001meeting to order at 7 a.m. Tuesday, May 19th, 2026. We're in the central office room. We welcome um all stand to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay, has a copy of the agenda in front of them. I'm looking for a motion to um make a move. Is there a second? >> Seconds. All in favor say I. >> All posting sign. Motion passes. Welcome public comment and communications. We have Mr. Sher, Mr. Dos, Mr. Lynch, Mrs. Kelly, and Mr. Ding back and forth over there. Um, gonna do a teacher recognition this morning. We'll get through this here. Um, whichever one should come up first. >> Mrs. Kelly, would you come up first? >>
002Today we honor a teacher whose career has been defined by excellence, compassion, and unwavering dedication. Mrs. Kelly, you have inspired generations, shaped futures, and left an imprint on this school. Will never fade. Thank you for your years of guidance, laughter, and learning. Your legacy will live on and every student touched. Enjoy this next chapter. You will earn every moment of it. Um, we also have two teachers that are leaving our district here for other positions in pursuit of other opportunities. Um, Mrs. Hill who is here. Come to the front, please. Um, and also Miss Cassie Sanderson is leaving. So, on behalf of the district, thank you for your service, your passion, and your commitment to students. You will always be a part of the school family. We wish you well and everything that you set
003out to achieve. >> All right. So, moving on to our student outcomes as well. So this month we progress measured or I should say I progress measured um reading and um it's our last progress measure of the year. So should be indicative of what our scores are for reading for star or I'm sorry not star for A+ and um we kind of got our preliminary scores back and good um they will be adjusted for you know the kids that are not going to be in the formula before they put those on to the indie websites. But I'll be reporting to you uh I don't remember on our is it in August I report to you on our final scores but yeah so Greg and Jordan are doing a crosswalk between our star scores and A+
004to you know double check that our what we have set is our goal is a good goal to be indicative of it and I know that um we've have many conversations um with staff members because obviously this has been a jump in requirement you know going from the 50th to the 60th 5th, but trying to explain that what it is is we're trying to find the predictive point of it. And you know, last year the 50% didn't give us what we wanted. It was giving us false sense of where our kids were going to be. So um where we believe great sense of preliminary um crosswalks and that it is a true truly is indicative of it. But we'll we'll double check that and I'll be reporting that out to you. But getting back to
005goal progress monitoring 1.1 um it it it's amazing they exceeded the target. So that's the percentage of K through2 learners and you know we've done a we've been focusing in those grades um with the science of reading um making sure that we've got resources that are aligned and uh you know at the beginning of the year when we had that big jump and I it's eye opening right that when the demands went up and then it you know our kids were not performing worse it's just that our demands went up but our teachers and Greg and the kids answered that and you can see how that they finished up and they greatly exceeded the target for what we had for the year. So, and also another thing that I want to point out and I
006didn't have that in my um uh comments to you was that uh how in the past we bing bong during the year. We did not do that. We consistently rose throughout the year and that also shows you know the focus on it and the dedication and we know where we're going and what what we want to do. So um let's look at uh go products 1.2 two also um we exceeded the target once again and um talking about four by six that you know we we had the new series or the new resource for our teachers the focus on writing um focus on the the standards making sure that we were providing interventions and I I this this just shows that our early literacy systems our core reading program and our intervention program is working
007and that pipeline of readers going over to the middle school um is is successful. They're they're leaving sixth grade and you can see where they're at. So, what's next is in K through six is maintaining consistent high quality tier one instruction. We're just going to keep working on that. Um tight alignment with those standards, continue to talk about that, continue to grow. When we have our um late starts on Wednesdays is when our PLC's are and we have those discussions. They're looking at data and making sure that um they're that we're aligning and we know where we're going and we're making changes as needed. We're going to continue progress monitoring for those students that are below benchmark and um continue to look for those timely interventions and see where we're at when Jordan is in
008here in just a minute to you. Greg is going to talk about that how our movement from our kids that are intensive up to, you know, the kids that um are deficient. you'll see that data from him and he'll talk a little bit more intimately about that. Um, okay. In the high school, we were so close. We were one point behind where we uh are below our goal. So, we did not meet our target. Um, but there we are showing improvement from the beginning of the year, which is slightly below the goal trajectory. So, this is a critical focus area for us. The teachers are aware of the data. Mr. Flint is aware of the data. We know where we're at. They're talking about doing different things. We made changes this year. We um had
009made we were right on the goal line um this winter, but this spring we fell off just a just by one point. Okay. Now, um there was one thing that we talked about and we're going to talk about that a little bit more that during spring testing uh testing irregularities were identified among mostly the ninth graders and the 10th grade students. And you saw that data and you'll see that again when Jordan presents it, but in ninth grade um they did really really well in late winter and uh we don't know how far back that that those testing irregularities were taking place and then once it was discovered by the teachers you could see the sharp drop off. So once they found that they retested the kids and the change in data is there. But
010uh let's see what else was I going to say. So, you know, ninth grade is not the grade that's tested for A+. It's 10th grade. So, we're cautiously optimistic that the teachers were able to intervene and hopefully those results reflect better for us what will happen when they're in 10th grade and instead of having that false um inflated sense of like hey, you know, how well kids are doing on that educate. I always talked about educating them. So, we have strengthened our testing protocols to ensure integrity. It's always keeping one step ahead of technology and where the kids are in their knowledge, right? And they are smarter than we are. >> So that that's what our goal is. But kudos to the teachers that figured it out and um we're going to make those adjustments
011and it was that non-esting year. So then we have that year to look at that data and um make adjustments as needed. Do you want to wait till this principles or do you want to do it now? >> We'll do it now. >> Okay. Okay. >> But first, I want to say hats off to our administration and our staff because these results are what we sit at this table for student outcomes. So, kudos to everybody. Um, are we seeing evidence that the district's literacy pipeline is truly preparing students for secondary rigor? >> Um, okay. So, that that's looking at it from both different ways. Yes, they have those skills, but then we've talked about this, I know, in the past that when they move over to the high school, they're already um they've already learned
012to read, right? Or they should have learned to read and they have those skills and then they go to reading to learn and it has to go across those content areas. So, no longer is it just our ELA teachers that are teaching those ELA skills, it has to go across board and that is definitely an area that we need to start to focus on. We talked about it. Um teachers have great ideas um of doing it across the curriculum, but it has to be applied in the social studies area, the science area, the math area. No different than the math has to, you know, translate over to the reading or ELA, math, science. So, it has to be taught across across content or it's not being applied. They're just getting those skills and then they're
