001it is 7 o' um the to maintain the momentum toward that are we're focusing on those priority standards you know aligning the professional development and then those teams those teams getting together the data teams and they're collaborating to to decide which path are we going to take how are we going to refine our strategies so we want the kids to take ownership of their learning and I think we're kind of in that spot now, aren't we? Right? You know, we are seeing the data and stuff like that, but to try to transfer the ownership over to the kids, but that's also a struggle because we see that, right? Because even as we're reporting things out and you know, we we we've seen that happen, right? We're as we're trying to transfer that piece. I don't
002know how to say this correctly. Um, so that's a a mucky area that we're in right now. We're just kind of in that transition stage. Even with switching over to standardsbased grading, you know, we're still taking a black eye from people that don't understand it. That's a whole part of kids taking ownership of their learning, parents taking ownership of their kids' learning, right? That um talking to them about it, um communicating and saying, "Okay, this is what we are not getting, especially with our priority standards." So, I think focusing on those priority standards, you know, because every time when we get the NDSA back, we're probably hopefully we're going to be yep, our data aligned with it, our progress monitoring set it, but if it doesn't, we're going to have to go back to the
003drawing board again and we're going to have to figure something out um for that. But just making sure that we're staying on those priority standards and farading out those priority standards that we're not getting. >> In the past, the STAR and the NDSA pretty much aligned. I mean, we adjusted the star a little bit, but >> so hopefully they'll still >> hopefully Greg did the research for me because it each year they do an alignment study from Renaissance or every couple years or whatever, but it's it's up about like it was at like 0.80 and I think you saw it was 0.9, right? Did you find some data? So it's supposed to, you know, I mean the the reliability and it it it's there but >> and that was based on last cycles NDSA test.
004We are in a new cycle of NDSA new new provider. So all that data is we have >> like I said again having to wait till the fall because they're trying to align all of the scores and get you know those normies established. So we might hopefully we're not starting over from square one but if it is we just start over from square one because we know what we need to do. We've been doing it now and we've got that cycle that learning cycle down and our teachers know our principles know I know. So we our behaviors and we adjust and we >> one more. What structure structural and instructional practice or instructional practices are supporting consistent improvement in secondary math performance? Okay. I think we have come that been doing a transition in the
005high school. Do you remember when you were in high school where you would go chapter by chapter like when I taught middle school math? It's like we're going to do this chapter and then we just left it behind and we may never get to it. But you might have that algebra one standard back in or later on in geometry or and you didn't remember it. We just do math so differently now. And our teachers um Ryan and Liz and Jess at that time and we'll make sure that our new teacher does this. they are willing to go to things to learn. You know, like I said, they've been the leaders in learning about um math, you know, the science of math and how the kids learn and they've adjusted. And I think about the last
006three years, the things that we've thrown at Ryan and Liz, they if you remember, Ryan did almost a totally um self-paced and I I don't want to misstate it, but self-paced geometry class, right? you know, and we've we've tried things and if they didn't work, we adjusted and I think that those teachers and then they talked to each other and they worked together and um that that goes back to that collaborative piece and looking at the data and they created the um pre-alggebra class because they knew they had kids and does that cause a problem too? Yeah. And Liz and Ryan will tell you they'll be the first ones to say that pre-alggebra those kids are at a deficit because they are not where they're supposed to be. So then when it comes time to
007test them, they're still a year behind, right? But that's what those kids need. So somewhere you got to look at something a little bit differently. Um, but those teachers are have done a lot of changing over the last three years and I see in the future they're doing a lot of ch changing. you know, trying to find ways in order to continue to grow and move forward in those classes, but also looking at different, you know, like get more math, um, the different the different programs that we're using in order to, um, provide different supports for kids and different ways of providing instruction to make sure that they grow in. >> Thank you. So I will take a motion to accept the goal progress monitoring for goal number two math cross. Do I have a
008second? Second says all in favor say I post same. >> Motion passes. Um, moving on to item B, our quarter 2 time tracker. Um, typically this is put underneath our consent agenda, but because we fell below the 50% of our time during meetings spent on that, we need to bring that for discussion. Um, I think we identified immediately. It wasn't a surprise that it was our facilities meetings that that dropped us down to >> and negotiations. >> As negotiations, we have both um negotiations by law. We have to have the other board that we agreed that was important for our district to do. So, um any questions, comments, discussions on our record? >> No. Right. So I would take a motion to um approve the quarter two time tracker. >> So make a motion. All
009in favor say >> I post same thing. Motion passes. Moving on to our board quarterly self evaluation. So, we'll do the same thing that we've done previously. We'll we'll just go through by each objective um where we're at in our current quarter, where we think our next quarter, and discuss our rational. So, objective number one that the board has adopted student outcome goals. We were sitting at a 12 for last quarter. Um, anyone want to jump in where they think we're at for a And we agree to that. So we're at 12. The thing that has keeping us from the 15 is the the broad community ownership of the words vision and student. >> I think more people are aware though. I think they're moving down that. >> The kids I think are aware of
