Danville Community School Corporation February 23, 2026, Public Work Session School Board Meeting

001moving. >> All right, we will call this public work session to order. At 512 p.m., we are going to disperse with our usual opening ceremonies and jump right into our board retreat for this evening. >> Ready? >> Yep. I'm ready. [laughter] Well, this is typically the time when the board sets goals uh for uh the current year uh 2026 and I'm happy to say that last year we set goals around this time. Uh the board was able to accomplish all those goals and so we're we're back to February again and we'll be looking at going through that process here tonight and happy to help however we can. Um, I thought I have a very basic PowerPoint up here just to kind of guide us uh through the process a little bit this evening. Um, so

002just moving ahead here, thought it might be good to just start with a quick review of what last year's goals were. Um, so for 2025, uh, our first goal um were our district education goals. If you remember last year, we kind of broke these into three groups which seem to work very nicely. We had uh education goals, we had finance goals and we had operation goals. Um so in the the education area uh we completed the career coaching model implementation and completed the portrait of a learner model implementation as well. Uh in the finance area uh our goal was to achieve an 80cent debt service rate by January 1, 2027. And if things had to change probably legislatively um that that would have been accomplished but we had to adjust a little bit uh as

003as the law changed. And then to maintain our building projects the master campus plan within scope and budget uh which was achieved. And then our third goal which is in the operations area that was to complete implementation of the maintenance FMX software and then complete the renewed demographic study of the Danville school community. So, um, those were just a a quick review of those goals from last year just to maybe get us thinking a little bit. Um, I'm going to move forward here. >> Dr. Schaefer, do you sir? >> I'm just thinking out loud here. Risk group chime in. But it kind of seems like we should probably stick with maybe the three goal setup with the same, you know, an education goal, a finance goal, and operations goal. Maybe we tweak them a little

004bit at each one. But >> I guess I'm a little confused because I was looking at the goals that we had set that are on the website and according to the website which I just printed this off today says goal one is district finance. Goal two is monitor staff culture and goal three is building maintenance says those were established in February 2024. Um and again I'm talked about attachments in the executive content and or I may not be as prepared to speak to some of his schools review as possible because of the presentation of information both on the website and in executive content, but kind of agree with Corey what you just said there. Um, but I also would like to follow up those having looked back at the goals that were set in 2024.

005If we're going to set goals and I think information needs to be kept up to date on the website, it's public site, [clears throat] especially if it says that we're going to receive, for example, on goal two, monitoring staff culture. Um, it was going to be monitored and reported quarterly on the student teacher ratios. And I went back not having attachments to look at. So I went back to look since February 24 and I was hardressed to find quarterly updates to the board on student teacher ratios. So I would just ask whatever time we're going to put into setting these goals that the administration actually follow through on what we're talking about and we're reporting out on it. >> Okay. >> Otherwise they don't seem to have as much meaning. >> Um >> that's a

006fair point with last year's goals. Those were presented every quarter and we did talk about them. Um, so we'll make sure we do a better job going forward. >> Tonight is just a matter of the goals that we as a group wish to set for this year. And I agree with trying to stick to those three areas. That doesn't mean that if someone had a goal that didn't meet those who we couldn't bump to four. I mean, at one point in time, we had five. So, but I do like the idea of sticking to three and kind of staying in those areas, which is what we've done the last two or three years. I think >> it makes sense. >> Yeah. I I think it's [clears throat] it it helps ensure that you hit the

007major areas within the district. I think if you can categorize them that way. Again, that's that's certainly up to the board, but I think it worked pretty well this last year. I think within your education goal again you could um as I pointed out the February board meeting um include in a more frequent basis the kids that aren't necessarily passing all the goals you talked about that passing SATs and passing the state assessments given that the goals are set in those 60 percentile range there's still another 40% of students that we could be talking about and hearing what's going on with them to get them closer to the passing range even though they may never pass it, but at least hearing that information within that goal. >> Okay. I think we're going to run through

008a review and then we're going to take suggestions like that. And that's a that's a great suggestion. I think >> I thought that we would just just so you could kind of see district-wise what we're currently working on 2026. This is the district strategic plan and we revamped that. It was very comprehensive before to the point where it's really hard to keep keep track of. So this is what our administrative team is currently working on. Uh we have narrowed this down in this past year to five pillars. And if you look at the the spreadsheet across the bottom here, those five pillars are teaching and learning, culture and climate, finance and operations, community engagement, and leadership. And these are in various stages of implementation, but our administrative team, we talk about these at our administrative