013just being taught in isolation versus being taught across. So obviously our scores are not at the level that we want them to be in the high school. So that still has to continue to be a focus. So can I say 100% guaranteed that it isn't. But when they're leaving sixth grade, yes, I can say that. But then, you know, we have to do better at focusing on it. We get up from high school. >> And then how dependent are current gains on specific personnel and programs? Along with that, is there succession planning to preserve instructional continuity if leadership or staff change? >> Right? Okay. So, you know, our standards aren't going to change and the more that we start to focus on those and then it isn't like teacher dependent. But of course, the teacher
014is going to have an effect, right? If you have a really strong teacher that leads, of course, you're going to see the effect, right? Because they understand what they're teaching. They understand those standards. They've got that practice. uh down solid. So I mean it could be dependent on that teacher but we plan for or we we will do everything we can in order to make that it is not reliant on who the teacher is or um who the admin are but we see it with the cohorts right you see the data being bound because we have a cohort or you know it it it might depend on the experience that they had during that that year. Um so we will do the strongest that we can to give the base. We've got the resources in
015place. We we're sending teachers to the PD so that they've got those instructional strategies. You know, we do everything. We focus on those guard rails. You know, providing all of those pieces in order to make sure that that is solid and the things that we can control, we can control having the resources should help quite a bit. I think um how do we know that the district is measuring true student achievement versus improved test points? I guess it it would be are our are kids performing in other areas also right not just on the A+ but are they carrying it forward are we seeing results on the ACT and we've talked about that before when wasn't it last year when we graduated how many honor students but we had one or two one or two
016students above a 26 I think is what it was so I think it's performance on other things besides is just the A+, you know, that's our measuring stick, but are our kids forming um in the classroom? Are they meeting those four C's? And you got to see that, you know, when you came in for the showcases, are are the kids learning those different skills? And are we just teaching the test? We're teaching to the standards and the test is built on the standards. And if we teach those standards solid, that should transfer over to all of those other things that kids do. So, you know, ASVAP, you know, we we monitor the ASVAP. It was another measuring stick. So, and we look at all of those things because we might do well on the A+
017and but we're also looking because if we get bad ASVAB scores, you know, we're trying to figure out what is the piece that we're missing from there, you know, like digging in and we've talked about that before where um Mr. Wentworth has said that it's the math skills, right? the kids that don't have strong math skills struggle with the ASVAB. And if we focus on those math skills, then that um will help with the ASVAB, we should see that that result that all I have. Anyone else have any questions to follow up? Okay, I'm looking for a motion to accept the goal progress monitoring report for goal number one reading. Kelly second. >> There was no second. All in favor say I. >> All post. Motion passes. Um we'll move on to the principal presentations
018for the board progress monitoring goal one. You're in. >> Yeah. Greg and I were having a conversation the other day and um we were talking about the data and he was telling me and showing me and I'm like you need to tell the board this stuff, right? Because I see the data from up and I know what's going on, but Greg and Jordan are very intimate with that data. They work with it every day. Um they know the things that they're doing in each classroom. So I thought here's their chance to shine and um brag about their bra about school. Um, so I'll just kick off >> so just like to kick off uh this is all of our K6 students um in our four testing events on stall. um and broken down into four
019categories. Um urgent intervention on watch and then at or above. And at or above would be at the 65th percentile. Um which we moved, remember we moved that at the beginning of this school year when we found out like by looking at our state testing data uh from last spring we had um our goal as 50%. Well, we had a bunch of kids that were above that 50% that weren't proficient or advanced on the state test. So, to try to better predict who is going to score um proficient or advanced on state test, we moved that up to the 65th percentile. Um and so, like Anna already um mentioned, we've kind of just just very quickly looked at some things and it looks like it's starting to correlate a little bit better. So we'll be
020able to tell you that more um in the coming months. But um when you look at our system for teaching reading um when you look at this uh the the orange um bar is our first testing event. We had um I got to go back here. Sorry. Um like if you look at this urgent, we had 10 kids in the urgent um like hey we need to do something about these 10 kids because they they aren't reading not even close to grade level right and and if you see we actually went up in our second testing event um by a couple and then by the end I'm it's actually probably just bring my laptop That's why I make them so portable. Uh we have one kit six by the end of the year. So if
021you want to talk about systems working like I don't know if I can show you a better way like we can look at this side which is awesome right we've got a whole bunch of kids we started at 101 we ended at 134 but our job as teachers is to make sure that kids read at grade level. Well, we've got one kid right now and that includes all of our kids on IEPs that are an urgent like alarm bells going off. They can't read. We got one kid right now that's right there. Okay. If you look at the intervention category, which is from the 11th percentile to the 24th percentile, um we started at 31, we're down to 21 on watch. This is this is an area where right this on watch category actually grew
022by uh 14 percentiles right because because we used to be at 50 then you were in that green that um that add or above and and this year we said okay we're actually going to make this bigger so you would think we'd have more kids in there right well our system works because it it decreased from 85 to 71 where did those kids go over here right? Because we grew to 134. So, I mean, just I can't speak more highly about the job our teachers do. I can't speak more highly about the system that we've built. Um, you know, now it's how do we sustain it? How do we keep going? Um, with the challenges that we're faced with, right, this year we're faced with a big challenge. Um, we don't have the same positions,
023the same bodies that we had last year, right? We don't have a full-time FTE in the elementary, which was a reading interventionist. Okay? You see this right here that we went from 10 to to 12 down to one. That person did a lot of that work. So, how do we keep our system the exact same because we know it works without that one FTE? Well, are are we're going to dig in and we're going to try like heck to do it, but I just I like I said, I couldn't speak more highly about the staff that are doing this work because they are just killing it and I'm just super proud of them and super proud of our kids, too, because really when it comes down to it, it's our kids. Um, and then, you
