001on that form that I shared with you. I have >> I have three retired overalls. Did you pick up your winning? >> That's what I was there. >> Well, we were at maybe you probably few weeks. >> Okay. Gotcha. There's a lot of stand for the pledge of allegiance. >> I aliance 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, providing today's students opportunities to become tomorrow's leaders. Uh we did not have any public comment today. We do have a special presentation for CN primary. Thank you. >> Are you ready? >> Yeah. Ready if you guys are. >> We're ready. >> All right. Um, you can watch behind me if you want. I feel like I
002should start off say like because last time when you guys were at the primary last year, a year ago, we presented, I'm pretty sure we talked about MTSS then, but Missy, so I feel like now on part two of MTSS at Central Primary, we're going to kind of take it a step further and I want you to see what we've been doing on our first Tuesdays with MTSS and some things that come up along the way when we do it. But just as a review, MTSS stands for multi-tered systems of support. It's a schoolwide framework uh where we really get a chance to look at the individual student, look at what kind of tiers of instruction they might need or interventions and that could be academic, behavioral, social, emotional. This is the agenda that we
003have been following on our first Tuesdays. Um when Robbie was still here and doc, they have kind of given the buildings a little more free will of doing what we want to do on those first Tuesdays. Sometimes it's PD, but for us at the primary, I really like the focus of using that time for MTSS. We divide it up into two hours, one hour for kindergarten starting at 7:45 to about 8:45. Then first grade comes in from 8:50 to 9:50. When they're not meeting in MCSS, the grade levels have collaboration time to do any planning or anything that they need to do as a grade level. But a sample agenda, obviously, we talk about students of concern. uh we talk about how we're using our cougar time to check in on that which is small
004group instruction and then we do some next steps and action item planning time. So, you know, it sounds like a pretty light agenda, but in that hour it's pretty full. And Paige will kind of talk about that, I'm sure, here in a few minutes when she uh talks about some individual things that came up at our recent first grade meeting. I want to show you real quick um a data tracking system that we've put into place. Uh this is for individual students that we talk about. I know it's kind of hard to see. Last year when we started this data tracking system for students, it was kind of a running document where we had just every student listed on one document. I said, "We really need to break this out." So when these kids travel
005over to the elementary, even over to the middle school eventually, they have an individual sheet that follows them. Now, we don't do this for every student in the building, just the students that come in MTSS. Uh, we can put their cougar time data on there and track that information. We put their NWA results, their reading fluency from NWA, uh, what their dyslexia, if they screened or not or flagged for dyslexia. Again, more current NWA. This follows them from kindergarten, first grade. List any tier one, tier two supports that they might have. Amplify information whether they have speech or special ed. So, there's a lot of information here. It's also useful if a student leaves us because we'll put this in their perm file and send it on to the new school so they have information
006whether they went through the MCSS process or not. I wish we got this kind of information when students come to us from other corporations. But this is going to follow them in their profile like I said as they go through uh each grade level here at Central Global. But looking at the big picture, you know, we use these meetings to focus on students and learning patterns across classrooms and grade levels. Our grade level teams look for trends uh that might help guide instruction and support systems. And in January, our first grade meeting, teachers kind of start talking about a concern that they have been seeing with reading fluency in the classroom uh instructionally and kind of a lack of that through the amplified curriculum system that we have. Uh, so some conversations happened and it
007led to some focus progress monitoring over the past five weeks. Uh, and that's why I've invited Paige here tonight. She really took this and ran with it with her students and she's going to show you some data that she's collected. And you know, it's kind of one of those things what you focus on, you will achieve. And you're going to see what she has done with reading fluency and uh, having her kids track words per minute being read and the results that she's gained so far. So, Paige, I'm gonna turn it over to you. Um, so this is just talking about repeated reading intervention and why it's so important. Um, it builds reading fluency. When first graders read the same short text multiple times, they become faster and more accurate because they already know the
