make your current uh cop outstanding debt payments but also can handle the the new the new money as well. So if you'll look on slide eight, I'm sorry I went back. I need you to look on slide 15. So this is the $17 million new money scenario. If you recall I mentioned earlier you could do 17 million without increasing your your tax levy. So if you look on the right hand side column that is your 65 cent levy that I know it's not you're not levying all 65 cents in fund four but for all intents and purposes you're levying 65 cents in fund four and fund one and some of that fund fund one revenue is getting is making its way over to fund four.
058So for the sake of discussion, it's a 65cent levy that is needed to service that debt. And you can see if you look at the fourth column, that is your existing principal and interest payments together. Okay, so you can see those laid out through 2037 and then we are we have a proposed series 2026 there in the muted gray. And as you can see, we're layering in principal or interestonly payments um until you get to that uh 2037 and then that's when your principal payments come in. And if you look at the total debt service column, your total debt service with both your outstanding debt and your new money 17 million, your your debt service is relatively level. it does go up to match the increases that you would expect to see in your excess
059valuation and thus your revenue. And as you can see, the capital project funds balance second to the last column to the right. It uh it continues to say stay in the black throughout the life of u your existing debt service, but also your proposed series 2026. And that only requires a 65 cent levy which is not anything more than what you're currently using to service your debt. >> So by doing that you're just asking asking the taxpayer to extend it from 2037 to 24. That's right. And we would have if we were going to the voters with that we'd have bond council draw that you know that ballot language with with the sunset coordinating to the end of the last maturity. So, initially the district was chipping in 20 cents and putting 55. >> Oh,
060yes. Um, I mean, the district is paying for all of your outstanding debt, but 65 cents is what you're currently using. The the revenue associate associated with making your current payments is being generated from a 65 cent levy. It's just that some of it is being levied in fund four and some of it is being levied in fund one. But you're using your annual trans your your one to four transfer to supplement your fund four uh needs whether it's your annual capital improvement needs. So that's where we move the classroom fund classroom trust fund trust fund and stuff over too. The total amount that's getting moved over is the equivalent of 30 cents getting moved. >> Well, your your 65 cents here is our 35 cent >> actual >> prop kids plus our original actual
061tax levy that we have. >> That's right. >> That's correct. >> So that's the total of those. >> Now you're correct me if I'm wrong, but I believe the only sunset levy you have is your 35 set levy. >> Yes. So then the question would be will the increase in revenue continue to support 30 cents being transferred from one to four. That's what he showed. Make sure that it stays at 65 all the way right so this scenario is with the sunset calculated >> yes okay what I the >> we're still going to pay 65 cents, but it sunsets at 30. >> Yeah. Th this this would be having a a an extension of that sunset approved. >> Okay. >> 245. >> So from from 2038 to 2045, we are continuing that 65 cent levy
062that's needed for that debt. But that would require an extension of that sunset. But but here's another thing. I mean this requires further analysis, but if you look at your fund balances the last from 2041 to 2045, we can play with that. So, as we get closer to actually coming up with ballot language and we know what your financial scenario is, you know, you don't want to have a a capital project fund balance that high. So, we could play with, okay, what does it look like to lower that levy in years 2041 to 2045 because you're you have too much cash flow at that size of bank. >> Yeah. for my own benefit. We might need this just for the short-term cash flow >> possible >> this 10 to 17 million. My problem is is
063if the building's let's just say 35, >> you're still going to need some additional funding too. >> You are you are >> which means we'd have to have you're thinking we'd still need the coops for the short-term funding but then a general obligation or even additional coops for the long term. So I mean would we ask for two different amounts? I mean, how how do you how do you fund the short term? I mean, as long as the short term stays under 17, we don't you still got to ask for the extension. >> That's that's that's >> you should I'm getting at. Let's just say we need 40. >> See? So, the only thing we really need to account for with the short-term issuance, and this is why we haven't identified a vehicle yet. The
064only thing that we need to account for in your short-term issuance is you're going to have to pay interest payments through that time. Um, so, um, the the interest payments that you will be required to make depends on so I mean there's a not to get overly complicated here, but there's a way for us to issue debt and use capital as interest, which basically allows you to borrow money upfront to make your principal and interest payments. So, you don't need any additional cash flow. So, we might be able to finance that uh that short-term money outside of the scenarios that I'm showing you here. Okay. So again, that's a little bit more complicated and requires us to involve bond counsel. Um, but I mean, it's conceivable that it has nothing to do with what I'm
065showing here today. I just want to make that clear. We could be using the same type of financing a lease. It could be a lease purchase or a CLB, but it may be structured differently um first to reflect the short-term uh repayment or a three-year maturity or whatever the the term might be, but also the possibility that we may need to do some capitalized interest to help you make those payments until you're waiting for that fee line. >> Okay, Mr. Mark, you said the deadline last time of second week of January if we were going to ask the voter for money. >> Um, you have to file by by January 27th with the board of elections. So, >> so our regular schedule is the second week. It sounds like we'll be within that. >> That
066would be your drop dead deadline. >> Is we we don't I don't know what number we need yet. Um, when do we when do we need to tell you our needs to help with drafting that? >> Um, language, >> you know, we can do it pretty quick. >> Um, I mean, I typically see boards I shouldn't say this. I'm working with enough districts now that I don't think anything's necessarily typical, but um, I've seen districts adopt resolutions most routinely in December. Um so um you know we we would need to be shaping up kind of the scope of work and you know what your what your number is in somewhere around November um for us to finalize for December. But this is an extraordinary situation and I know districts that aren't dealing with an extraordinary
067situation that still adopt the resolution in January. So, um, you know, if I I guess if I were in your shoes, I would kind of plan for a December, uh, uh, election resolution, but give yourself the the grace necessary to understand that it may push to January because of the the factors out of your control. >> So, Mike, could you do two bonds in the same? Uh um yes you can. I mean it's actually u two questions on the same ballot. It's relatively typical usually when I see two questions on the same ballot. So you said two bonds. So if we were to do >> existing and facilities. So, um, if if we were doing a bond issue, a general obligation bond issue, and, you know, I was talking about some short-term debt, but also,