024know, when you look at um the the work that we're doing, we just did our um elementary awards. Uh, we had I can't remember the number right now, but it's like 48 kids that read over a million words. We had three kids in second grade. Mrs. Hill had a couple three kids in second grade read over a million words. Like I was talking with my wife who's the high school li, you know, our K12 librarian and she was like because we just got our ELA scores back Sunday night like got an email. It's like, okay, now I'm going to the school to look at the scores, right? Um, but came back and I was telling her, "We we did good. We did good." She's like, "Well, we had this many more readers reach the gold
025level and the million word level." Like, do you think that makes a difference? Absolutely. Everything makes a difference. The more they read, the better readers they become. Like, it's it's all of us here. It's not just all, you know, our kindergarten, first, second, and third grade reading teachers. No, it's everybody. It's a system level approach, and we are doing an awesome job. So, we just need to figure out how how do we sustain it when things come up and and so I don't know if you guys have any questions or whatever, but that's kind of my spiel for you. >> Awesome. >> I think when we started the B legendary, this is what we were all >> hoping to see. I remember my first year on the board when we sat here and talked about
026policy for hours and it's just really awesome. I think this is why we're all here. Thank you guys and the staff. It's it's really amazing. >> It feels really good when we have conversations because it's like, you know, we've gone round and round and planned and talked and now it's all starting like, okay, we're seeing some of those roots, you know, the things that are coming through. So, yeah. >> Well, and it's not just a I mean, it's a team approach. I sort of said it's >> it's Yeah. And I wouldn't even call it a team. It's a system, right? Because we have a structure. When kids struggle, we go into our MTSS blast process. That team looks at that data. They tear it down. They say, "Okay, what's not working? How do we fix
027it?" And and it's not just it's not just a classroom teacher. We've got two of our best sitting right here. But like it's it's a system. It's all of us together. Um, you know, one I read an article about this school in the inner city somewhere and how they improved their testing scores and the principal said every teacher had to know what every kid was able to do. And it's like, well, isn't that just part of the job? But in some schools, it's not like when when kids walk through that hallway, right? Vicki's gotund I don't know 110 kids or whatever in her classes. If I picked a kid out and said, "Okay, how does how does he do in reading?" she'd be able to tell me right now, right? And she doesn't have as
028many because she's in a self contained classroom, Mrs. Hill, right? What you had 14 this year or something like that, right? But she knows in and out exactly what they're able to do and and so system. And then same thing with Mrs. Steiner, right? And I've got 225 kids and I can tell you pretty close on each one of them what type of reader they are, what type of math student they are, what interventions they're in. You know what I librarian? It's it's it's a system. So just proud of my people that are that are building that system and and uh we just need to keep sustaining it with your guys's help uh making sure that we have the resources that those people need to be successful. question. He answered it way better than the
029high school side when we were looking at our data. I know I went into sit and talked with Mr. Doitz. I was like, "Look at these scores." Like, they're just jumping up and all of a sudden we came to the spring and then I mean some of our teachers, hey, we noticed some things about some of these kids with some scores that we'll say that irregularities. Um, so I mean that was a little defeating in itself, but in the same sense like our kids are from where we we began to where we've come so far have have consistently grown and consistently got better. And that's a kudos to the teachers and I mean just everyone in general because um we we've created like pathways we've created avenues for kids to be successful. Um and and
030even talking about those regularities that just noticing like what the kids have done. I mean granted they've gone to great lengths to do that. I'm not condoning that but like they're creative in their own way. That that's that's the way that I'll just blankly state it right there. But um again, for us to have to notice that and then go back and retest those kids, like my first year here looking at some of our test scores and from where we've come and where we we've gotten now is just incredible. And that's like kudos to again my staff and I mean some of the the kids that that we've had like um I remember Miss Nehe said, "Hey, you should come and talk to this kid about the score." like they they've grown they've grown from
031about the 20th percentile and they've gone up to about the 50th percentile because they wanted to reach that that incentive that we had set in place there. But knowing that the kid that had had gone through the work and gone through that, we we've utilized Freckle during some of our our home room time for some of these kids and we've seen ones that have consistently do that the growth that they they they've made jumping from either like like the intervention or beyond watch to the add or above and um again it's it's kind of speaking to what Mr. Nova said. The structure that we have um is like we're giving these kids opportunities to be successful. some of them like it's going to take a little bit more time, but that's I mean we want
032to see them succeed no matter what, no matter how like we're going to find a way and that's where um we we have some different classes set up to kind of give those kids kind of that little nudge because coming from the elementary yep they they were learning to read and okay now we're reading to learn and some of those like we still have some gaps that we're trying to fill. like how can we fit them while still trying to maintain that we're meeting our high school graduation requirements. They need to graduate so many credits. They need to do this XYZ. Um, all right. Well, we still want to see this kid succeed. So, what do we want to do? And again, my staff has done a fantastic job being creative with that. It's like,
033well, let's do this plan for this kid. All right. Let's do this course. Like, let's let's create something that's going to help this kid be successful. And even then, we're seeing those scores rise because throwing them in the mainstream classroom, they might just drown. They might just be be falling because they kind of get get lost in the cracks. But again, giving them what they need to succeed is kind of what what we're shooting for there. And again, it's like what classes can we offer? How can we kind of incorporate these these classes kind of conjoin with social studies and English or maybe even like a math and science or how can we just kind of get these kids what they need to kind of continue on the path here. But >> maybe talk about
034the change in um for the kids for their incentive because this year the incentive was at 50%. Right. >> Yeah. So we've we've had that at 50%. This coming year it's going to be at 65. And so I mean we've seen a lot of kids >> um especially with that spring and noticing some of those irregularities like oh did I meet this? Did I get this? Um we wanted to kind of match. Okay. can we find a common to be the IDA plus as well as our star and again like we sat down and kind of looked at our scores that 65 seemed to be the kicker and so we've kept that 50% all year for those kids because I I didn't feel justifiably that we could just change it on them just willy-nilly but
035knowing like hey coming this fall this is where the change is going to happen you need to be at the 65 and again a lot of kids they rose that to that challenge there they want to achieve it >> you remember right remember when we built in incentives at 50%. We saw a lot of kids reach that 50%. So now we're hopeful that with that change now the kids are going to know it's 65, right? So they're going to need that and say that that'll >> you know be that. >> I remember like the first year where we like all right let's just throw in like we did the 40% like my first year and there was one grade level class that I think there was maybe six or seven kids that were above that.