008words and structure. They can focus less on decoding and more reading smoothly and with expression. So I give my students a short passage on Monday. It's just a cold read and then throughout the week they have the chance to practice it at home and at school and then we retest on Friday. Um, and I'll get more into that in a second. It also strengthens word recognition. So the repeated exposure to the same words help children recognize high frequency and site words automatically. Um, so they finally get to a point where they see a word and they don't have to sound out the word again and again and again. They already know it. Um, it improves comprehension. As decoding becomes easier with each rereading, students can better understand the story or information. They start to notice
009details, sequence of events, and cause and effect relationships that they may have missed the first time. When they read slower, it's harder to comprehend what they are reading. So, the faster they get, um, the better they are with their comprehension. They build confidence and motivation. This is like the biggest thing that I'm getting out of my classroom, I feel, is the the confidence that they're getting um as they get better and better towards the benchmark that we're trying to hit every week. And then support struggling readers for students who find reading difficult. Repeated reading provides structured practice in a low pressure way. Um to me, it's not a test. they I really just call them up one at a time and I say, "Okay, you know the drill. One minute and I'll tell you when
010to stop." And they don't even know that it's for a test. Um, and then reinforces expression with familiarity. Students begin to read with better phrasing, annotation, and attention to punctuation, important markers of fluent reading. So, when I first started week one, they didn't know what to expect. So, what you'll see here is my cold read on Monday. The blue line is going to be how many words per minute they were able to read, and then the red is how many errors that student made in that text on the cool read. So, you'll see really they're not making a ton of errors for how many words that they are reading. Um, but speed was varied among all the students. Um, so when considering how fluency impacts comprehension and the lack of emphasis on measuring fluency in
011the Amplify curriculum, we chose to supplement with um, UFly decodable reading passages. So this week I started everyone on a first grade decodable passage and then we go on to week two. So on the left it shows the same thing. My cold read from Monday and that red line is 40 words per minute. We kind of set that goal for all the students. So you'll see I have quite a few that are under that, quite under that, and then some that are way above it. And then the graph on the right shows my retest from Friday. And it'll show like for instance, student one was only halfway to 40 on Monday, but then skyrocketed all the way above 100 after a week of practicing that same passage all week at school and at home. Because
012with our Amplify curriculum, um, we're doing reading every day, but it's always echo reading or coral reading. It's never individual reading one- on-one with me. Um, so sometimes I you just don't know how well they're actually doing. And then week three, as we progress, you can see not only did we get better at making the charts. Thank you, Miss Alexander. But each student's progress is being independently reviewed weekly, and there are opportunities to clear up misunderstandings in the skill throughout the week with practice. Students are also reading at different levels um this week with some students who were consistently meeting winter benchmarks for first grade words per minute being asked to now read second grade decodables. So after those first two weeks, if they were reading well enough in those two weeks, I bumped them
013up to a second grade decodable where I thought that they would do well. And then if I can get to page four. And then we go on to week four. Um to further individualize this intervention, the students who are continually struggling to reach the 40 words per minute using first grade decodables began using the kindergarten level. Um so 10 students were below the benchmark at week four, which just two weeks ago 15 were below benchmark. So just in that month span I already had that big of a change. Those five students that are now above benchmark. The students were not only growing in their confidence but have really taken ownership of their reading skills and are excited to see how the charts change by the end of the week. So this chart is exactly what
014I would show to my students. Um I show them so all of them know it's not about who's got the highest bar. It's about, hey, are we all hitting that red line? And so we all cheer each other on when we finally hit that red line if we didn't on Monday. So yeah, on Friday they're like, "Can we see the graph?" They're all excited for that. Um, and then week five, you can see um I mean, I'm going back to student one because it's right on the end and easy to see, but the cold read on Monday was right at benchmark. I had asked her if she wanted to practice even though she had hit the benchmark and she's like, "Yeah, I do. I want to I want to get way above that red line