068you know, funding the the the difference in your need for capital project, that would be one bond issue, one question, and a series 2026A and a series 20 26B. So, that would all be in the same ballot language. Um the when I see two questions of ballot typically there is a general obligation bond issue and there's also the request for a levy increase and the levy increase would be operating. So yes, two questions is is definitely a possibility um versus trying to get a second. >> That's approval. That's approval. Or could we just do a general obligation bond that's whatever we need for this and encompasses the remainder of whatever we still owe on the COP. >> Our our goal would be to make this one question, >> right? >> Um if at all possible
069two questions tends to be a little confusing. Um you know then it brings into the the the question of what if one passes and the other fails and what do we do then? So >> didn't you say two thresholds though >> there are yeah for different for the different type of financings. Yes. >> So those would have to be separate questions. >> They would yeah for those for those two separate if we if we used each of those vehicles they would have to be two two separate questions. >> Yes. Now, if if we were using, let's just say you wanted to do a general aviation bond as you and we were using a lease purchase finance for the short-term debt and and you don't need any more money than what uh than what you have
070in revenue currently and it ends before your sunset. the board could make that decision on your own without an election. Okay? Do you follow follow me on that? So, if we're let's just say we're gonna finance short-term debt, you know, just to get you by until you get your FEMA money, we would run a cash flow analysis on that over three years. We could probably use that capitalized interest uh as I mentioned earlier. And if you don't need any more revenue than what your 65 cents is currently providing for you and that debt would be paid off before your sunset, you would not be required to go to the voters in that scenario if you so chose. So that that's an op that's an option to keep in mind as well as we get again
071toward having some understanding of what it is we're actually trying to finance here. You know, those are those are things that we we need to discuss as we get get closer to the November and December cut offs. This one that you have up there, Mike, would the language say that that that's just extending that to 2045 with with no increase in levy? >> That's right. >> Okay. And so just to make sure we go through the other scenarios, the next scenario is the same exact slide as the last one. It is uh providing $20 million in cops. And as you can see on the far right hand column, you're going up uh just just under three cents. Okay? So you're going from your 65 cent levy to your 68 cent levy. And again, go through
072all of these, but the same with a $30 million, we're layering it in. Then you have a almost a 14 cent increase to your to your levy. Again, these are all extensions. And then 18 uh 26 cents and then slide 38 cents. So does what what you do with the school remodeling, renovating, tearing down building, we don't know yet. But does this does what we do determine this and does this determine what we do? >> What you what you end up doing? I mean, there's there's variables here. What you decide to do in terms of scope of work. So, let's just say you you decide that you're going to go with a $60 million scenario. Okay? So, we have to find funding for $60 million worth of work. And so, some point here, hopefully soon,
073we're going to know how much you're going to receive from music. And let's just say, hey, it's I'd rather not even say the number. I don't know when it's going to be. What thankfully I never had to deal with this in my my career as a superintendent, but um they're going to give you a number. Well, that's going to deduct from that $60 million in terms of what we need to finance. Okay, that's going to come in all all at once essentially. Um then we've got this FEMA money and so let's say it's it the insurance is going to cover X, FEMA is going to cover cover Y. Well, that doesn't deduct from the total number because you have they're not going to give you that money until your project is done. So, we're going
074to have to finance that on that short-term note or lease purchase or whatever structure or vehicle we use. And then on top of that, you have the total difference which would have to be financed over a 20 year or a 25 year. One uh difference in in the financing vehicles that I forgot to mention uh was general obligation bonds can only be financed over 20 years. Uh coops or lease purchase can be financed over 25 years. So that does give you a little bit that does lower your annual principal and interest payments a little bit stretching it over 25 years. You're paying more in interest total but it does lower your that service payments. So we have to have the scope of work really as the first step and then we get the you know
075the insurance number then we're in business. We can start working on a very specific plan of finance. >> Dr. You have a good understanding of this. You also have to do a multi-million dollar budget which gives you more flexibility. more flexibility. >> Which one do you like? >> I'm trying to get >> Well, before she answers, let me ask scenario because it may impact your answer. If we choose to do, let's just say general obligation bonds 7040 million, but we decide to roll the 19 million, we still owe in. So, we go for 50 or 60. I mean, the total amount would be equivalent to if it was just a 50 or 60 as opposed to it. My my point is though is then we're no longer borrowing from fund one to help pay that
076off. It would all be in fund three which would give her the additional flexibility potentially because we're not stealing the third or I shouldn't say stealing but moving 30 cents over to fund four. Right. >> Yeah. My understanding. In all reality, the day before the tornado rolled into town, literally, we were discussing a scenario, weaving, Dr. Jones and I, a scenario of getting rid of that outstanding COP debt and issuing general obligation bonds. So, you can isolate your debt service in the debt service fund. It does provide a greater flexibility, >> but also service would be covered because you collect to make money. it's in that fun. >> And so then we could then and if if we could move the other debt over in with that. So then fund four becomes more of a
077long range budget planning. So we would we would say okay for three years we're going to save up and we're going to do this smaller project ourselves out of our balance money. right now I I struggle to do that because I'm making payments and I'm transferring money to from one to do that. So he uses the word cannibalize because it really restricts it. It takes me a much longer time period to build up enough money to um renovate um an athletic field ourselves. So that's why in the beginning the conversation before the tornado hit was let's let's move that debt to a place at a level like Jamie said that would pay that off and cover the payment so that we could start paying for things ourselves small things >> but you have to but
078you'd have to sell that because the taxpayers would not be paying any more than what they would be 30 million let's just say you know what I'm saying you're going to still be paying the same total amount. It's just how we bundle it together. But by freeing up fund one money, then that gives us more flexibility on potential raises or I mean other things like that, too. >> But now we're looking at a much different scenario because, you know, we're we're thinking total dollar amount. If if insurance doesn't cover what we want to eventually do, how much more money do we need and what's the lesser of a burden to the taxpayers to get to that amount? So you could do a third if you got rid of all of your outstanding cop debt just