010it. The staff is aware of you know so there just isn't that ownership piece of it. Um, one thing that Shannon our last was um me writing an article having look it over before we submit it. Um, talking about our student outcome goals, talking about where we started with these, where we're at now. Um, you know, we we saw in 2.2 was it that we weren't on track? Um, identifying that, getting that out there that yes, we realize we're not on track. Um, but this is what we're doing. Put that in the in the paper, blasted out through the site. We talked about it after the last meeting and then I decided to pump the brakes a little and wait until we had reading and math approved and do both of them at the same
011time. Um, maybe leading into our school year here. It's, you know, during the school year, I feel like we're inundated with stuff from the school. So, now might be a really great time to get that out there and catch more people's attention. So, I guess that's one idea for moving forward with that that ownership, but anybody else has any great ideas, welcome them. You know, we have all of the goals and the goal progress monitoring on the website and it's hard. You know, we have everything available, but to get people to come and consume it is >> Yeah. Um, so for next quarter, I guess I don't envision that we're going to get that community ownership in three short months. Guess at 12 unless anybody thinks otherwise we'll get there. Um, objective number two, we
012were at a 12 last quarter. You want to jump in discussion? >> Yeah, that's what I have for current um for a 12 and then envision next quarter being a 12 as well just because we still have yet to get that. That's for sure. Any good opinions? Okay, move on to objective three. The board has adopted guard rails. Um, last quarter we were at a 13 this quarter. Still at a 13. So, you're working on the theories of action or >> uh we have the board theory of action. That's >> Oh, yeah. Yeah. Sorry. Yeah, that's what you I was thinking the strategic >> uh so I think there's a couple things that it will start to support this. So, I I have the personalized learning plan, you know, the teacher personalized learning plan. So,
013that'll that'll be a piece that'll tie with the teachers, you know, so that they understand the pieces of that that's and that encompasses that that goals and that encompasses the guard rails. So there's little things that we're creating um that will maybe start to bridge and start to build out to communicate with the the broader community. >> Everyone agreed that we are at a 13 and will remain at a 13. So we that objective four the board has adopted a monitoring calendar for student goals and student out progress measures. Last quarter we were at a 16. We're not at the 25%, but I think we can stay. >> Yeah. I think what that we had decided um to get us to advanced in that that consider performance by evaluating that that will happen in November.
014Correct. Is that when we're fully moving to the new >> what we did last we did the spring was fully. >> Yeah. That would have been >> we Yeah, we did it in November of last year. So, yeah, >> I think you I mean the only thing that's holding us back from advanced is just that 50% or more of our >> other >> because we haven't modified that any of that stuff. So, We all agree that we're still 16 and probably could be next quarter. Objective five, the board in structure operations for success. We were at a Correct. you guys have or we completed um our policies and um so that was the big thing that was keeping that was actually that was the only thing that I had across the board that we were
015check So, does everybody agree that we're sitting at a 15 for that? Obviously, we can't for objective number six. The board promotes active teamwork and advocacy. >> Excuse me, Madam Chair. What if I jump in for a second? >> I would love it if you did. S. >> All right. Um, so on object, >> you gonna knock us down though from a 15. >> Sorry, we can't hear you. >> So this is all about like leveling up, right? Um, so on objective five, the question I would have is, did y'all average in any of your months? Well, actually it the average did you average more than four board meetings per month because that includes all publicly posted meetings. >> Well, I don't like that. >> How many times do we need, right? >> I was
016thinking just I would say I don't know that we ever made but four. >> No. Well, I think we had three negotiations in one week. >> We had two in one day. >> Correct. Those last couple weeks were the last quarter an average >> with your because your negotiations committee your those committee meetings those minutes go in that gray box on your time tracker because you're required by law to have these negotiation committee meetings. Correct? >> Yeah. So unless you were discussing other things besides negotiations in those committee meetings, you don't need to count those in your average of four per month. Um >> well then we're fine. >> You also don't need to count those minutes. Um they would go in the gray box. So you you keep track of them so you're aware
017of how much time you're spending in that space, but they don't count in the calculation of the percentage of your time spent on student outcomes or not student outcomes. >> So as you review your time tracker, like this is where using your time tracker for your self-evaluation can be really helpful because you've got that reference. How many times did we meet? Right? And I'm And I'm what? >> Not not a board special meeting, but we do >> because that's not a committee. But even if we're meeting as a board for negotiations, does that count in that gray area and we don't count that towards meetings or >> correct? >> Well, they don't come anyway because we live. >> Yep. >> Yeah. So, and and I I actually emailed you, Sheila, because I also noticed I
018think it was your district, maybe it was a different district, it was late. um trainings on actually was a different district training like the monitoring training time. >> Uhuh. >> Um that also would have been >> I think did you and I ever talk about that? if not >> yeah the be legendary trainings your negotiations committee meetings um canvasing your votes um executive session those minutes would go in that gray box you keep track of them so you're aware of how you spend your time but they don't count in the calculations um and therefore any negotiation committee like separate negotiation committ committee meetings would not count in your average of four per month. >> What I'm hearing here, Sue, is we still made 15. >> You still made 15. >> We're still we're advanced because