015and then she skyrocketed." So, and you can see also on the retest Friday that almost all of my students made it to benchmark. Um, so they're really taking pride in taking these home and practicing them. Um, I've even given them to some of the title teachers for student students to practice um that may not get the practice at home and it's made a big difference. And then week six, this repeated reading intervention has instilled confidence in my students and has helped me identify areas of need for each individual student by allowing me to hear each of them read. something that the whole group reading instruction that has taken away from me with the demands and structure of the Amplify curriculum. Um, like I said, we do a lot of echo reading, oral reading all together
016and not any one-on-one reading like this. So, this has been super nice to help individual students with their reading, decoding, and just being a more fluent reader. Um, yeah. So I think that's all of my stuff. >> Thanks. >> Yeah. >> What's exciting for me as the building principal is, you know, MTSS has often thought of talking about individual students, but through those conversations, a first grade team identified an issue with a curriculum that we have and noticed that there was a problem in how we're instructing our kids when it comes to fluency and words per minute. And they they jumped on it and changed some things that they're doing in the classroom. And the data shows that again what you're focused on you'll achieve. So just kind of in review that MTSS process it
017supports our cental vision of providing today's students opportunities to become tomorrow's leaders. Uh the process connects curriculum instruction and intervention through intentional data use. It identifies learning patterns, monitors progress, responds with the targeted support. It functions as a continuous improvement system focused on student growth and that instructional piece as well. And this work ensures a strong core instruction and timely support is available for every student at our building. It's a great process, one that we continue to focus on and evolve in our building. And I appreciate everything that first grade did with an issue that come up with instruction and made some adjustments and saw the gains that they making with their kids. Any questions? >> Thanks. Thanks, P. >> Thank you. We can move on to consent items. Approval of minutes from the January
01819th regular session and February 9th executive session meetings. Approval of the January 10th and January 25th payroll and claims from January 20th through February 16th. Personnel acceptance of resignation of Loren Sprag, junior high English teacher. Travis Blackburn, kindergarten paraprofessional. Recommendation to hire football coaches Mark Stuck, varsity assistant coach. Jeff Bros, varsity assistant coach. Robbie Morgan, varsity assistant coach. Tyler Greyel, varsity assistant coach. Uh, please note that Doc Y also approved Stephen Leon and Will Hoover as volunteer varsity football coaches. May I have a motion? >> I'll make a motion. >> Second. >> I'll second. >> All in favor? >> I oppose. Passes 5. >> Action items. Um, you guys are going to start lead us. Okay, we um Jamie and I will both talk about the next uh three resolutions that you have. So, as
019requested by the board, we have completed our review of some outstanding older grant accounts. During this review, we have been able to establish that a portion of the accounts held positive balances while others held negative balances. It should be noted that no funds were used incorrectly, but these balances, both positive and negative, are the result of changes in staff, timing of reimbursements, changes to quotes versus the invoices that we received, as well as stronger practices than in the past, and um even changes in the grant requirements. >> So, the next three resolutions that you guys have, um they're presented for your approval to move forward with a final cleanup of the accounts, um so that our records can be clear, accurate, and compliant moving forward. Um, a few things that you should know is that
020all funds involved are from local grants and donations only. It does not include any state funds or taxpayer dollars. Funds may not be used towards salaries, benefits, or other wages. And our first priority is using available grant balances to cover the old negative accounts um because if we didn't do that, that would have then affect the education fund and we don't want to do that. Um once the negative balances are resolved, our recommendation is to place the remaining funds into a new fund that would support project-based learning and new teaching initiatives across the district. And we understand that a portion of the positive balances remain from previous PBL associated grant awards. So this new fund would allow the district to continue priority prioritizing those things while also supporting innovation and student learning across all levels.