079over 19 million. We could issue 30 million n a little more than 19 towards your uh getting rid of the cop debt and then roughly 10 million for a new money project. That's the scenario that I was showing Dr. Jones before the tornado. You could do that on a no tax increase. You would be asking voters to consider a tax increase to the debt service fund, but you could lower your fund for levy by the amount equal to what your increase would be in the debt service fund. So the net effect would be your t your total tax would remain the same. But I mean, what's the likelihood that we're looking at only needing $10 million of new money? I don't know what that likelihood is until we get some some answers from from uh
080insurance and FEMA. Mike, would you ever write bond language that says if this bond passes, then we're going to forfeit the prop kids, the 35 cent tax levy that was voted on. Yeah, that's essentially what I was suggesting with that lowering your fund for levy by the amount equal to the necessary increase in in that service plan because if if you you wouldn't have a choice because if you if you refunded the outstanding cop debt of general obligation bonds, you have forfeited your ability to levy that amount um by statute. So you know once once you take away the debt service payments then your in essence your your your levy expires at that time. >> Tell me what I'm missing here when I say the statement when I look at certificate of participation I see
081a sunset and so I won't be here in 2045. I probably I won't be here in 2036 either or 7, but it feels like general obligation is permanent. And when I'm making a decision, looking at it from a taxpayer, that feels like a general obligation is permanent. Am I thinking of that wrong? >> It in many cases, yes. because districts often ask voters to consider a tax levy. Shouldn't say it that way. >> It allows you to provide long-term funding projects in the future. >> Does you can put a sunset on a debt service levy just like you can put a sunset on a fund for levy. Okay. How I mean, hardly ever am I working with a district that does not have a general or that does not have a debt service levy and
082is establishing a debt service levy. I can tell you like with all the districts we're working with, the ones that have a debt service levy, they're utilizing general obligation bonds. They might be supplementing general obligation bonds with some lease purchase debt because of bonding capacity limitations. Um, but the districts like Perry County that don't have a general obligation uh don't have general obligation debt, who don't have a debt service levy, I typically see those districts issuing COP debt. I I when I look at Perry County, I think of Savannah very comparable demographically uh enrollment similar. Savannah being just north of Kansas City, uh north of St. Joseph um they don't have a debt service levy. So they they issue strictly lease purchase debt and it is tied to a sunset. Actually they have they have
083a couple of levies, some that have a sunset and then they have one larger one that does not have a sunset. So that's actually a forever levy unless the the board decides to do a voluntary reduction of that levy. So, I mean, I don't I don't see it happen that often where you're establishing a new general obligation or debt service levy. Uh, but it would seem in this situation, again, pre-T tornado, it seemed like this was an opportunity to get that debt out of your uh out of your operating funds, but then the tornado came in and we're looking at a totally different situation. So, I mean, if I were to to tell you which were would provide the most flexibility, which would be the best option in a vacuum, I'd say issue general obligation
084debt. But we're not in a vacuum. You have to be mindful of the taxpayer impact. Um, and u the perceptions in your community. And I, you know, that's why I'm showing you more than just one scenario. And, you know, we don't know where this number is going to come in yet. you know what what it may cost to your taxpayers or or not as the case may be. >> I heard everything you said, but does a general obligation bond Are you saying it's rare that it has a sunset? >> Um, I would say that it's less likely. I see that less. >> Do you see the You don't have to see it. As a board member, I feel asking the voter, the voter's ultimate decider, I like the idea of asking them for a temporary
085amount of time to get us where we need to be. It feels like general obligation bonds are asking for in the 20 million case 28 cents in perpetuity. um which we all pay bills and that's likely that we'll need that. But that's for a future board to decide at that time. That's the way that's my view to change my mind. >> I I I think I am a big fan of adding a sunset whether you're asking for a tax levy increase for the operating fund or whether you're asking tax increase in the in the debt service fund. I mean, that gives your voters the ultimate authority of whether you extend that levy or not. >> And if you have a compelling case, you shouldn't have trouble getting that levy extended, but the voters have to
086decide that, not not a board. >> Can you change what I'm doing? >> No, I don't necessarily have a problem with that. I mean, if if we put a sunset on it, whether it's general obligation or the COBS, if we're coming up on 2045 and we decide we need a new building or we need whatever, we can just ask for an extension. >> That's right. I mean whether it's in we just need the ability to create long-term income in capital funding because otherwise we're going to have a bunch of new buildings that look like our old buildings did in 30 years. We just have to be able to maintain them. That that's all I'm worried about. >> Yeah. And I mean, you know, keep keep in mind if one financing mechanism is is viewed as
087uh superior to the other, it it doesn't matter if one can pass in your community and the other can't, right? If the preferred method can't pass, it you know, it's useless. So, I mean, you know, those are the political considerations for you all to to >> Well, there's your provide me. There's your other plus to the coops is your 50% plus one versus the 57 >> and the tax impact is is less questions for Mike. >> Thank you for preparing this. >> Yes, my pleasure. And uh I will block out your board meetings until through January. Um and and >> hopefully you don't have anything the next day. So he's got a five hour drive back. >> I like to I like to stay the night if I can, but I each of the last
088two times I've had meetings in Kansas City the next day. So but I'll be with you whenever whenever needed and just let me know how you need me to move forward. >> Thank you. Thank you very much. >> Thank you. >> Take another thing on the storm recovery update is I was stopping with at Nagger the other week. We talked about uh it might be a good idea to put together a storm recovery committee to go ahead and get some people from the community, maybe some staff members, parents, general community members on board looking at some of this FEMA stuff, helping us uh analyze the money, help, you know, because we were seeking public input on how to AB or C type plan to get some people engaged with us throwing some ideas around and
089uh we have that committee started. If we've got to go to the voter, we've got a group of people that are ready to go and present and educate people as to why we need it. I don't know how everybody thinks about that or what what the process to start this but just reach out to some people in the community some just stakeholders try to get some people on board you might be able to get some people that are on like alliance club or the chamber or the you know what I mean get a representative from some of those groups because then they can go back and talk to their groups too when we had a meeting at the uh Robinson We had some parents, we had some staff members including them, too. >> Met some