036Well, we tested them after that and it was probably just two or three kids that weren't at that mark just because oh now there's something to shoot for because I mean I remember one kid said like oh it was like a golf game you wanted to get the lowest score to win to them. It's like well how can we change this and that we want to have that happen. So again just how can we motivate the kids and sometimes that's intrinsically sometimes that's an external motivation but again between the staff coming up with those ideas and the kids pushing themselves they've done a fantastic job but any questions from you guys >> actually I do have a followup had mentioned the ACT scores and how you know they're so low have we started to see
037an increase in those at all? Um yes. Um recently we kind of we've had um funny thing is like uh in terms of the state like um North Dakota is like kind of one of the leaders in the nation in terms of our ACT scores which is kind of crazy to think and it's like a 19.7% or not.7 like ACT score composite score which is like you you think like oh you want to get like those 20 upper 20s but like in terms of the nation like I'm big butt there which is kind of neat and in terms of us here adults like again we we fluctuate but now the kids aren't required to take the ACT in some aspects. So um some of those scores are going up because kids that want to take
038it they are taking it and the ones that taking it just because they have to they're not have to do that anymore. Um that's that's one thing that you can kind of notice like what's the averages scores there. >> Yeah that's something that's kind of out is that how North Dakota schools are failing. You hear that all the time about how the schools are not doing well. That is not true on the A+ which is our own builtin that we have set the bar very high for that those cut scores. um those are the scores that are reported out but on ACT North Dakota scores at the very top of the nation and on the NATE we score at the top towards the top of the nations which those are those tests that are across
039the entire nation that you can measure that but it this is a narrative that is out there in the public you're not you don't hear all of the pieces of it right that Northakota schools are not doing well but we are doing well espe when you compare us across the nation our own measuring stick. We have a high bar. It's always been that way for us, right? Because we have high expectations for our schools and other questions, Mr. Lynch. >> Thank you, Mr. Lynch. Thank you to your teachers. >> Moving on, um we have a consent agenda. So, I'm looking for a motion to approve as presented. >> Okay. Well, there's no motion. seconds. >> Seconds. Sheila, not Sheila. Shannon, thank you. Please take the role. >> Ryan Ser, >> yes. >> Sheila Nagel, >>
040yes. >> Patty Kelly, >> yes. >> Uh, Ryan Rosenall, >> yes. >> Monica, >> yes. Motion passed by Zero. Um, you'll have reports for information only in your packets. Moving on to item five, items for discussion and possible action. Item A, approve negotiation committee's recommendations for health insurance plan changes. Um, Vice President Leo, I'm going to let you do this. >> Thanks, Go. >> no, I just pulled this forward just for complete transparency. Um, so last year during negotiations, one of the biggest things that we worked on the same is the health insurance because it's a huge hit to the budget. Um and we had told them that going forward we may need to change the plan that we provide. Um we have to provide the two plans. They have to have an option between
041the traditional and the high deduct. Um so when we when Shannon gets the information from it doesn't count. Um it has what 11 options now? >> Seven. seven which is down from 100 a month. >> So we've looked at those options. If we if we would have done nothing the increase would have been like 11.41%. Um and then we looked at the options and ran some comparisons did all of that. The teachers did that as well. Um they would have preferred that next option. Um but in our discussions we told them that we were going to go with the the second option um which you know gives us savings um and then but it's the least change to the schedule that's on and we all know that the cost going to continue to go up
042so we hope getting that'll be a bit shorter. I don't know what the answer is without cheese. >> So that's all I have. The only reason I brought it forward questions on that >> with the base thing out of pocket. >> Yeah. >> Is so you care if I say >> no go ahead. >> So um on all of the new plans from North Dakota Fit our high deduct is a true high deduct right now. So once you meet your deductible, everything after that is 100% covered, but now it goes to 8020. So it's and and then you reach your max and I don't all of the plans had different maxes. Um, yeah, but that none of the plants are a true high deduct where and we did research and Shannon and I, they're really
043those high deducts of 100%. You're just not seeing those anymore because I think, you know, probably thought at the time they were savings, but they're not, you know. >> Yeah. It's not a fun thing. We know that this affects people's achievements and everything, but again, it's kind of coming back to Mr. D was saying, we have to balance this budget somehow and be able to provide these resources and continue for the kids. That's why we're here um with our funding. I don't know, Mrs. If you want to just touch a little bit on that again of how we've been told that state is not >> going to increase um it's just it's we're between a rock and a hard place if >> maybe transfer it's not about the budget. >> Yeah. >> All right. Any
044other questions comments on the health? >> No action to be taken there. >> Yeah. Okay. So, um I'm looking for a motion to approve the negotiation committee's recommendation for the health insurance. >> Make a motion. I have a second. Do we need a roll call that? >> Yes, please. >> Okay. Uh Patty Kelly, >> yes. >> Ryan Rosenall, >> yes. >> Ryan Sire, >> Sheila Nagel, >> yes. >> Monica Hima, >> yes. Motion passes 5 Z. Um, item B, discuss the first draft draft of the preliminary budget. We're again going to hand that over to >> vice president. You're welcome. >> Yep. I got >> Okay, pull it up. I know Shann's got she wants to discuss, but I do. Okay. You want me to ask my do your first give you steel away? Okay.