021Uh so basically these three three resolutions are a lot of housekeeping. Um, but you can review those and if you have any questions, please just let us know. Doc, did you have anything that you wanted to add about those? >> No, just just that that those are basically to clean up old grants and get them in the right order and get them to where we could use them for other stuff >> because this address all of the old outdated grants. I mean, is it going to clean up like the whole list is going to be >> I believe that there might be a small portion left, but this should be the majority of Again, it was no federal or or state funds, no tax. >> Correct. >> I think that's the key. >> A recommendation
022to approve a resolution for reallocation of stale grant funds. >> So move. >> Second. >> I'll second. >> All in favor? >> I >> opposed. Passes 5-0. Recommendation to approve a resolution for closure of stale funds. May I have a motion? >> So move. >> Brian, >> I'll second. >> Second. Jason. All in favor? >> I opposed. >> Passes 50. Um recommendation to approve a resolution to establish a new fund for allocation of remaining grant balances. May I have a motion? >> I'll make a motion. Ty second. >> Brian, all in favor? >> I >> oppose. Passes 5. >> That was kind of my request. So, I want to thank you both for all the hard work putting water. >> It took a little while to have it done >> getting it researched and cleaned
023up. I appreciate that. >> That is nice. >> Uh doc, did you >> Yeah. So, I I you want a resolution on number four? >> Yes, sir. So, uh, we have filled out our flexibility waiver to go to a 4-day week. I received an email late this afternoon, literally hot off the presses. Uh, the, uh, state board of education replied back to us that that 4-day waiverss will not be considered because there is a senate bill currently in the house, sorry, in senate. Uh that is uh very interesting to me because I have been following that legisl the legislation and the updates quite frequently and have heard nothing about this particular one. So that tells me that probably don't have a lot of footing. However, it requires as it's currently written that schools who want
024to go to a 4-day week provide provide transportation to any kid who wants to go to a 5-day week in any district. Uh it requires that as it's currently written uh be placed in the highest uh performance group for uh their testing categories. Uh meet the minimum teacher salary and um provide enhancement and enrichment activities on the day that you don't have school. Uh I was a little frustrated. I'm going to be polite here. I was just a tad frustrated because I received a phone call probably within 36 hours of when we had submitted the grant and the lady asked me all the questions that we had addressed in the grant. So I have no question at all about how much time they had invested in that prior to that phone call. Um and I
025feel bad for the people who spent significant amount of time on that. Uh Mr. stuck and and some of the other folks in the office and Sean uh spent some time on that and I'm just a just a tad frustrated that uh that was not even I it may have been considered but I don't think it was considered very seriously. So uh that being said with that all that information you can literally pull that off because we do not need the resolution because it's not going to matter anyway. So what we will do is we will look at that. We'll keep track of that bill and we'll see what happens and if it come back next year we will probably bring it forward again if we if that's worth doing. >> Just clarify four day
026school 4 day school week is not a possibility. >> It is not a possibility for the fall of 20 six >> and it sounds like it may not be possible. >> Well, it sounds like it may not be possible until we find out what goes on with that bill. If that bill passes, then I think people have shots, but not not right away. >> Do we need to make a motion to get this removed from >> I I literally I don't think it >> just turn over. >> Uh may I have a motion to remove action item number four for the approval of resolution for the pursuit of an AA 10003 flexibility waiver removed? May I have a motion? >> Yeah. Due to the email Barry received before the meeting, I make this motion. >>
027Second. I'll second. >> All in favor? >> I oppos. Passes 5-0. Unfortunately, >> thank you. And again, my apologies to the people who work hard to try to get that together. >> Um Barry, did you want to touch base on the summer? >> I do. We have a we have a memo of understanding from the Boys and Girls Club of Goan, uh Elkart County, sorry. This is uh something that we did uh last year uh and it was met with I think pretty much uh solid reviews. Uh the Boys and Girls Club of Elar County will provide our summer school teachers on curriculum. Uh and they they actually run a nice uh fiveweek summer program. It's four days a week, three hours a day. They hire the staff, they train the staff, they pay the
028staff. They actually pay them significantly more than I think we could pay them. It's for rising one first graders through rising ninth graders. So, our current kindergarteners through eighth graders. Um, and then that allows us then to be more strategic in where we place our resources for our summer school kids. Um, you know, we'll have some credit recovery kids at the high school that I'm sure will need some summer school help and we'll have to make sure we do that. So, uh, this basically we're on the hook for uh, breakfast and lunches. Uh, we're on the hook for the locations. Uh, and we're on the hook for busing if we do it. Uh, which I assume we will. Uh, but normally we would do that through uh, global setups. You know, we won't we won't