090people that came out that were passionate about being there. I mean, we could put a group of people together that can be at some of these presentations and and ultimately the board still makes the decision, but we would be seeking that public input the entire time and and hopefully be making decisions quicker when we hear from insurance people. Well, I think it's important that we have that input through the recovery process and then to stay with us down the road with what's going to happen because we I mean I think we need input just for the what we're doing for the recovery process as well. I mean, are we going to tear it down? Are we you know what I mean? I think that's important to have is people go through the whole process within
091the recovery and then the next step because if not I think that's the only way we we partnership and we pull ahead and we let everybody know what we're thinking and what we want to do with our schools. put project back in very county and our schools and um I mean I think it's how we got kids passed is having that committee that was kind of behind us and helped us. So, I think it's a wonderful idea. >> Are you okay with starting a committee and trying to maybe send some emails out or put some kind on social media and get people to let us know that they might be interested on that committee? Any opposition? I don't think >> because I think it would be important that we would get a diverse >> get
092as diverse a crowd as we could. >> Very important. >> Oh, finally at the interest level. >> Okay, let's we'll do some digging on that. If you need me for any of those sessions, I'll make myself available as well. Pretty typical for me to do it. >> Very good. Thank you. Thanks. >> Okay, moving on to program evaluation. >> We added three more program vows uh for the board's consideration in your board packet last week that um those programs were food services, safety, and emergency response and transportation. If you'll have any questions, we're providing those asformational items. Any questions on those evaluations? Okay, moving on to our spring assessment reports. Thank you everyone. I wanted to go ahead and pass out paper copies of what um you all may have received with package. Okay, starting
093let's start with the map ELC scores from last spring. And on page one there, um, beginning at the top, this is similar to what I've brought to you in the past, the, um, proficient and advanced scores for each grade level and each content area. So the uh, green highlighted boxes when you go across 2025, that shows longitudinal growth. So for example, the fourth grade score there, that is a group of students who grew from their previous score in third grade. So you're going to be looking diagonally to see the growth that happened with the same group of students. Also, it's it's a little bit harder to see. I have bolded some of the squares. Those are um the grade levels that are above the state average in scores. So for ELA, that's the one on
094the top. Third grade and seventh grade were above the state average. On math, fifth grade and seventh grade were above the state average. And then down in science, um, eighth grade science, I want you to notice how much that group has grown from previous years or really proud of that. continuing to grow in that area. >> Yes, sir. >> On DLA, is there could I say that the cohort of third went from 32 to 39? Am I reading that correctly? >> Yes. >> And so if you're looking at fifth grade, you can go back two years. And so they went from 42.9 to 31.8 to 32.4. Okay. And I like to look at that longitudinal growth because it's the same group of students. Obviously, we like to see, you know, third grade scores went up
095from last year's third grade scores. That's great. That's that's wonderful, but we really want to grow specific students. We want to see that growth happen because that's really all we can control um is the growth of students. If they're not where they need to be, how can we grow them to higher uh proficiency? Did you com you combine proficient and advanced? Usually that's split out. Did you see much difference in those two? >> Typically proficiency is is grade level. That's where the standard is written. And so that's what we want to see. Like we'd like to see everybody at proficient. Advanced they're going above. >> Did you do you recall if advanced occurred or just more proficient? in some cases we had some growth in advance. Um, and also I I we'll get to the
096next page here in a minute. One of the other things that we want to look at is and if you want to go there, we can look at that. The the lowest proficiency level is below basic. >> Obviously, we don't want our students in below basic. And so, we want to really push to move them out of that. And so, when I show growth in the below basic, have we lowered those numbers? >> Sure. And so that's you know even though we don't have students maybe in proficient and advanced if we have moved them to basic at a below basic we can work on then them then the following year and and continue to push them towards proficiency it's all about growth >> just those four categories right advanced proficient basic >> yes okay what's
097on the ELA what's the two >> good question so English 2 is the required ELC that is done uh at 10th grade level. We decided that we would do English one and 9th grade this past year because our English two scores have not been where we want them. Uh and so we thought that would give us information that we could use for our English 2 uh students this year. >> Okay. So the state average isn't on here. >> The state I I do have the state average. It's on page three. Okay. So then if you look at the below basic like I spoke about, you can see the the growth there. Again, um if it's bolded, it means we're below the state average. If if it's green, we lowered our below basics. And then on
098that third page, um Mr. Bachmann, that you had asked, I do have the state average there. So these scores are not public yet. They have not been publicized. we are not yet at a place where we can compare statewide. Um so all we have is the the state average that we can compare to at this point. And so um you can see there the difference that I have put in the far right column. And I do want to shout out to you sixth grade ELA which was very close and also uh third grade math which was also very close but they were not above the state average so we didn't note that. So what would be thoughts on like English 2 and algebra 2 and biology? >> Those are those are conversations we're having right
099now. >> Okay. >> As you might imagine, >> um >> well I mean just even the radical difference between algebra 1 and algebra 2. >> So algebra 2 there that's 17 students. So it's a much smaller cohort. So, however, that is an not atypical score and and I I don't know that we have any quick explanation for that at this point. We had two of our top teachers teaching that course. I I am not going to blame any circumstances. You know, ice storm, tornado. I'm not going to do that because I don't want to do excuses. Is it one of the considerations? Yes. But that's that's not going to be what we stand upon. >> So, is it safe to say that English 2 and algebra 2 are primarily sophomores? >> Um, >> I mean,
100I know it's not all >> primarily. Yes. There are a few outliers. Algebra 2, I would say we're probably all sophomores. Am I right, Mr. Schaer? Correct. >> Uh, English too could be a mix. >> Yeah. >> Oh, sophomore. >> Sophomore. >> Oh, and I do also want to mention too, um, algebra, algebra 1 is the required EOCC students that take algebra 2, those are the ones that took algebra 1 in 8th grade. Well, that's why we have only 17 students that took algebra 2. >> So, they're actually freshman. >> Uh, taking geometry as a freshman and algebra 2 as a soft. >> So, these are students on the advanced track within math, which again >> I was just trying to remember the progression from algebra one. I forgot geometry stuck in there. No problem.