019>> I think I think you maybe Yeah, I don't have all of your stuff in front of you. You guys would know that from your time of your time trackers. Um, >> but I just felt it was relevant because I knew you had a lot of extra meetings when I was looking at your time tracker. >> Um, and it just seemed like a good opportunity to lift up. It's real easy to think, oh yeah, because we're only having one regular board member per month. We're not crazy like Houston, Texas when Sue was on their board. Um, we don't have more than four regular meetings, but it includes committee meetings, special meetings, retreats, anytime you've posted a meeting, but you can take off those negotiation committee meetings from that average. >> I think negotiations. >> Okay,
020I stand by my 15. >> That was certified. Damn strong. All right, on to number six. Thank you, Sue. >> Thank you. >> Yes, we were at a six prior. Um, I believe we're still at a six because we have not led or coled at least one training at the Northakota legendary school board leadership for stakeholders during the previous six or that last rather than the superintendent the completion of the engineers leadership. So, can you explain the last one under proficient under objective six? >> Yeah. Um, one example of that. So, one of the things to consider in any of these, some of them are a little more straightforward, you know, you have goals, right? But for some of these that are a little um less clear, such as this isn't in this objective, this
021is going back to conversation you had earlier today about broad community ownership. What evidence do we have that this thing is true? So in this example, you know, has the the board has set the expectation that information provided to one board member is provided to all board members. An example of that is your Q&A document, right? Instead of each individual member emailing the superintendent with a question and then the superintendent only responding to that board member, now you have a system where all board members get re get answers to all of the board member questions. That would be again an example information provided to one board member is provided to all. A way of even strengthening that further could be if you had a policy that said or something in your board operation procedures that
022says information provided to one board member will be provided to all board members. Um, if you think that you're currently doing that and let's say you even had a policy, the next question to ask yourselves is, do I, as an individual board member, have an example of a time when information wasn't provided to all board members and was only provided to one board member? Right? And if so, then it's an opportunity to have that conversation on, okay, this is an example of a time when everybody didn't get this piece of information. What do we want to do to make sure in the future everybody does get all information? >> Um, I was referring to the one under proficient there, Sue, under 18. >> Gosh, I'm so sorry. >> That's okay. I It took me a
023second to >> I was really earlier. So, um, underproficient. So the board rather than the superintendent led the completion of North Dakota be legendary leadership expectations. I'm going to respond to that question with a question. What evidence do you have that the board rather than the superintendent has led the completion of the be legendary for leadership expectations? because I certainly got my opinions, but I want to hear what y'all think. What does that look like to you all to know this is true? Take a stab and say relates to our goals. Okay. would it look like to know the board rather than the superintendent? It doesn't have to be full board. It can be a board member, right? So, it could be someone who's tasked with making sure the board is leading on this work.
024>> Well, Sheila does a fantastic job at time tracking. That's why we get >> Yeah, Sheila is time tracking, right? She's she's she's owning it like the numbers person. She >> What is another What might be other evidence you have that the board is leading this? >> That the board members Oh, sorry. Go ahead. No, >> that's exactly what I said. You say >> the question and answers um before the meetings. Yeah, the qu the Q&A document go um board board's asking great questions about things. What are other what is other evidence that you have that board members are coming to meetings prepared with questions to keep the conversation going on our goals? >> Yeah. Who? So, when you have coaching check-ins, who attends those? >> Oh, well, I mean, the last year it's been
025myself, Anna, and Shannon. >> Yeah. Board chair is making sure this stuff is getting done. board chair as the the leader of the board is the chosen leader by the rest of the board is showing up at these meetings every month checking in with okay where are we at what do we need to do next um there are boards where only the superintendent ever comes to those meetings those are boards that I don't think could check this box um but in another Another piece of evidence I would say that you have is your board is leading the self-evaluation. This isn't the superintendent leading it. This isn't your coach leading it. It's your board chair, you know, made sure you had all the materials, is talking you through it. Um, I think those are all examples
026of the board of your board leading on this work instead of the superintendent, a coach, or an administrator. >> Thank you. Here's an upgrade. >> You're welcome. The question I would have, you're gonna like kick me out of your Zoom meeting, is under novice, >> what what does your two-way communication system look like? your two-way communication system um where you're listening for and discussing student outcomes and the superintendent guard with the community. Well, we did it in September when we had our community engagement and I think that we decided that that is going to be an annual thing. So once school is up and running and I think if we get that done again before we did it the last time, correct? We can still be check those boxes. >> Yeah, absolutely. Um you had