029run everybody's house without pickups. Uh, so I'd like approval to at least sign that memorand stay with them to get going on that. >> Uh, so a recommendation to approve summer learning lab memor of understanding. May I have a motion? Move. >> Second. >> Is that Ryan? >> Yes. >> All in favor? >> I oppose. >> Passes 5-0. I will say that uh there's not a lot of perks to being a school board member's child. I sent Levi through this last year just because I wanted to see what it was all about. Um, he was not excited about going to summer school, but I will tell you that he did what after the first day, he did not complain one bit. He really had a good time. And I do feel like he would tend
030to lose a little bit um over the summer. And I feel like he went in to his next grade much more prepared. So, I I do like to test with my own children. So he had a good experience which makes it a good experience for me. Um moving on to the superintendent comments. >> Yeah. So uh I talked about 4 week uh Brad already talked about CNP stuff. Do you have anything else you want to add? CE uh from our perspective. Uh we are getting ready for I read I read tutoring is going on. um things like things like that are happening and then I'm working through getting through the round of observations. Uh would like to get through those uh certainly before spring break. Uh which although it seems like a long way off,
031it's really not that far in terms of school. So that's kind of where we are. Um uh Sean and any of your gang over there want to talk about what's going on at the junior senior high or athletics or both? Uh, so we have we have we've got a lot of things going on lately. Winter season's about wrapping up. Once boys basketball season is finished up, then that's it. Then like got a couple weeks left. Actually, I think the sectional draw Sunday. So, they're winding down. Spring sports started today. Their first practices, most of them. Um, this Friday, we have some big events going on. If you guys are around and want to swing by, we have our Hall of Fame induction. um during the game during the game or during our 2018 state championship
032girls basketball team um along as the head coach um individually uh we expect a whole bunch of people there we put a lot of pressure going into this and Mr. you guys will talk about the other event that's happening that night as well. It's also our senior night. Um I think it it's going to be a standing room only event. We have girls basketball team helping as personal esports for the Hall of Fame members. We have most of the members of that team coming in um for the recognition. It's going to be a good night. There's a lot of stuff going on, but the the bigger better part of that is is what Ashley is about to talk about. So we also have our rally for Reed who was is a current coach who was
033had to step away and then you know he was the CNO. So um we have we're partnering with American Legion who's putting on event that night or that in in the next couple weeks and then we're selling rapp. having a fake sale, which bring your money because I'm sure we are going to have enough items for like weeks and weeks. You can probably freeze them. Um, so many family members are donating. As of um after school today, we have 46 auction items that have been donated. So, there will be a silent auction that night um and just some really cool things. And our our salt team's involved with helping raise some funds. Um, and then we have the sectional team that Reed played on. Some of those members are coming back to help. So, it's
034a really big night. Um, a lot of people will be involved for a really good cause. So, if you could come, that would be great. >> Um, in addition to athletics, we've got a lot going on tomorrow night. The annual FFA fish and chin wine dinner in the cafeteria from 4:00 to 7. So, if you're available, make sure you stop by there. Um, we had two of our choir students earn gold medals at their ISMA contest, which qualified them to advance to state. So, they will be competing this Saturday in Indianapolis. Um, that's a big win for our choir department. Um, Mr. Stoaltz has worked really hard to build skills um and to build confidence and we're hopeful that those students do well. Also on Saturday, our jazz band is participating in a jazz competition
035at North Side. This is actually their third competition of the season. Um, and you know, they I'm always happy when I'm doing walkaround classrooms and I hit jazz band. You just can't go in there and not be happy when you leave. So, good luck to them as they finish their season. And then our next high school performing arts show um will be February 27th, 28th, and March 1st. that is the high school show and then later in March um is our junior high show. Um and then on March 6, our freshman class will be touring Impact Institute um with several of our staff members and that is the same day that all of our juniors will be taking the in school SAT um here at the junior senior high. So that's been a change over