101And I will say just based on our NWA scores that did they did not align with like an algebra 2 result. >> So we did what we could to make our testing circumstances and environments as positive as we could. Last year, you know, we were spread out in four buildings. However, uh I feel like we did a really pretty good job considering everything. So I I don't know. There's not a clear explanation at this point, but it is something we are definitely looking at. Okay. The last page that I I wanted to bring to your attention um is MPI and also there's the proficient and advanced again. So MPI is an acronym for MAP performance index and it's like a weighted score that's given to students on their MAP performance. It's not a raw score,
102it's a weighted score. Um, and so several of our buildings have used MPI as part of their building goal. And so I wanted to go ahead and track what happened with the NPI. And so if you look from uh map index 2024 to 2025, um, looking right at the first line there, ELA grade three, those are different cohort. Those are different groups of students going straight across. But last year's third grade had an average MPI of 369.7. This year's had a 384.1 which reflected in the provision and advanced scores too that you saw the jump in the green there. What we're looking at um is the difference between the two years. Now I I wanted to also do the longitudinal growth again and so we don't have that at third grade because we don't have
103a second grade math test. So, starting with the the column there under longitudinal growth from third to fourth, you can see how our fourth grade grew our kids in ELA. And so, while they were not above state average, I just want to point that out. We did grow them and we're pushing towards that growth. We didn't reach the mark in all areas, but we still had some pretty pretty decent growth there. um same groups of students growing each year. And so I felt like that was worthwhile for us to track because we had set goals that we felt were achievable but also challenging um for our our buildings and our grade levels and and we wanted to be able to track that specifically instead of just proficiency like we wanted to use a number that
104was a little bit more uh defined. with some notable growth until you get up to seventh and eighth grade. >> And when and once you get to eighth grade and to the EOCC's, it's hard it's harder to see longitudinal growth because they skip years, you know, there's you'd have to go back several years to track that and I only went back to last year since that's when we first started um the goal setting with NPS. Do you did a break down further than can you see categories of probably asking the wrong question or asking this the wrong way categories of um standards in that? >> Yes. >> So uh we we do and that's actually honestly this is this is the this is the overall >> this overall. Yes. >> Yeah. This is okay. It's
105it's kind of it's good for our teachers to see, but this is not actionable for us. And so what we use um we we use items. It's broken down by items, what kind of standard it related to by the, you know, by each question, how they asked it, what level of uh depth of knowledge the question was, so that we know how we scored on each of those items on the test. And then what we can do is we can do an analysis on where were we weakest, where where do we have some strong points and we can start to make some changes to our um our curriculum in in the sense of how we instruct uh where do we need to focus more type of thing. Sometimes that's helpful and sometimes it's not because
106I'll be honest with you, sometimes we get some standards that we score really well on in certain questions and some that we don't score as well on. And it may even be the same depth of knowledge. It may be the same way of asking a question and it's just was it the test question the way it was asked? We don't know. But um that's what we do. And so that's we have actually been in the process of already working on that. high school probably are just now beginning that work because they've been trying to start school. But that's what we're doing and where we are and then how we can make some changes going forward. Does that make sense? >> It does. May I ask you another question? >> Sure. If I'm a role model
107sixth grade teacher, can I look at my fifth grade students scores and break that down into standards and see if I see trends or a certain standard that was not met? >> Yes. And we do that. >> And you do that. >> How do you hold how does a building leader have some accountability with that? Well, the accountability is all of us. The accountability comes in in what we call collective teacher efficacy and that we all own every student and that we're all working together. It's part of our professional learning community. So, as far as, you know, shaming and blaming, we don't necessarily do that. But what we do is we work with teachers on how they can improve and um adjust their instruction. And so that is happening um with our instructional leaders in
108in the sense of how can we shore shore that up and in our PLC's we do that every week you know uh teachers are sharing how students did on their assessments and my students did this and your students did that wow can you share some of the things that you did and and that those are the kinds of things that we're doing >> do your building leaders are they able to identify trends on classrooms more than just one year. I mean if you have do you also look at 2024? >> So >> and and I mean 24 and 23 and and see yes is this certain classroom >> professional >> always low in these standards? >> So you know here's here's how I I'll answer that Mr. Satler. It's with our students. We're the same
109with our teachers. If we have a teacher who's struggling in certain areas, we're always going to be focusing on growth. Um I don't I don't know if you noticed, but we don't have a whole lot of people lining up to come into the teaching profession. So, we've got to grow our people. And so, that's what professional development's about. That's what our professional learning communities are about. And yes, you sometimes we see trends, sometimes we don't. sometimes who I would consider some of my strongest teachers just just like with algebra 2 this year we had we had results that we would not have expected based on what we observed in those classrooms all year long >> but that would be atypical from previous years. >> Yes. >> I mean if you've seen that trend over years
110you're going to give special attention to that. >> Yes. Absolutely. So our building leaders are are looking at multiple years and identifying those trends. >> Yes. >> Any other questions? So, next steps, um, we'll continue to work on these and we'll be coming back to you with some of our solutions that we hope to to do. Um, next, Mr. Satler had asked at the last board meeting if I could share our um, ACT scores. And so, let me explain how ACT scores um, are reported. When a student takes an ACT outside of our school district, they can choose who that test score is reported to. And so oftentimes we do not get those scores. We may get them, we may not get them. So when I am reporting this, this is only from last March
111when we had our district test here on campus. Um that involved 68 students. And so I broke down how those students scored. Now I want you to remember this was every student in 11th grade. And we had some 12th graders could participate free of charge. We paid for their uh test. And so you had all abilities, all levels that participated. And so um the average for our district was 18.4 um with the median being 18. Range for the composite score went from 12 to the of the lowest to 31 highest score. Um the Missouri state average just for your information u for our composite is 19.8. >> Do did they give you a breakdown of the age? >> Could we do you think those are most juniors or do you think that >> the majority
112are juniors? We only >> seniors too. >> Uh no that's >> that would be seniors. >> Mo most seniors second semester, >> right? No, it would it would be most juniors would probably be I I would suspect they're your highest there. even at the >> some 10th graders, some I mean you're going to have some that take it early, but >> okay. >> Um and then uh 21 of our students in this particular cohort scored above state average. And then I broke it down by subject area and then the range of scores that we got by subject area. And then down at the bottom, I just wanted to show you here's what ACT tells us is college readiness scores for each of those areas so that you can see that as well. When you do
113an ACT this year, >> uh, March 10th, >> do you, and this may be a Mr. Schaefer question, do you expect 68 or do you expect more this year? >> I suspect more. I don't know if Mr. Schaefer agrees with me, but I feel like that was year one for us doing it. Um, I feel like we'll have more that take advantage of it this year. >> How do you promote that? Is it just at the student level or also at the parent level? >> I believe there was information sent home last year with parents, but I I I honestly am not certain of that. I believe that that we did. I will say I spoke with Miss Leer, who's our site coordinator for the high school today actually about this and she she says
114she wants to get started on it earlier and start really um advertising it so to speak. um social media uh information being sent home because you're right, if we can get the parents involved in this knowing that this is coming, they're going to be telling their kid, "Go sign up. You're going to take this test." So, um that's the plan. >> It saves you 120 bucks, too, or >> 70 or 65, I think, actually. >> Is there an advantage to doing in spring versus fall? >> It >> I mean, on campus, I mean, that I guess doesn't matter, but >> I mean, it would be nice to do it both seasons. We just we did not get a plan for fall this year. So, not with everything else that was that was going on. But,
115um there's actually a couple of dates uh we could do March 10th and the 24th. And we even talked today if if we had a massive amount that signed up, we could potentially split it up into those two dates. Those are the two allowable dates that we can have it on campus. So, uh we may consider that as well depending on where we have to do it. It's having meeting room space is kind of interesting these days. So, so just remembering I mean here here's what I will say about this. It's it's again it's not where we would like but it's everybody that is come come who may to take the test and a lot of our um students who are were more motivated and planning on college maybe a little bit earlier probably had
116already taken the ACT and maybe did not take advantage of that. Although we would encourage everyone to, as you can see, we had, you know, a 31 and several others that were pretty high. Um, there's always the chance that you can up your score. So, we >> So, is the STEM number is that a separate test or is that just a combination like the math and science? >> Yes, it's a combination. >> It's not separate. >> I don't remember that even when my kids went through. So, that's relatively new. >> Yeah, it's not separate. >> Do they do they break this down any further with standards or not? We don't get a report of that. Yeah. So this year I just wanted to remind you again we'll be doing the ACT. We'll be doing ASVAB.