027the one last year. If you're planning for that to be an annual thing that the the system is whatever you define your system as. that looks different in every community um that any of us as coaches work with. One suggestion I would make that could strengthen a little bit if that is your system that we're going to do this annually is the next time you update your monitoring calendar. just put that in um in that other column, you know, each of those September's community community engagement session to listen to the vision and values of the community and um give them an update on the current status of your progress towards your goals. >> Okay. So, I have a question Sue under advanced um that second one there, the newly selected board members have received an
028orientation. So, was that last week? Um, Anna, Shannon, and myself sat down with Ryan and kind of took him through the be legendary like is does that count for that? Does it have to be more formal? >> So, to your question, what are the key words there? The key words would be received an orientation and you have a choice on is it fellow board members or a coach. And so if you feel that this orientation was sufficient um for your new board member that was provided by fellow board members, I'd say you meet that criteria. >> Ryan, do you feel like it was sufficient? >> I feel it was sufficient. >> Good job. >> Very good. All right. So, if we're at a six, probably we'll stay there. Yeah, I feel like we'll stay at
029a six because we have out letter. >> Um, Sue, do you have any more insight on like if there will be another uh kind of statewide training that we can get our board members in on? >> Yeah, that is a really excellent question. And every month when I turn in my coach reports to Marsha, I especially for your district highlight the need for providing that opportunity to all boards to for for new board members and returning board members who want to have a refresher. There was the one that was scheduled is it last month now back in June. I know the timing wasn't great for a lot of folks. I don't know what's going to happen in this transition of the administration of this of this framework from NDPI to your state schoolboard association. So,
030but I'm going to keep asking because it's going to hold everybody back from meeting this requirement. But really, even more importantly, it just leaves districts at a little diminished capacity when their new board members and in some cases new superintendent haven't had this training. >> Well, now we're sitting at two board members that have received the full training, one that's received a half of it maybe, and then two that haven't. So, I mean, the further down the line we get, the more disadvantaged this is going to be. So, >> 100% agree with you, which is why literally every month I emphasize it. >> What can we do as a board suit to to help with that? >> That's a great question. Um, you know, I think there could be value, especially a district like yours
031that is so advanced in your progress on this and really is demonstrating the intended focus on it. Um, both through your progress on your self-evaluations, but also the the board guard rail that you have in place. Um, and side note, I would encourage y'all when you do your self- evaluations, it's a great time each quarter to just check in with your board selfguard rails, like are we all in agreement that we that our board adhered to these in the last quarter? But I think, you know, reaching out to the leadership at both NDPI and the state schoolboard association and letting them know that you you really want and need this and how would they be willing to support it? um you know make you know fully aware that you had that one in June but
032again timing timing wasn't optimal you know and maybe even just asking them when are you going to do it again when are you going to have Marsha Lori Sue whoever lead another one of these that y'all can participate in something that just as a coach in this work especially for a state that is financially supporting districts to do the coaching implementation. You know, if there was funding available on a regular annual basis to do a two-day training even quarterly or even twice a year or certainly no less than, you know, at some point after the election. Summer's tricky. Fall might be better. Um, but just setting that aside as an annual thing to make available for y'all to be able to do it without it incurring a cost away from achieving the goals for your
033kiddos. Okay. So Shannon, feel free to correct my numbers here, but um looks like at the current quarter we were sitting at a 74 and next quarter is 78. Everybody at an agreement to comment. >> Hey, so with my calculations, that's a whopping 11 points that we increased this last quarter. So good job. >> That's pretty good. >> Thanks. that. >> Okay. So, I would looking for a motion to approve the board quarterly selfie evaluation that we just sen. All in favor say I. >> All oppose. Same sign. >> Motion passes. Uh moving on to the consent agenda. Do I have a motion to approve the consent agenda as presented? Do I have a second? Second. I have a second. Sorry. >> Who moved? >> Uh Sheila Nagel, >> yes. >> Brian Rosenol, >> yes.
034>> Brian, >> Yes. Motion passes 5. Um item five, everybody have their reports in their packet for information. Moving on to item number six, items for discussion of possible action. Um item A under there, approve second reading of the 2025 2026 preliminary budget and I believe Sheila, you asked for that to be pulled because you had questions. Um so take it away that it is a great budget. Do we need a motion? >> Uh, do I have a motion to start discussion on the approval of second reading of 256? >> I'll motion move. Is that your second? Take it away. Right. So, you answered the one or corrected the one 60,000. Oh, no. Sorry. You did correct the elementary counselor, but I'm still confused on the 60,000 for the high school and junior high. We
035did not have it as a line item budget last year, but this year we do. So, where was it last year? >> Last year, um I believe it got missed last year >> or is it in with our regular assessment? >> It's we paid it and it's in with the regular assessment. So, it would have been in with the uh Southeast Regional Technical Center line, >> right? >> And is it being doubled now this year because Okay. So, Greg, can you pull up that that budget that I had that I sent you? >> So, even since I posted this to you guys, things have changed again. So I will have uh Okay. Can you scroll all the way up to the top, please? To the top. Uh line 11. >> Sure. Sure. >> Oh, okay.