036the last several years that the juniors get to take the SAT here in the school instead of driving somewhere on a Saturday morning and that as well. >> I also want to add on as far as athletics fieldwork which I forget. We had a really good winter season sports wise. Our girls sectional uh basketball team lost sectional championship um in a good game against East Side. We had we had four semi-state wrestlers last weekend for boys and we had one state contender um for girls wrestling this year. So, it's been a really good season for wrestling program in particular has done exceptionally well this year, but our winter sports programs have done fairly well this year, too. So, >> I just want to say I'm I'm really uh I'm happy about the ISMA stuff. That's
037kind of cool that we're getting kids qualify for state on that. That's pretty neat. Uh I I think that speaks well of what's going on. Uh let's see, where are we? Uh trans transportation. Leah, >> anything? >> Uh we are at a state of really low on on drivers um due to a couple different reasons to include like disparity in pay between the our neighboring districts. Um I have been generating a proposal to set forth but before we did that I wanted to collaborate collectively with administration with the drivers themselves the uh central office and uh Dr. Yonghans, but just so you're aware, um, like the impact tour, we have yet to even get drivers to sign up for that. And the reason being when the five that I asked was because of the pay
038that they can't step away from their side jobs to drive for these important trips that these students have really a a need to go to. >> And I should be clear, this is a this is an issue here, but it is an issue all over the place. And it's not it's peculiar to hear right now because we're noticing it, but it is it has been an ongoing issue for five years and will continue to be. And pay is a part of it for sure, but it's it's also just it's a hard thing to get. It's a hard thing to earn. It takes time to earn your license. Okay. Uh Kim, business stuff. >> I just wanted to give an update on our bond refunding for our 2014 lease bond. Um we did have a pricing
039last week. It was a successful pricing. The official bond sale will happen on March 5th. Um it's looking like we're going to get a better rate than expected. So we're our savings is coming in at approximately 117,000. What we were hoping for was at least 75. Um so anything more than that I call it a win. That 117 is before fees. So once I get a final number after everything all the dust settles, I will update you with that. and grants, Jamie. >> Okay. Um, Title One, we received in the last couple weeks our final allocation, which unfortunately did see a reduction from what we had budgeted from. Um, it's down just over $1,700. Um, not a huge amount, but when it goes primarily to staffing, uh, that's a big hit for us. Um, anything
040overage, um, in those accounts, uh, goes back to our education fund. Um, so we're going to be doing some looking at that. um that comes from census data. It's super important that our families fill out their free and reduced applications. That information comes from there and also um that data also showed that fewer homes with school age children. So um that's why we have a reduction there and really that has gone down steadily over the last three four years. Um I mean just three years ago we were at 175,000 um and this year we're at 145 after that reduction. um our BISA grant um we are coming to the end of that in September of 26. That is our interventionist um position. Um that will end in May working on some amendments to get the
041most out of what fund funds are left. Um and then our title two we are going to be meeting um I believe next week Barry, myself and our principles to explore some PD opportunities um because we also have some amendments uh that we can make on that. Um there was an extension on FY23 where we have a little bit left over uh that we'll be able to move that in to get some more PD for our teachers. Um so we look forward to that and what we can do. I I'd like to make just a public comment here that one of the things I'm a huge proponent of is uh professional development led by our own teachers. Um our our teachers and our staff know the battles that we fight better than anybody else. Um,
042and so I'd like for our teachers to be more involved in that, uh, both in delivering it and planning it. Um, the principles haven't really heard me say much about that yet, but just like you found tonight, uh, with that presentation, I I I really feel like having them identify things they feel like they got to get better at and working together, um, the answers to the problems are in the room. They're not they're not out there. So, they're in the in the teachers classrooms. Okay. Then uh last thing I want to do real quickly is I want to go over some general financial prep for next year uh 2627 school year. Um I want to be clear on this. I want everybody to hear me. None of these are recommendations. None of these are
043coming to you as though they're anything cast in stone. None of these are things that we have put sharpen pen to sharpen paper on yet. These are back of the envelope kinds of things that we've talked about. There are things that I've heard about that I wouldn't necessarily want to happen here, but I know that they have been talked about in other places. I want under no circumstances for anybody to leave here tonight thinking thinking we should do this. I do have some of those I think we should do, but I'm not prepared to tell you what those are until we know pen to paper. But I want to be abundant and clear that I want to start these conversations because as I know it will be made very soon and suddenly it'll be made.