117It's coming up here in November 1st. I believe it's beginning of no November. And then um the ACUPPLACER will also be being offered as well. So um that's all for our 11th grade students. >> Aren't less colleges looking for the ACT score now? >> You know, it's it's a wondering if that's fact. >> It is less >> or they're using a super score and if they've already taken it a couple times, they don't feel like they need to take it again, >> right? But, you know, always there's an opportunity is if if we're paying for it, >> you know, get that super score up there that that's only going to help you, but that's my opinion. We'll be encouraging that. >> All right. Thank you all. Thank you. >> Thank you. Next on the agenda,
118I want to schedule a roll call vote to schedule close session to discuss student personnel and record matters as permitted by revised Missouri statute 610.21 section 1 2 36 134 and 21 at the conclusion of open session. >> Second Kevin >> Hi >> London. Hi >> Alison. >> Hi Jamie. >> Hi John. >> Hi. >> Next up we have a letter of direct designation. This Melissa's moving out of the county and she's resigning her spot on the board. Show us baby. >> I personally want to say thank you. Takes a lot of time to volunteer to do this and learn things from you just by the way that you consider um a teacher's point of view and also a parent. So I wanted to tell you that you will definitely be missed. >> I am
119definitely going to make this feel a little better. really has been truly an honor to to serve my community and my school. My honor appreciate everything you've done. We all have our opinions and sometimes it's better to hear those opinions and kind of gives you a broader aspect of things and I appreciate appreciate So, we have to make a motion. Is that what I'm understanding? >> Yeah. Make a motion to declare a vacancy on the board of education. >> Did you? >> I don't think I don't think I can second. >> All those in favor say I. I. Opposed. Just need a motion to accept Melissa's. >> Yeah, >> I make make a motion to acceptation. >> Second. >> All those in favor say I. I. all the spoke. Okay. >> Yes. >> Thank you.
120>> Yeah. Then I think at this point So the next is the policy and procedure to approve a new board member. I read it. We can put this out. Has to be out for two weeks. Uh and then we can choose to have a special board meeting prior to the next board meeting to the point or we can do it at the next board meeting. That's the way I read it. >> Did this did this change I'm I I just the history of it because I don't remember having to fill out all of this paperwork because that's how I got on this this whole appointment. >> This was exactly what MSBA gave me. >> Okay. I'm just wondering if Well, we adopted MSDA after I got on the board. I was going to say because
121this is a different procedure than what I followed. So, >> the only number I would change is the hours per week. It might have been that before to put like three or 400 in there. >> One hour per week won't cut it with the tornado. >> Madam Secretary, is these candidate questions in the policy or was those >> interview questions? or what I have found in previous >> those are adjustable as you would like an example >> that's what we've used previously >> yeah now that I don't remember I thought I submitted a letter then I got something back because I think I had to type something up or responses to questions like that I think now maybe I'm thinking about running after that >> they're similar to the questions I put in the Those
122interview questions would just give us an opportunity to set one. >> Yes, correct. >> Yeah, >> these are submitted interview questions, not in person. >> Uh that is the way I took it. >> Do we have an inerson session? We did. >> I think they're interviews in open session. >> The application was collected prior to the meeting. >> Yeah, that's what I'm saying. I don't think I typed it out because they asked me these questions. There'd be no reason to ask the questions if you have those. So, I mean, I hope we do different questions tonight. >> I don't know. >> I just understood that these were the questions that you would use to do the interview in person. >> I I would agree with that, Dr. Jones. I think these need to be asked
123in public session. If if you if I can get that agree with that last time ranking system, >> we had >> Yeah, we went through and ranked each of them then totaled that up And then whoever had like the lowest score is who won. >> Is that >> I I can create a rubric to go with these questions. >> Well, I don't remember if we even just did it by question or if we just did a total. >> Just did a total. >> Just said, you know, I said this person was my first, this one was my second, this one was my third. Nancy may have said three, >> two, one, and then whoever you just put them in a box and then whoever had the lowest total >> is the one that we picked.