045So, I went uh I I put the the white columns on the left are the actual for the last three years that uh superintendent cell and I have been here. Uh the pink columns are the budget for the first one is the budget for this current year that we are in that ends on June 30th. So that one's kind of that one was voted on and approved and sent to the county uh last fall. So the next three, the 26, 27, and 28 school year. So just off the top of the head, um the taxable valuations which is the line N3 it's the 25 million 414. Thank you. that I've been in discussion with the uh tax equalization manager Don Flity and the taxable valuations for a bland within Dicki County is going to decrease
046by 8%. He did some numbers for me and I can't remember which two other counties. So we have four counties remember that we have land in. Two of the counties are going to drop to 6% in their egg land valuation and one county is dropping to 4% of their eggland valuation. So as you see our land valuation is going to decrease from this current year that 25713 to the 25414. So then all of the uh tax levies are calculated off that 254. Okay. So then for the next two years I was talking to Don and he has been is so here's where the numbers are just it's so fluid because the 27 and the 28 he's been told from the state NDSU office that it could be a three-year trend of decreasing egg land values
047but he thinks that even within our four counties that it might not decrease increase any he thinks there might even be a maybe a 1% increase uh year after those next two years. So that's what I went with. I there is a whole big formula I kind of went in on there and because 75% of our land is within Dicki County. So then I tried to calculate how much of egg land was in any of the other four and decreased them by six or four and and so that's That's kind of a a hot mess. Number See if I can find. So that was that's the top line. Then all the other lines below it. Then um Greg, can you scroll up just a little bit? I think I'm we're missing the top couple lines
048of the >> Oh, sorry. >> There we go. >> My fault. >> So the 1.2 2 million of the carryover on the first line. That is that's a solid number because that was from last year's financial statements. So then that the next few numbers um come from the spreadsheet. Um the property taxes now if remember were capped at 3%. But those those um since our valuations are decreasing, we should be able to be at our we should be able to go up the 3% uh or we're not going to be able to go up 3%, but we're going to be able to get our max of 60 mills this year or the 26 27 year. Um and I believe the 27 and 28. So those are a full 60 mills at the estimated valuation taxable
049valuation number. And then of course I always throw in that 5%. Now remember our caps are at what we levied not what we received. Um and then we did receive our uh it wasn't $14,000 in gap money. It was about seven. Um and then I have the property taxes. If you keep going down on the far left, the property tax of the 10 mills minus the 5% discount. Uh the miscellaneous levy was at a full 12 12 mills minus the 5%. Driver's education. I kind of leaned on on Jordan and Anna to give me numbers on how many students would be coming into that driver's education. I do not believe I increased the the cost or the fee for driver's ed. Uh, let's see. I have 2728. I have 45 kids at $250. And so
050that's why there's a little difference each year. It depends on what what the number is of those kids coming in. Um, the interest income, um, that's been going up. We've got uh anytime we get the property taxes that goes straight to the First Community Credit Union right now and they're giving us almost 6%. >> Um can you keep going down the right? Um, okay. The 627 we're going to go up uh to 11,000. Uh, let's see. 2627 it will go up to 11,633 per student. So 20 uh we've been hearing from legislators from the DPI superintendent that there will don't expect a change. So the next two years 27 and 28 are calculated at our estimated enrollment at the same 11622 no 11633. Um I didn't do any change to the transportation budget. Um we
051it'll it'll kind of depends on how many routes we'll run. Um but now transportation aid is figured in with your per pupil aid. There's a formula in there. So that depends on you know that doesn't change. >> And what how was it figured each >> uh by your routes and your passenger rides and things like that. Now you get paid by your square miles and your district. We still have to keep track of our routes but we don't necessarily have to keep track of our writership. So, >> so that 162,000 under next year's budget, that's a number that that Adam uh I believed his last name, Adam at DPI had come up with. And so, um I'm just gonna I just left it the same thing. Uh reap, you'll see we went down $10,000. Um
052I highly suspect that'll stay at five or drop off. I I don't I have zeros for last due simply because I I don't believe that Willie the federal grant and that's just that's always just kind of a ride and this is the preliminary number that they've given us for next year the 155 143 so I just carried that over. I don't I don't necessarily suspect it going up. Uh the title five um pleasantly surprised that's what DPI has kind of given us a possibility is 57,000. So I've kept that. I'm not sure why I dropped to 53,000 the last one. Maybe I may need to check. Um and after this year legendary is is anything new are uh I think 26 27 has we have one more year left of rate I believe in the
05327 28 year we get re-evaluated on that and depending on what you read or where you read or who you read it from that will or will not exist anymore. So I I and that we are now with our title one numbers we are now at a 6040. So of the projects that are proposed we only have to pay 40%. The - grants pay 60% of it. Um there are no more bus grants out there. Uh the tuition levy. Uh so Anna maybe you can hit on that with Levi Bachmire. >> Yeah. So, um, if you remember right, the Center for Distance Ed courses, we were that that bill passed and we weren't supposed to have to pay for those, um, unless there was a discrepancy or something, but at whatever hour that they had
054ended up happening out at the legislation, it was the last bill that was signed, if you remember, right, we had to pay for center for distance ed. So Jordan has worked on that, but now we've gotten guidance back from um the state that we will have a little more say in that this year, but it's got to be pretty prescriptive. So um one of the things is if we have the teacher, we can say no to paying for it. So that should decrease some of it. Um we have the option to pay for it. So let's say a child has got a scheduling conflict, we can pay for it. So, um, we felt like, you know, that will help us out in that tuition levy, not having to levy so much for to our taxpayers
055because we won't have to pay for those classes. So, if a family chooses to take that class, they're going to have to pay for it themselves if we have a teacher in place. So, so Jordan and I went through I basically ran the entire list of the CDE classes for this school year. And in my descriptions, I I don't put students names obviously, but I put what class it was. So Jordan was able to go through and say, "No, that we have we have a teacher and him and I were able to come up with the number. So we should only have to that's assuming then that the CDE cost doesn't go up as well. I kept it at the same cost, but kind of winging the number on where we think we could be.