036Okay. >> Yep. Well, >> it's taking a long time to catch back up. >> Okay. So, if you scroll down to the expenses, right now we're at the income on the top and you scroll down. Keep going to the Uh, okay. There. So, counselor. Um, okay. So, we see with the elementary counselor. Yep. 94,000. That is our expense for the elementary counselor's budget. Underneath that, we have the high school counselor, which is at zero. >> He took the $60,000. >> Yes. Okay, that was my concern. >> Yep. I had dug into that. So, there's a zero there. And the $60,000 or the $67,54 that we paid per quarter to the center last year, that included uh the high school counselor and the four or five teachers at the center. Okay. And so that's down below
037under the tuition. >> Um I >> and I agree with that because it's not he's not our our employee. >> Yep. Yeah. No, that was a good catch. Thank you, Sheila. >> Yeah. >> Okay. So, if I may, Sheila, do you have any other questions or Okay, >> you deserve it. >> I'm confused on your mills. Okay. Okay. when I do the math for females on funds and if I take last year's assessments on our budget which I don't have that pulled up can you go just way to the top there great >> it's gone >> okay you're fine so slow >> so in in our taxable valuations in 2425 if I take that amount >> 23 and add 3% to Okay. But it's not off of the tax. >> But that's how I got
038your 60s. >> Okay. So I have depends who is right. What's it based on? % based on our taxable ratio. >> Our mills that we will collect will be based off 101 103% of what we collected last 2425. So that number that 1.4 that on on June 14th I I took May 31st collection of 1.6 6. Oh, I got the whole number here. Times 60 ms. I came up with 130 1.39 million times 1.03. And I came up with this 140. Whoops. My notes keep slipping away here. Okay. So, I have a different number. 1.438. 438 because I changed it because we went to that class and and it's so I actually have so that number is off of the May 31st collection. So I now have what we collected in June and so what
039it would be for the whole year. Okay. But last night I did the math on this again and if I take that 23279113 and add 3% to it and do the 60 mill. So you're telling me that's not the right number. You're telling me it came off of what we got. Okay, fine. Let's go with that. >> So then when I come down to the 10 ms, why did that decrease? I figured them a little bit differently because of we now have to they want us to take split the 60 ms and the 10 ms. So I took this one at I took the 10 ms at or I took the 10 ms at 14% of what we because it's 10 out of 70 ms was is 14%. I'm not >> Okay. Okay. So you
040figured that one differently. >> Yep. But then uh special reserve. So that actually says 15 ms on your worksheet, but it's only three, right? >> Uh I took I mean look underneath where it says beginning. It says 15 ms, but we don't >> Oh, >> it's only three, right? I mean, I'm just clarifying that >> special mills is only three. Yes. I'm sorry that my note was there is that the most it can be is 15 mills of the prior year's mill value. So last year it was about $23,000 per mill. The most we can have in the special reserve is 15 mills of last year's value. So that's why that one's >> um no that because again that number that I took and May 31st we only had collected this much. I checked times
0411.03 and that was the number that was on the screen. So >> so we didn't collect as much in the special reserves. Looks to me, sorry. It looks to me like the 60 mills you took our budget taxable valuation times and added 3% to get those mills, but the rest you're taking out. >> Yes, >> that's confusing. >> It It is. It's confusing to me, too. >> I don't like that they're making we have to have 60 mil. So, >> so that worksheet that they sent to them, we're trying and nobody >> I tried. Yep. I tried to reach out yesterday. So, DPI wants to make sure we have our 60 ms so that that flows back into the per pupil aid because they subtracted the 60 m. So, that's why they're saying you have
042to take the 1.03 um of your taxable value because that has to stay at 60. you might have to short every everything else to stay at that 60. So, it's almost like you have because if you can't if you if you can't even get to the 60 ms, then they're going to try and have that they think they have. So it's because they're not going to let us say, "Well, we're going to max out our 20 mills on our building, but short our per pupil aid to 58 mills." They're going to make us pull it out of the building and keep the six. And why would you do that? Because you need that 60 mills. You're shorting yourself >> going with that. Why did the building fund increase and all those other ones decrease? >>
043Um, some of it has to do with what we collected through May 31st. So like the special reserve and the building if we were collecting um if if I received the prior year's numbers like uh delinquent taxes right >> that got put in there too. I >> because we may not have assessed it. >> Yeah. And we didn't assess the special reserve >> the year before and if we collected taxes then that won't stop. But since our prop there's also the two or three levies that were over and above the the 70 I think it was the 12 >> because of our property valuation going down in certain parts. So we were able to levy 70.22 now we have to drop back >> way down 70. So those will change too because we actually collected
044more than So in this my question to I I threw it out on the lister. I threw it to uh the Dicki County auditor and I asked DPI because on the worksheet that I received from the association from counties. It asks on there one of the there's two line items that say you can subtract the the amount of money that was used to pay the principle of bonded debt. Bonded debt. That's all it says. And it sends you over to two different parts of the central code which both of them include building fund debt but the building fund is capped. So I threw the question out. Okay. it says bonded general obligation bond payment. So I said can I take my $110,000 principal and not have that in the equation. I got one answer said
045we're looking into it with the attorney. One said yes and one said no like clarifying something. And so I don't have an answer if I can take that 110 and then that changes the building, you know, what I can levy or what I can't. >> I knew that 3% was going to throw everything way off. >> Yep. And so when I started the budget, I was just taking what we collected times 1.03. But after we attended that class, they're like, "That's not exactly how it's going to work. You have to find out what your total amount of your levy received was and take that times 1.03 and then subtract or actually subtract off your bond and you know your and your special your specials and that and then that's the number that you can take
046your 1.03 3 and then you kind of have to spread that number instead of necessarily going for mills you have to spread that number to your different funds which is different than how I calculate this >> and just I know estimate >> but that's estimated at about 5% increase and we only get 3% of that. So thank you legislators. >> Yep. And that's 5% just with the number I have from Dicky County. That was it has nothing to do with the other three counties. And they I probably won't get a an estimate for that number. Uh I don't expect it for another at least another week. >> Yeah. So and and in this case it doesn't necessarily other than that's the number that DPI uses a year behind to to take our 60 mills off.