124If I remember right, >> Mr. President, how do you how do you plan on advertising this vacancy? We want we want to get as much visibility and quality candidates that >> I personally >> I know it said that we have to put it in the paper, but I personally would just contact Mr. board. Let him do it through all our channels. >> There's two ways to put a newspaper enough to get it by legally with some words and then there's a way to make it. Hey, we're looking for a vacancy. We're looking for people to apply. Newspaper editor's right there. I imagine he put an emphasis on it if we ask him. just to kind of highlight it that we're going to be needing somebody. And here's the here's the uh application process. >> And
125then I'm sorry if I'm missing this timeline. When do we have the applications back? two weeks. >> It It was like two I think it was >> we have to advertise it for two weeks. >> Two weeks. >> So we have to give two weeks of advertising to secure those. >> Is that beginning tomorrow? >> Well, that will be once it gets >> It won't go in the paper tomorrow. It won't go in until next Thursday week >> week from Thursday. It will be >> so two weeks from next Thursday. >> Correct. And then we will have a separate public session to interview the candidates. >> That would be my choice. >> I mean, I think we could do it at the next >> general meeting, but I think it'd be better to do it
126separately. >> So, the October 2nd would be the date they put down the last day. calendar. >> October 2nd would be the last to >> yeah to submit >> to submit and then we could have a meeting because our our regular meeting would be >> just on Wednesday. >> I really don't want to do it at the regular meeting. >> I don't either because I want >> to do it. >> I want us to focus on board everything else that's going on. something to >> Yeah. We could meet on the evening of the second if they're due at such >> 5:00. We could meet at 7:00 on the second >> or even like Monday the >> person that has said submits an application. [Music] >> We had we reviewed the application and then decided who
127we were going to interview. If you did that, you would not want to try to have that meeting the same day. Set the set the interviews up for Monday or Tuesday is if we pick somebody, they can attend that meeting. >> Correct. They can attend regularly. If we interview on Monday or Tuesday, sixth or seventh, they could be here for the meeting. >> The sixth would be better for me. That's >> Yeah, that Monday. >> Yeah, I would agree. So, we will get this coordinated. We will get it out. We will plan to have the deadline for applications October the 2nd with interviews of candidates for October the 6th and we will try to swear somebody in on the >> So will we date the interview date in our so >> okay make motion to
128proceed with the appointment of a new board member with the timeline line of October 2nd applications due and interview. Say that one more time, Mr. President. >> The 6th, Monday the 6th. >> Second. >> All those in favor? >> All those opposed. >> Okay. Next, we are transportation. Hi again. Hello. >> So, we have some information um that we wanted to share with you on purple wave auction. Um I don't know how familiar you are with it. Um, I had heard about it several different times uh through MODA using um to buy and sell items um during our conference over the summer. We heard more about it um through MAPP um first time we had heard of transportation departments using it to sell um used surplus buses. So, we made some more contacts when we
129got back um to our city and county just to try to get some more information on how it works. Um found out who our local contact would be um through Purple Wave. Melanie had called him. Um he came and met with us, gave us a lot of good information. Um and then she put this PowerPoint together uh with the information that was provided by him. >> So, we're wanting to sell four of the CT Thomas buses and one minute tour and the purpose is to dispose of the surplus assets efficiently because we haven't been able to do that by getting bids. Um so the reason we why we want to sell them is to be able to get a lift bus. We checked on a lift bus that held four wheelchairs, but they do not
130have one uh available at this time. So, we're looking at a three-wheel chair lift bus, and they are larger and that it's a diesel. Um, but they're larger than the Minotaurs even. We had recently gotten some information that one of our lift buses that we currently have um has some engine issues that they feel is um not worth fixing. So, we are down a lift bus. So, we feel like Purple Wave is is good for us because it's got such a high demand for the quality used buses. It's got over 600,000 registered accounts and over 194 countries. Um, when we met with Dan, he had said that he thinks we could get at least 60,000 out of Thomas buses. I've been watching the auction um on different buses and even like the internationals and uh
131Bluebirds are going for 50 which is a lesser um quality than what Thomas is. >> Can you set it up? >> You cannot. That's what's scary. That's the That's the only drawback. Uh because we are a government entity, there's no fee for us um to sell or purchase. Um they handle everything from coming here, taking the pictures, making the post, sending the information out. Um they handle the the buyer completely. They handle all of the paperwork for the titling um with no fee to us. So, what do we think we can get for it if we didn't go through here? >> I'm sorry. Say that again. >> I mean, if we didn't go through the options, the last offers that we had, those were like 15,000. >> That's what I was going to say. So,
132I mean, in theory, we should I mean, without setting a reserve, I probably would hit 15 anyway, probably a good guess. >> So, it's fairly low risk. >> I actually talked to these guys from Purple Wave last year, and they said they weren't too familiar with buses. And when I talked to him this year, he goes, "Oh, yeah. We're moving a lot of buses now. This is >> this has become a good thing." And he said, "You got nice buses. This is going to be >> You guys aren't too concerned about the reserve based on what you've been seeing on there, >> right? Not too concerned. I know that we can get He was saying low 50 and high would be 60 or over. I feel like we just knowing what's been on there, we
133would get more than what we've been offered. So, what we're looking for tonight is board approval for listing with Purple Wave. um so that we can schedule the photography and documentation of everything and get this going so that we're able to get the lift bus uh that we are down. >> What's the cost of the lift bus? We're as the uh 157 that was for the it holds three wheelchairs like Melanie said. It's um it is a diesel bus so it's more like our C2s um only a lot shorter. Uh we could put three wheelchairs on there and then that still leaves six fulls size seats as well for other students. Um currently uh the chair the buses that we have now hold two and we are we are at four wheelchairs >> students. Yes.
134Right now. >> So have a little room to grow. In turn, this would save on maintenance as well. >> There's there's four that you're picking up now. >> Yes. >> A new bus would hold three. >> And they're located close enough together to that wouldn't be too long a ride to pick up through the port. >> Correct. We have one bus that's doing it now. Um we had three lift buses. One of them is down. So we're running one and the other one is used um as a backup in case we have issues with with the one we're using. So right now we're making multiple trips dropping off and going back out and grabbing the other students. If we had the other bus, then we wouldn't have to do that anymore. >> You said there
135were no four wheelchair buses available. Is there a timeline window that we can count on that? >> Usually ordering is about a year out. Um he has looked for um new or used and he hasn't been able to find anything with four chairs. Um the four chairs would also take us down to four seats instead of six. Um they currently do have the three chair um on their lot new now >> ready to go. Is there a huge difference between the number of charity on price between a two and a three or three and a four? >> Not really. It's just how many other passengers you can get on the bus. >> Correct. >> And was that bus in our budget? >> It was not. >> But you should generate enough from this >> based
136on what he's telling you. We should be pretty close. >> Yes. Make a motion first to use the purple wave to sell our surpluses. >> Second. >> All those in >> favor. >> So you were able to pick them all four up with one bus. You found chair. What would be the bus ride time for the person? Um right now we're with doing what we're doing um we're probably about an hour an hour and 15 minutes. So I would say less than an hour >> uh doing all four. >> Okay. >> So it would be less less than an hour. Yeah, our first studio is about 20 minutes out of town. All right. Thanks. >> Thank you. >> We have the expense and revenue report is still the one straight but not pretty one, but