056I came up with $11,040 for tuition that I would have to levy. And that one is not subject to the cap. That one is a straight dollar amount. Um, and then I I was so excited as I was working through until I got more completed and I didn't think we would have to transfer anything in from special reserves, but I I kind of needed some more uh bonus into the carryover. So, I started transferring. You'll see the special reserves down. Father, can you keep going down? And then the next is just the expenditures. And again, you've seen the spreadsheet before. The kindergarten cost, the elementary cost of uh grades 1 through six. Junior high is 7 8 9. High school is 10 and 11 and 12. So in the first year of 26 27, I
057have my obviously the majority of that is is wages and benefits, right? So I have it calculated per the negotiated agreement. They all get uh I believe it was $250 to their base pay and then $450 per each year of service. So I I have a different spreadsheet that calculates my wages out and then I'll So that's all included in that. The next two years of 27 and 28, I have no increases to wages >> for anybody for across the board. Staff, hourly, teachers negotiated agreement. The um the first year the 26 27 I have adjusted it for this 2% increase the 2.66% 66% increase in health insurance. And the last two years they've been telling us it's going to go up between 10 and 15% every year. So the 27 and 28 years that
058I went full on I went a 15% increase in the health insurance premiums for those last two years. So that's those numbers are in there. Elementary going up in 26 27 and junior high is going down when we're not replacing big. >> Um that was something that jumped out at me >> at junior high with the health insurance. I think the elementary should look that >> I will have to check. Oh, part of the other thing is is I Googled what is the cost of living adjustment and they said everything's going up about two I think one the first year was 2% two something% and the next year was 3%. So, I I tried to go a little bit on the supplies and some of the um you know, I the workman's comp I I
059threw up a little bit. Um all the things. So, they're all going up. All in all, I'll have to check to see why the junior high. Is it the junior >> high school going up 100 grand? >> I mean, it just seems all elementary, junior high. junior high. Um the special education expenses and we have federal. Oh, we did those. So the title, so our title program costs, so for 2627, it costs us $181,900. So almost $182,000 to run the title 2 program. And Greg, if you quick scroll up, I think we only get reimbursed $155,000. So yep, for our title. So our title program in the end cost us about $30,000ish dollars. And I think that's going to be fairly close to um and then there really isn't anything else in there. Can you
060scroll keep scrolling down, please? Um driver's education, the cost of that. Uh the tuition is the exact same as the income on the top. Cheyenne Valley tuition. um that I have again uh the overage and then the monthly payments that we have to make. Um DPI worksheet shows us $474,588 is what comes out of our per pupil aid that first month. The prek which we get but um we have to pay it because they don't take that out of our our per our pupil aid. Um, so that was $44,000 and that might change now that we've got notice that we're not going to have the prepaid. Correct. So, yeah, that's changed since I've done this. No. And then last year our monthly overage payments uh were 205,97. I mean, they were 20ome,000 a month, but
061the total was 205. So that comes up to that 750,000 very big aggre but >> um there we received word that those are going to be going up those overage costs are. So we we budgeted above what we thought it was going to be and we are going to continue to do that just so we don't get a big surprise at the end of like we did four years ago. And then the SRT CTC we I it's uh we pay 69 almost $70,000. I haven't gotten word from the center if that's going to go going to go up. Um but um it's about $70,000 a quarter that we pay for our usage out there for the teachers in our community. And you dropped at 5,000. >> So because we've had less students out there. Yep.
062And then the summer school I have $130,000 of summer school for that first year. Let's see if I can find Oh, then I just left the same for the It just depends on how many kids are. Um, I feel like most right on right on 52,300. So, I went up um incrementally each year. I don't suspect that's going down. Um, the counselor, that's just one one counselor and her package and, you know, supplies, travel, that type of thing. uh the counselors um this is different. I mean, it kind of comes from the center, but we pay separately the the coun the high school counselor. >> But isn't that all in above? >> It it's got last year, too, didn't we? >> Because it's all included in that. >> It should be all included in there.