047So this year 2526 they're going to use that 23 279 113 as taxable valuation to subtract our 60 mills. So that's really at this point that's really the only reason we have that we care about the taxable valuation because it's not >> they're not going to give us well that's not entirely true. If our property values decrease to 2% then our mill levies will decrease as well even we won't even be anywhere near the 3% cap at that point but >> but we get to carry that >> yes >> y so there's a lot of lot of moving parts >> clear as mine I know anything else >> I'm fine >> okay so I have a couple other things all right so I have changed budget a little bit. Um Greg, um how can I
048share? Can I share right from my screen or no? Is that No. All right. So I have -ate expenses. I um reached out to our IT director um and rate if you remember I think it's every five or six years um we get allocated certain amount of money for connect Wi-Fi connect the wall and beyond um we DRN can come up with a number or you know a project at a cost and we pay 50% and e-ate pays is 50%. So, I asked our IT director and they kind of came up with a a thought. Um, there's approximately $11,500 project that's sitting out there that thinks it's a good idea. So, we would have to pay $5,500. I don't have it on what's on the screen, but uh, Greg, I think if you can you
049see that rate right there? >> Yep. >> Um, can you type in your income? go to please. Okay. And then I went down and I included I just for simplicity it in my mind I put it I added it to um our IT director's uh technology line 78 and I just increases tell me when you're there and I'll tell you what number I have right 181 283.5 Okay. So, I mean it's not going to change the bottom line, but if if that's a project and Okay, so caveat here. This is coming from the federal government. Apparently, five or six years ago, I'm not sure. I wasn't here when they when they do that. We've been allocated certain amount amount of money over these six years if we can pick choose. So it should still be
050there. Astric um >> what's the clearest mud again? >> And so and anything that has a yellow box I don't know if you guys can see the yellow boxes anywhere. Those are numbers that aren't solid. >> And I think I did that last year too. So we always know those are fluctuating as we go and theyation title one funding um we've been told we will get our title one funding they have um they've changed how they calculated the funding that is why we had the increase in the grant income um the state has not the last we heard July 1st or 2nd they have not received the funding from from the feds yet. Another asterisk title 2, three, and four, which we roll Anna rolls over into five. Um, we don't know what that number
051is. We know what part of it is. So, I believe that number I have on title income, title five income is just the same as I had last year simply because I don't know. And that would be another aster because we don't It's less. Oh, it is a list. >> Uh, what do I have? It was Is that the number we got from home? Oh, I know. It's okay. So, last year 23, no, 2425. Um, I we got $53,274, but I had a carryover 11 just over $11,000 from the 2324 title 5 that I had used up. I used up by September. So 53274 was what we were uh what we received for the school year of 2425. So that's what I have as a school year of this year. they haven't received complete confirmation
052that we're going to get those monies. >> Yeah, there's so many different title programs. So, some of them are held up, some are not. Some are going to be dispersed. So, we're thinking that we're going to get all of our title one, but some of the title two is held up even though we don't receive that, but you don't know in the whole pot of money how that's going to be affected. So luckily um the title two and the title four are not our biggest pot of money. Title one and disperse. The new way that they um did the formula, it actually benefited us. Some schools like lost a ton um of money on that. But title three for ELLL, I think that's being held up, but we really don't get much on that anyways.
053We we are in a consortium with the Southeast region. That's where our title three dollars come through and that's for ELLL. So, but yeah, this is what we're thinking our title five is, but we don't know where those you just don't know until you know, which is frustrating because you make plans, right? >> Most sense in a while. >> Yeah. That's a test. >> Right. All right. So, and then the next thing I I don't have on special reserve. Um there had been a question um special reserve why did I not take a 50% transfer into the general fund? I guess Anna Sal and I had talked about this and we would kind of like to build that up. Um if the board requests to transfer 50% this cannot be transferred out without board approval.