044It'll be too late to do some of those things. and we literally had a rug pulled out from under us even though we thought it was coming. That stuff happened. So, let let me quick go through some stuff. So, uh why we need to plan ahead. So, the the first thing is declining enrollment. And you you can listen, you can look, it doesn't really matter. There's nothing on there, but basically the gist of the situation is that declining enrollment's taking place over 19 years and it's cost us $2.5 million over those 19 years in funding. Um that's a big deal. lo we've lost uh 154 students, 354 students. Sorry, I can't see my own writing. Um passage of Senate Bill One. So, keep in mind we lost 2.5 million in 19 years. We're about to
045lose just shy of a million in three. So, if people tell you that that isn't an issue, it's an issue because that is a big loss. Uh we uh increase of operational cost. Uh I I was sitting the other day with Leah when they were looking at new buses and she's talking about the cost of buses. Uh I I have I I don't even want to tell you uh how much they've gone up. Uh but I'm guaranteeing it's more than 30 or $40,000 in the last five years per bus. Um and that's not counting utilities and everything else. We still have to do those things. We still have to provide transportation. We still have to heat our buildings. Those costs keep going up. And then of course we didn't have a successful refer revenue in
046uh 2025. So there's only a couple ways to do things and one of those is to the only way to address that is is to increase revenue or cut costs. So uh the increase in revenue there's several ways to do that. Increasing enrollment. Okay. So we were up I think 14 kids this year from where we were. That's still down. Uh but the good news is it's not as bad as what was projected. So, we're ahead of the demographers, but the demographers are not calling for increase in enrollment anytime soon. We're supposed to lose a hundred more kids, I think, over the next 10 years. Um, take advantage of advertising. So, if we have somebody who's willing to to give us money to put their name on something, we probably need to think about that.
047The uh I believe the uh state legislature just passed uh information to put advertising on buses. I'm not saying, again, I want to be clear. I'm not saying we should do that. I'm saying we have to consider those things. Uh, and again, putting $500 advertisements on a bus is not going to make us healthy, but it might pay for free trips and maybe a little bit extra diver pay. Um, we have to invest to maximize revenue. You heard tonight we we got a little bit more money out of a bond sale than what we thought we're going to. I think we have to continue to look at those things. Uh, have another referendum when when we can legally. Right now, we can't legally do that. I don't know when the next year is, but we
048can't do it for a while. Um, but I think as soon as it's possible, we need to look into that. Um, if that's something the board chooses to do. Uh, teams and organizations paying part of their gas b gas fees, paying paying some money to to to go to places. Um, again, that's that's a big deal. Um, I think we can decrease expenditures uh in several ways. First is reduce administrative staff. We literally already start started doing that. you you folks didn't replace me with a full-time administrator and and and that has helped produce staff. Um I think we need to talk about consolidating elementary schools and all the associated things that come with that. I think we have to think about natural attrition of staff when people leave. Uh do we need to replace
049them? Uh how do we replace them? In what manner do we replace them? And how can we be more efficient if we replace them? And I want to be different between natural attrition and reduction. reduction is, hey, we're going to say we don't need that program anymore. We're gonna we're gonna touch that. Uh, and I think those two things are different. Uh, I think you can have a moratorium on field trips that aren't that are paid for by anybody in the school. So, I think if PTO's have funds and they want to send kids on field trips, maybe we do that, but I want to be clear on that. Again, same kind of thing. You still have to send kids to Impact. They still got to figure out what's going on there. We got to
050figure out how to pay those bills. Um, I think we can look at minimizing extra utility charges. Uh, simple things like when I walked around the building that I'm principal in, uh, the principal had a fan under his desk all the time because it was hot in here. Well, you know what? Maybe we need to think about if we have a 100 extra fans running all day long. We need to probably think about that. That's a whole lot cheaper than or a whole lot less painful maybe than cutting staff member. U, so I think we have to look at that. I think things like Christmas lights up all year maybe need to be thought about. Uh we need to restrict overtime. Um we need to uh look at deferring projects that aren't mandatory. Um things
051like uh boy, let's not point to the curtain in the back there. Uh you know, maybe we need to not fix that because we don't have money to do that right now. Um I think those are kinds of things we need to look at. And then I think some other points to ponder. Um, I I think that none of these, again, I want to be clear, that's why they're highlighted. None of these are to be considered uh an official recommendation. I'm not saying we should do any of these. Some of these will make a pittance of a difference, but we probably need to talk about it, right? Uh the other thing is that this is for information purposes only to start the discussion and to make sure people in the community know what we're talking