063Yeah, I did it again this year. It's on the other spreadsheet. It's two different tabs and sorry about that personalized learning. Um this would be our what's instructional coach. So this is what that policy is going to cost. Now we have used this year we used the reap income to offset that cost. technology budget, the library budget, um schoolboard budget. Um most of these are pretty pretty um straightforward. Um our superintendent again did not take a pay raise. So her the superintendent and we've decreased any overtime in her budget or not she doesn't get overtime but she has an administrative assistant as does the high school principal. >> So that's myself and >> don't think there's a digit missing. >> Oh there's a digit missing. Oh, I really >> thanks Jordan. >> No, you're welcome.
064>> Take one for >> you. again the custodians I the supplies um the supplies when I did the same thing the supplies I increased them two and 3% each year I did not change the amount of supplies or the dollar amount or no I did increase them but we've already put them or Anna put the mortorium on on buying new supplies for the for the workroom she said we're not buying anymore if you want you want it then you can buy it through your classroom supplies, but the office is not buying pens and paper and colored stuff and notepads and go bank borrow and plead from someone or go buy himself because we were at the budget. The building repairs u we haven't changed them. Um they haven't asked us for any more money. I
065know they were contemplating doing the bathrooms out there and they said they were going to Yep. they were to try and recover in cost. >> Uh the transportation obviously fuel is not going down. So that's our Well, that first year we did because I think we had to drop down a we dropped a route. >> Oh. Yep. >> Oh, sure. >> And then the miscellaneous tax levy. So far we've got for the first year of 2627 I have the iPad payment and the buildings building repairs is what um there was something else I was going to add that we talked about like Thursday I don't I'm sorry I remember what that was. So if you just keep going down so the carryover is 17.29% 29% for we have it estimated that our carryover% I just
066goofed up on the budget of the high school principles. So that 153 is going to decrease and if you look at that carryover of 8% industry standard once you went 15%. Now the real sucky part of this is I haven't even done the activities carryover yet. So the special reserves again that 113,000 that's a solid number that was as of last June and you have I levied the uh 15 mills for each one of them. And again the centry code says you can only take out 50% one time a year. So I wasn't I when I first started I wasn't going to do any of it. And since our carryover was still at 15% that that but 27 28 or I mean 17% of 26 27 I thought well that's a pretty good number. And
067then I looked at the next year and I thought oh no I think we're going to start needing money that I don't the last year it is a 50% carryover I believe or >> and I think I did them both. >> Okay. Can you >> Oh, >> well, go down. >> Yeah, there we go. Um, yeah, you can keep going because I ch I moved the miscellaneous fund because it truly is a a general fund budget item. Here's the building fund. Um, I levied 20 mills on each one of these years, obviously, than less our 5% discount. The special assessments, again, that one is not capped. that one I have at what you know I've kind of been in contact with um Zasha on cost on our specials will be uh track donation is done
068they've paid their fiveyear um guarantee and then I have I we don't Anna and I have kind of decided we don't budget the We would rather use the miscellaneous one so we can build this up and have kind of a number in there so that we can in case there's emergencies or we really need to you know something big happens. Now that also is dependent on what the vote happens. So, um, but with the carryover numbers, as horrible as they were, I dropped I did throw $15,000 into the repairs every year just to alleviate the stress on the general fund budget. >> So, this is assuming no other repair projects going forward. Correct. We if this is our you know and we just met with ESG the other day and what did they come up
069with Brian? $20 million of besides if we pass our rep if we would pass the referendum we still have uh was it $20 million worth of fixes that we have to do in our school. >> Yeah. And so this is that piece that you know I mean it looks like a lot after those years but that's not incurring any any breakdowns >> that's just general maintenance that 15,000 and then whatever we could use for miscellaneous >> and yeah and so but we've been taking out of miscellaneous to try to protect that like Shannon was saying but now looking at you know our carryover that that miscellaneous fund may be need to to use to pay raises you know and and we won't be able to use that. So, we'll be drying out of our building
070funds. We're trying to be conservative with this because that that is that two three sounds like a lot, but it is not when you consider what we have in front of us for building problems. >> No, remember if we if the vote passes, the building fund stays the same, the the bond sales and the payments are in going to be a whole another fund. It will be the sinking in interest fund. So it still won't change. You still won't have those numbers in this little section here. It will be I'll have to make a whole >> correct because that's that 110 that that came out of building funds. The building funds were levied. This they'll be sinking in interest funds. >> Hey Greg be for a long time. I was not since we haven't had
071a safety entrance the 80s. I'm in the 80s project. So this is the hot lunch and this one just keeps me up at night. Um the income seems to to stay steady. Uh uh let's see and federal grants I I the the USDA numbers and the the and this will totally I don't have any idea how accurate this will be because it'll depend on the vote if they put in new or all food costs or all food sales are paid for by the state. We don't know. We've still heard rumors. Some people say it's not coming out of here from PLA and others are saying, "Oh, yes, it will." So, I have no idea at this point. I went with just status quo that it's not going to pass. And then this is the numbers
072that we would that we would have because I don't have I I heard directly from the legislature, one of the authors of that bill, correct? at that meeting that we were at that she cannot guarantee that that is not going to come out of her her pupil aid. So >> in a perfect world but was made very clear to us that was not a guarantee. >> So I don't I don't you know again this is the June 9th will change this probably in several days. So then again the salaries for the hot lunch they are full-time equivalent. They have they get their wages and their benefits with but um and we know what we gave them for 26 27 but 27 and 28 have no wages no wage increase and the 15% health insurance like