137I anticipate that we're going to have a very pretty one next month. Mr. Freeman and Lacy have been working together in sispin and they have pretty well been able to completely replicate uh the dashboard for us and we will be running it ourselves. So um it looks great. We just want to tweak it and make it just a a little bit more perfect but it it works amazing. So it has all the same data here. Um again on a single dashboard for you small amount of paperwork lots of information and we'll also uh give you the projections from prior year comparisons. So this one is difficult to um take a a line code and compare it to several years before to see trends that are going on. So which I think is very important instead
138of just looking at one year budget at a time. meeting some prior year and the year before so you know about making projections for the year. So I'm excited to get that in front of you. I um am so very impressed with what they've been able to do so far. So hopefully this our last percentages of budget seem pretty high on tech related buildings. Is that including some insurance spending? >> Well, that's going to be very skewed. um are even by codes because things that we know we have to have now um are going to be reimbursed by insurance funds, but they are coming out of our current budget codes and we have to then move them out and move them over to insurance once we get that money to to pay for that. So,
139it should clean itself up, but it's going to take some time. I have is just the one. And so we have all the technology here that we need for instruction. And so we have made use and I I'll let Mr. Freeman speak as well, but we we made use of what we had so that when we are ready to move in to the new, we are able to purchase new. They're not using the old anymore and pulling it out of the refrigerator. We will be able to get the newest and the best using the funds that we get from our insurance reimbursement. >> We did get some uh new purchases initially. Um a lot of the teacher devices we were not able to recover right off and we had to happen right away. And so
140we did make that big, we got a lump sum reimbursement real quick um from insurance in order for us to purchase a lot of the faculty and staff devices. So those are brand new. Okay. But the smartboards, coffee machines, I can't imagine all the behind the scenes equipment that they have been able to utilize what we had to get us up and running. It's been very impressive. and and and in the time span that they did it amongst all of the other construction and tradesmen doing their work, it was absolutely phenomenal. And then we also have um we're continuing to share that list of just those tornado loss purchases for you all just to kind of see where we're going with that as well. >> Do they on those roof repairs we get paid after
141they're complete? I noticed the the balance was kind of off skew there. So when they're complete, they issue those credit service or checks. >> I don't know. They've just they've kind of come at different times honestly in the bits of that. Um some of them have come to us and we were able to deposit before the project was finished. >> But but everything that we approve a bid on it was already approved by insurance. Yes. >> It's just when it comes in is a little skewed. >> Yes. And you can see that the debits and the credits are being tracked there. So you can see both on the on the tornado merger. What is the I change order for the bathrooms? So that I think we probably should have had much more of a a
142longer description there and that not because it wasn't just that because you can see there is also a bathroom down lower on the list as well. So that particular change order would have had some bathroom changes in it but it also had a lot of other change orders in it. Um so we changed >> the list of change orders was in the warrants and there was numerous So that one probably needs much more description to go to match up with that list. >> Okay. So these these change orders are over and above the cost of buildings the beginning 6 million. So they are in um that that pot of the bucket he's calling the extra expense bucket. So the original contract that came out with flex TC we've had change orders beyond that. We went
143from 64 to about 73. Correct. >> Correct. >> XTC. >> Okay. One favor is 78. >> Then maybe that's I know when we originally passed it, it was 64, but then these other things came up and it got out. So was that with the was did the 64 include all the buildings or was the additional for the buildings down? >> It included all the buildings but there were changes to the buildings. We ended up not putting uh the one on top. We brought it out separately where the music was originally on top of the band >> and so it ended up being a separate building but that original had all of the buildings in it but there were changes as they were being built. >> So did we get to the 7.8 then because of
144the change orders? >> Yes. Those bathroom changers were over. >> 200. >> One of them was 262. I didn't realize. We are still struggling with having enough bathrooms. >> We um they've proposed um a large portable that would house that had a bunch of them and I don't remember the amount of them and just it was really going to be expensive. So the they talked about parking that on the other end of the near the concession stand for more events and the students traveling decided not to go back. So we were trying to make do with the ones we had because it would be outdoors. So what did you why did you not go that route? >> It was very expensive. >> Okay. I could be dreaming this, but I thought the city owned one
145that they put at the park and is it in use all the time? You may know that answer. I don't mean it, but I've seen it. >> Maybe it's used all the time. They typically keep you dropping the uh the set of portaotties on the trailer. They're typically on the they're currently set up on that parking lot at the bottom of State Street softball games that are on the field by PHS. >> Is this the busy time for the field? >> Okay. Understood. And I think the actual construction of that large learning expo, there was a whole lot we had not expected in order to make those um function well and not drill down into the ground. And so I think we weren't expecting that amount of base to be laid and that added to
146it as well. And then too, I guess I didn't realize that there was a prevailing wage in there as well. That was we have to pay that. >> I mean, that was a big chunk too. >> And then there are exped expedited costs. >> So, um because we were in such a rush to get get truckloads brought in, we paid ex expediting costs as well. There is that's a whole separate bucket in our insurance that should be covered as well. So, we are currently under the amount of that extra expense, the reimburseable that um we haven't exceeded it yet. If we exceed that amount of what's allowable by insurance, then that will need to be turned into FEMA. What do we know? The answer to the question yet, these different buckets, are they going to
147add up to the lump sum that's been discussed? The possible lump sum from the insurance company will these individual buckets be subtracted out. >> What will be subtracted out of that is what the insurance has already paid to us. >> But as far as Mr. Donnelly negotiating a global settlement, he would add all those buckets together in his proposals. But what insurance has already credited us, he would back that off. >> Okay. So, how much has insurance credit? >> I don't have all that in front of me. I can rough last. >> Okay. I seen that at some point. I thought maybe John brought it, but >> they've issued several checks. >> That poweroint. >> Yeah, they issued they issued several checks to us. >> Thank you for putting that together. >> When I went
148down to the warrants, I was like had to pull right out last time. Make sure I caught everything. We'll give Lacy the credit for creating this report. So, thank you. I appreciate it very much. >> Next is the job opportunities list that we still need to pass. It's going to look very similar to last month and the month before. Uh we hope to fill a couple of spots here in close session coming up. That's a good thing newsletter. >> I'm sorry. So, we put together some initial numbers there for you and that was also contained in your board packet there and we got our building leaders here this evening and I think as I made my way around several times the last couple weeks that I think I can speak on their behalf about a
149good start or maybe even a great start they said to the school year attendance has been really good um and so we're excited about the start of the school year and u I want to publicly thank not only our administrative leaders and our building leaders but all staff in the audience here because without their help, we would have never gotten started on August 20th or August 25th. So, thank you all very much. >> Questions or comments about the attendance number? >> Good. Good. Now we're >> a long list of events >> with a highlight to read that article. some highlight. >> Yeah, >> it's a very busy schedule. >> Very much appreciate Mr. Ford putting putting this together. that it's something you could put on the fridge and reference. I hope it's very helpful to
150you. >> It's nice just to pull it up to the public session. All those in >> favor. All those concussions.