052about. This is a big deal that we need to know. We need to know why we're in this position and what we can do. And then I think we need to consider as we do all these things and have all these discussions. This is a great place to work. I've been here three and a half years. This is a great place to work with great people. We need to keep people here that that can help us. And we need to be wary of of having things go so contrary that this becomes such a difficult place to work that nobody wants to work here. We have to keep that in mind. And then lastly, more even important than that is we are a service for these kids. We have to provide high quality education. So none
053of this stuff that we do or talk about or uh have discussion about can be taken out of the context of we have to educate kids. We have to do it well. And so I didn't bring this to anybody other than to say this is stuff to think about. We haven't put any pen to paper. if you want hard numbers on any of this stuff, I'll when I say I'll I'll ask him to do it and and I'll and I'll have conversations with her about what we can do. Uh but I feel like those are some things to just throw out there and I would love if you folks had other ideas. We had those work sessions. I think most of those came up, but I feel like we just need to keep it out
054there. I just don't I I'm just concerned that it's going to be May real soon and teachers are going to want to know what's happening and parents are going to want to know what's happening and I I'd like to be able to to give them some feedback. So that's it for me. Questions for me. >> Barry, is it safe to say that this is a partially from phasing of the SV1? >> Oh yes. Is this like the last phase of cuts? >> No, because there's >> there's another year. >> So, we lose two more years. And Kim, correct me if I'm wrong. It was like two. Okay. So, first of all, when you talk to me about numbers, I'm an ish guy. So, just know that, right? So, if you want actual numbers. No, >>
055but it's but it's 240omeish thousand this year, 270ish the next year, and over 300 the next year. >> I knew it was phased. I just didn't I wanted the community to understand where we were possibly at within that phasing. >> Right. And so the other thing I would say is our increase in enrollment helped us this year, >> but not it didn't it's not going to overcome that that so even if we grew let's say 10 kids a year would be $70,000 generically. Um sorry you're going to get used to that. uh $70,000ish, but if we're losing 270, you know, that's that's still a pretty significant cut on our our budget. Other questions for me? I I appreciate your passion for our kids and time figuring this out because it's not going to be fun.
056I got a couple questions. >> Austin, I've got a couple of folks with concerns about just bring it to your attention in case you haven't heard it. Um, a couple folks concerned about like space and gym usage and like inseason versus out of sport season practices like kids getting pushed out from a practice because then the out of sport comes in. I'm sure I I know Barry said you're aware of it. I just wanted to see if you come to any resolution for that or any that's was just like an off week and everything's back to normal since other sports are in and out. >> Uh, I mean it's it is kind of an issue in general. you know, we're just not put on a lot of space, particularly, you know, spring sports when they
057get rained out, that causes a lot of issues. But that particular instance that you're talking about, I think was a while. We had some we still had some kids that were obviously wrestling and that was an issue. >> So, yeah, it was that issue was kind of was one off, but space in general is is an issue. I'm trying to figure out solutions for that. >> He has talked to me about those as well. >> Yeah, >> I'm sure he has. I just I just want a clarification just so I I I can relay it. So I put you on the spot. I'm sorry. >> No, you're fine. You're fine. I've had I had I've had a couple ideas so gota work out a big one. >> Cool. Okay. Uh and also Paige, what was
058the program you're using for work? >> Uli. Does that does that I'm just cur This is for my own personal bank of information. So this is I don't don't feel like I'm putting you on. Does it track like how does that work when you assess a kid on those using that word for a minute? Does it does it track accur are you tracking accuracy like decoding skills or is it just strictly uh the same passage read over and over >> there? It's it's a new passage every week. Um and then we're just going based off of where they're at. So they started first grade number one, then they go to number two, they go to number three. Um I and then I'm just having them read and then if they make a mistake I obviously
059count that out. >> Okay. Does that track does that decrease or increase the word per minute when they when they're not accurate? >> I would think decrease because then you got more words. >> I'm only counting their words that they got correct. Yeah. Does it focus on decoding skills as a as a precursor to the words per minute? >> I don't know. I've only been doing words for a minute. >> I I don't I don't know much about UFly in general. It was brought to me by um our sped teacher. >> I'll try to put you on the spot. This is my own other schools I work with. People are always asking those questions. So, I'm like I'd like a little information. >> No. Yeah. I don't know much about UFly in general. I know
060some school corporations use that as their um their basis for a lot of things, but we don't use it at all. It's just they've got all their stuff out there for free. >> So, why not use it for stuff? >> Thank you. >> Yeah. >> Doc, is that all that you have? >> That's plenty. >> It sure is. Thank you. >> Thank you. Uh meeting is adjourned at 5:417.