073everybody else on the other part and the food surely isn't getting cheaper either. So all right >> we don't know what's going to happen if we go in July to because with with pyramid being flipped over, we don't know what effect that's going to have on our costs. So, Janessa has plans already. There's going to be changes in our hot lunch program. I'm sure we're going to hear grumbling about it, but we just can't afford to keep going into that much debt for our food program. >> And again, the hot lunch cannot end in a negative number. So whatever is whatever it is negative we have to transfer it from the general fund because it cannot transfer over your year I think and so you'll see if you scroll up just a tish there great
074the other way so you'll see that bottom line oh don't sorry back the other way >> the other way >> you tell me which way you would like to go >> some people go up to the ex to the income of the hot lunch if that helps >> there that last line transfer from general fund. So we have it estimated that this year we're going to have to transfer 95,000 next year 95,000 104 and >> that could end up being our miscellaneous dollars gone. >> Okay. And then there there really isn't anything left on the bottom because I haven't done the activity fund yet. I was uh kind of waiting and trying to gauge a little bit more until um the year end, but I'm going to have to come up with numbers. And then
075the trust that trust and agency fund, we we just don't allow that to go negative. So they're, you know, and those are more like the dedicated funds. So I don't necessarily have a bead on, you know, what boys basketball is going to try and do for a fundraiser. Um, and they they know what their numbers are and if they don't like them, they either have to increase them or spend them or go to the boosters. So I I don't they're general fund dedicated. So for uh 2526 budget, how close are we on actual when will you know that? >> Um well I mean are we >> it'll be the end of June. I won't really have any nerves because the payroll remember we pay 12 months a year >> right >> and I won't I
076won't expense all those June, July, and August paychecks until June. So right now we're only at nine months. >> Right. But if you had a a a rolling budget compared to actual, it's probably fairly close to what this >> um I didn't put that into memory when I looked. >> Oh, that's fine. I was just >> Well, expenditure report, right? That you >> uh I don't have that. >> That's fine. >> Yeah, that's the one that's goofy though. Total expenses, not total expenses. >> No, but there should be There it is. There it is. But like on the other slide you have the previous budgets actuals you know 23 four five some just curious what how close we were on actual for okay >> so for the general fund right now um well again I
077can't give you a general fund because I'm using four months of payroll and benefits which is our biggest hit but the special reserve is is uh there's it's like $7,700 difference. Uh we're still less um which is probably pretty accurate to that 5% but every month that I've been still getting deposits from the counties. So there's still kind of some money floating in. And then the same thing with the bill uh the um miscellaneous which of course is under the general fund. I'm still getting miscellaneous funds deposited. So, I'm I'm not going to do any adjusting or moving um until I know the exact number of those. So, it's real hard to come up with that number because it's so skewed by the the payroll. >> Let's go back up to the per pupil aid,
078please screen up >> upice actually down. Yes. You're doing a really good job. >> It's like one of the first top >> way up the top. Yeah. Line 23. There you go. So per 165,000 over current year to next year. >> Yes. How come? Uh we are um okay so that's budget and I have a note here for that 4558 right >> I have our that was using our November 2025 adjusted number for ADM so that is kind of what DPI gave us for that number and 26 27 I have it went up because that we're getting a uh I don't remember how days, >> a couple hundred dollar increase on students, but remember our students are from the last year. >> I know, but we had always talked about it was going down. Let
079me find that discussion we had, we talked that it was going to go down. >> Let me find that matter. >> That's why I was like, why are we going up? because I have what uh I think this is the one you said because this one is for their estimation of our 2627 school year it was going to be 4.7 but he's got us at uh how many kids 454 kids so that's is that probably 20 more than we're supposed to >> No let's see here >> do you have did I include that in the forward report for you guys in April. I think the difference between the two it's about 20 students less students. >> Let me look. Do you want to go to a different one while I'm looking at you have a
080different question? >> I already asked. >> Okay. and then okay so 104 so then for the next year I have it at 400 student and then I was just very surprised that I went up by no it's supposed to drop by about 180 $8,000. >> Yeah. Oh, look at that. This Yeah, I must have an old worksheet then. A 26 27 31%. Yes. >> So, we graduated 30 students. How many do we anticipate coming in? >> Yeah. >> Our kindergarten class will be about four. >> Well, good. At least we're increasing. Good job, Greg. Yeah, >> I I will tell you that number is a little skewed. >> That's okay. She can look at that, but you have to see. >> Um, and you know, this is just just super preliminary. you don't have to
081approve it or anything. This is the chance for the errors to be found and work through it with just besides just the two of us. We've never been able or we haven't done any kind of forecast budgets because since we just took over four years ago, that just hasn't been a possibility. But now we feel like okay, we understand that and we know what's been happening with us. So, we've been able to do that. Plus, also the concern and us, you know, consistent no more money. do not expect any any more money, you know, that just because of the state of things. So, just to be prepared so we don't get caught um >> are we allowed to have a negative carry over the building form? Did he do that a few years ago? >>
082We did. >> But it is the law. I was just think It's good to see you. >> Yeah, the special reserves on the hot watch cannot come over or not. >> I still don't know how they ever get rid of specials. Yeah. No, I was glad to see the numbers. >> Well, they kept me up at night. So, >> I mean, I say good, but it's nice to know we're up against some. >> Any other questions, comments on the first draft of the preliminary budget? No. And our next regular meeting will be Tuesday, June 16th, 2026 at 7 a.m. Um, we will have the results of the June ballot that time. Um, and then I believe we discussed the regular meeting on Tuesday, July 7th. Did we talk about that last time? Mrs. Sell requested
083moving that up a week because she will be gone. >> I think it was >> it was in the Okay. Did anybody find anybody at all? Anybody have any issues or conflicts with it? Yes. So, we will meet that will be our reorganization meeting on July 7th. Um Ryan told me he wants to be president next year. So, it was really nice. >> I was there at that conversation. He said yes. I you said it as loud as I said it the last two years. >> All right. Any other business for the good of the order? Okay. hearing then Jordan meeting at 8