054Um, if that's what the board would like, we take 50% of that on June 30th, 2026. Again, that 15 mills, um, that's that's how much we can put in there. So, that would be 15 time 23, >> and we can decide that in June if we want. >> Yes. >> Yeah. kind of thought if we could even preserve some of that, you know, if we could get by this year because we know it's not looking very good the next. >> Yeah, we don't have to transfer all 50%. We up to 50%. >> It's just a I don't like that one because you can only use 50% of it. >> Yep. Very restrictive. >> Um, so I haven't heard from good a good number. um webinar examples using caps. Okay. In the budget, I used May
05531st. We all talked about that legendary income. Okay. To finally get June and so I put to PI for repayment. Um so the B expense, Greg, can you line 65 and change line 65 to 2000 and then go up to line uh 36 and change to 2000. Again, it doesn't have any net effect, but um the loans from DPI now that'll match the grant from DPI. Um special assessments. If you go down, Greg, can you scroll down to the building fund? that is um special reserve miscellaneous building fund like line 128 in that area. So, the cap does not apply to our special assessments levy. And I've reached out to the city auditor um and asking if there was a knowledge of what our special assessments are going to be. And they were down to
056about 4,000ish, somewhere between four and five. I don't remember the number, but she said they haven't assessed the street projects um cost. She said it could be up to $8,000. So I threw in if Greg, if you can go to line 135, please >> put in 8,000 and then line 147 and put in 8,000. >> Oh, okay. >> Yeah. And so that one's not on the cap. So we can phrase that one as we go. So those are the changes that I made. Uh tuition levy. So when I was taking my classes, I was told tuition levy is for basically it was explained to me that if you had a school that was K6 or K8, you still had an obligation to to educate your students 9 through 12 or 6 through 7 through whatever.
057And when you send them to a different school district, you had to pay the cost to educate them at their school. That's what I was taught that it was that this tuition levy was for. Well, we don't we don't have that. So, but we've since as the caps have come out, we found out that there are schools that use the tuition levy for CTE tuition. um other things. So, we didn't put in the tuition and we'd kind of kind of kind of come to a number and we decided that of all the the dollar amounts from the SRCTC, we figured we would take the summer school cost and four fifths of the cost, the quarterly assessments because of one of those five is counselor. We didn't figure that was tuition. So that amount and then
058we took what I paid to the North Dakota CDE, which is those online classes that everybody can take. Um, and then we dropped that. I think it was around a $20,000 mark. We dropped it to 10 because now they've changed the requirements that we if we offer that class, we don't have to pay for it again. And that comes up to we figured it could be up to 12 mills to recoup that dollar amount. So, but Anna threw it out to the superintendence uh list serve and there was a pause and they said three or four uh superintendents are meeting with DPI to find out what what should the parameters be? What does centry code say? What does So again, that would be a big huge orange block because we don't know what we're >>
059What about Cheyenne? >> It's Centry Code specifically says grades 7 through 12. So Cheyenne Valley is Well, I suppose there's some >> there's some >> some in there. had a really hard >> and I know we have in the past um levied a tuition fee. Um >> it's been a long time said she was >> yeah it was it's on the history that we got it. Well, I think we can go with some of the shin that >> get an allocation of what is 7 to 12. >> So I that would be the reason there's nothing on there for tuition. That's again it would just be a big orange box. >> Questions on the concerns. What are we at for percent now? carry over. >> Um I'm I'm going to say 9.6. I have 9.7,
060right? You have 9.7. >> Um go up up. Keep going. Or I guess you're behind or it's not real time. Oh, no. Go down. Okay, that's the income and then go down to the expenses right below the expenses line. Sorry. 99 >> 9.15 >> 9 and I have 9.70. Do you have a formula in yours? Can you click on that box? I wonder if when I saved it or sent it to >> you L98. >> Oh, it does. >> L96 >> cuz I have 676 for the carryover. All right. Excuse me. Yours is good. >> Yeah. So I have a carryover of 9.7 right now. >> Can we increase that approximately 2%? >> Yes. >> Okay. So this is just the preliminary budget October 10th to finalize, >> right? >> And are able to make
061amendments along the way. So, >> however, I have to have a budget available by October 10th for >> August 10th, sorry, for anybody to come see it. And I don't believe we're meeting before August 10th. >> So, I think we should finally have another motion to accept this preliminary. >> Correct. Because the motion was just to discuss this. So, um I'm looking for a motion to approve the second reading of the 2526 preliminary. >> Do I have a second one? >> Yeah. >> Ryan Rosen, >> yes. >> Sheila Nagel, >> yes. >> Patty Carlson, >> yes. >> Brian Zer, >> yes. >> Monica, >> yes. Motion passes 5 Z. Um to item B, approve superintendent's recommendation for bus purchase. Do I have a motion to do so? We'll make the motion and roll. >> Ser
062Rosen seconds. Um, any discussion on the recommendation? >> Yeah, I uh have concerns still about purchasing the bus um with knowing what next year's looking like um for funding. Um, but if we're able to assess some of that tuition and get some of that back, I feel a little more comfortable with it. What I don't want to happen is that we spend this 150,000 in this fiscal year and we are shorting ourselves 150,000 the next fiscal year and we're ending up cutting resources for our students. That's my huge concern. >> But didn't we get a grant for it? >> $38, >> Right. Yeah, but like I said, we've gained some on the budget now and that tuition and fees. If we get some of that, I think um I'll be a little there was mention
063about possibly selling that bus. Is there any idea of what could be >> gotten into that? >> And I really like the body's perfect in it. >> Yeah. >> I mean, it'd be cheaper to buy a new bus. Uh that I don't know. Um yeah, uh Dave and I talked about that. I mean, we were talking that if we even would get $500, I think we would be pleased. It's just sitting out there, you know. Um, and I don't know about buses or th those pieces or the engines, but if somebody could buy it, there's some ideas that Dave has that he could do in order to make this bus so it operates for us, but it wouldn't be legal because we have to get the buses um certified at the beginning of the year,
064you know, to um or pass inspection. What he thinks would solve the problem or help with the problem, we couldn't do. So, we maybe a private person like who bought Edbert would want to buy. I don't think they're interested. >> The coffee is good, right? Dave and I talked about this. It just makes you sick if it's sitt person buy it and whatever deprogram it or whatever the emissions and then they could, you know, drive it. Um, >> so >> that one will be acceptable for a grant in a couple years. Never. >> No. And here's the reason Dave and I did deeper checking into it. So, in order to apply for the grant, you have to have been using that bus as a route bus and then you're taking it out. So, we won't
065be able to use that. Yeah. So, it's just sitting there and it won't do us any good. If we could use it, we could hang on to it, but because we we aren't we're not able to use it on a route. It goes out on the route starts to um what is the accelerator or whatever and he has to bring it back in. So this is not roadw worthy or trustworthy for so so um now our fleet would be we would be getting rid of bus four we would be getting rid of bus nine um and then adding in a a new bus be getting one reliable bus and de hopefully two yeah >> what's the warranty on these like >> that's I don't I don't know that would be a deep question I I
066can't state you know what what the warranty is on them but uh we weren't the only ones that got stuck with this limb and there's other schools he said Allenale already decommissioned theirs or he saw sitting out like in but yet word from Warren which I don't know talking to my husband I'm talking to Dave they really trust Warren is don't put any more money into bus number nine it won't it's not worth the investment on on that but and if you read the email from Brett Evans he was talking too about um there's new emission standards that are coming up and to avoid those costs that. So he sent it out to all of the schools saying, you know, you may want to consider prices are going to go up significantly. Look about or
067how that much they've come up in the last five years. >> So are we paying insurance on the bus? Number nine. >> Uh that would be a shame. >> How much is that a year? >> I don't know. >> So every day that >> that's whyever take it. Well, that's >> I would uninsure it because we don't have theure just sit there. >> I don't know where it's sitting currently. I guess I don't know that I would I guess it's still liability. It's still sitting there still. >> It's not right. But if it's not drivable and if somebody something happens to it, it wouldn't be our fault anyway. So, >> no, but it can be as simple as day moving it and something happening. >> So, I'll bring back in August. I'll bring back in
068August um for your approval to sell the >> Okay. >> Yeah. >> Deleted insurance. No, de leaves the the pass the inspection >> and that doesn't pass. >> Yeah, that's what they >> That's what Dave believes would it would be to delete the program, but it would be it would not work. >> I think there's I think you're saying there's lots of trucks that are DOT that are deleted, but >> I I I don't know. Maybe there's a difference between DOT uh >> school bus assist. >> Yeah, I know. I know Davis checked on it. >> I'm sorry. >> Any other discussion? >> Okay. So, we have a motion on the table to approve Superintendent Cell's recommendation for a bus purchase. She has any other discussion? Great. Uh, Brian Sers, >> yes. >> Sheila Nagel,
069>> Patty Carlson, >> yes. >> Ryan Rosen Doll, >> yes. >> Monica, >> yes. Motion passes 5. Um, looking ahead to future meetings. Um, we have proposed that we will meet on Tuesday, the third Tuesday of every month at 7 a.m. Um, several reasonings behind this. we ran into having to move our board meetings on Fridays because there's no school holidays, etc. Um, and then this will provide Shannon more time to get us um the financials so that we're not receiving them a month behind schedule. So, does that work for everyone? >> Well, that was approved in the um consent agenda. >> Oh, it was approved in the consent agenda. So, great. Glad it works for everyone. >> Good point. Uh just one thing and I set up like things for uh the annual retreat
070if you have any topics right now. So >> okay so you can talk through the board retreat if that's anything that um we will discuss. As a reminder we don't act on anything during the board retreat. Um it is just for discussion. So that will take place on Tuesday, August 5th at 6 pm. Then we will have our regular meeting on Tuesday, August 19th at 7 a.m. And then in September, looking forward, we'll have the tax levy hearing at 7 a.m. and then followed by a regular meeting at 7:30 a.m. Anything else for the order? Nope. Okay. Welcome board member Rosen. Again, thank you to board member day for her three years. We will adjourn at whatever time it is. Page 31.