009meetings and our advancement team helps lead the implementation process and review. So I'm not going to go through this in in infinite detail, but to point out what our priority areas are in each one of these five areas. So this is the teaching and learning tab. So our three priority areas there are to integrate the portrait of a learner into district culture. So now we've put the model in this last year. Now we're working on drilling that down into district culture. Uh ensuring that our students in the class of 29 are prepared to meet either the enrollment, employment or enlistment seals in the new graduation requirements. and then strengthening our tier one instruction and identity and align and implement our tier 2 best practices in our multi-tiered uh systems of support which is the old

010RTI response to uh intervention or instruction model. >> Is this on the website for public review? >> Uh I don't know if we have it on the on the website for this. These are more of our internal documents we're working on uh as an admin team. >> Mr. Rder, is the public able to see the screen with this? because I just want to make sure since we're having a public meeting that because I couldn't read that one so that's why I turned over here. >> So let's pop over to the culture and climate tab. And here we have one main priority and that's to strengthen our language access and cultural belonging for our multilingual students and families. um with our growth in in ML, our multilingual learners, uh we're just really working to make sure

011that those families can connect uh from a language standpoint with the district. Under finance and operations, we have three areas. Uh one is growth management, uh which encompasses facilities, demographics, transportation, operations, and personnel. Uh so put this in perspective over here on the side. The blue the growth management matches up with the blue here. Um so we we have uh the priorities set here and then some specific action steps uh to continue to move those pieces forward. And then we want to maintain the current tax rate and our debt service and increase it only as necessary to meet minimum levy requirements. and then to maintain balanced budgets in the education and operation funds. Under community engagement, uh we have just two priorities. Uh one is to convene meetings of overlapping taxing units and that's something

012we're in the process of of working toward. Um, we have uh actually a meeting coming up we're working on through the chamber here to begin to gather some of those uh leadership folks together uh to think about economic development. And I'd like to take this a little bit further and make sure that all of our overlapping taxing units uh can get together and that's something we'd probably try to get in process to do quarterly as people are able to do that with schedules. Then also educating the greater skill community about changes in educational support to increase advocacy. And we do that through a number of ways. Uh we just had our advocates day. Uh we're working on a video series now kind of a um educational finance 2.0. We did a series this last year

013and then taking that a step further. So some different strategies we have and trying to educate the community just about um some of the changing structures that are out there. And then under leadership and this is very internal just to help our our own team uh to begin to investigate efficiency models to improve operational performance. There are some training models out there we can work on. If you go to industry and think about things like lean or six sigma those types of models uh investigating those to figure out how can we be more efficient in some of our especially in some of our departmental areas. So again, just a quick overview there of our strategic planning document and the five pillars that we're currently working on administratively. And we thought it would be good um

014also this little bit of review. So I think what you're going to see here is not really new. You've seen this before. Maybe [snorts] Cory's maybe update a little bit, but uh thought it would be help to look back at Senate Bill One or SEA Senate rolled act one now which is from the previous legislative session and how some of those financial impacts change because of SEA1 that we've begun to adjust to through the latter part of 2025 and now into 2026. Uh so I know Cory's going to walk through um just a a handful of slides here just to refresh our memory on that. [clears throat] Uh yeah. So again, just to kind of highlight uh some of the changes for Senate Enrollment Act One, uh when we talked about some of the Homestead

015deductions, the calculations, how those are going to be uh handled moving forward, those are increasing. Homestead specifically deductions are increasing from 37% uh that will be in 2025 up to the 67% of the assessed value in 2031. So again, some of these are going to be phasing in over the next six years. uh specifically the credits that we're seeing here, excuse [clears throat] me. In that same time, standard deductions, which was a flat dollar amount, will be phased out. Uh so that was roughly 48,000 here in 2025. Uh by the time we get to 2031, that's going to be phased out to where that will be zero. Uh but the homestead will be what kind of takes over for that. Uh when we look at our 2% uh cap on our 2% properties, so that

016would be like a land, that would be uh rentals, apartments, long-term care facilities, uh those previously uh before Senate Enrollment Act had no deductions that were allowed. Uh now over the next six years, that's going to be phased up to a 33% uh deduction that will be allowed for those properties again coming fully online in 2031. Uh the homestead residential credit. Uh we've talked a lot about this. This is the lesser of the 10% or $300 uh that each property owner will be granted as a creditbacked for their property taxes. Uh this will be outside of the circuit breaker. So this will impact us uh not only in the debt service fund but also in the operations fund. Uh we have been hearing talk that they are going to get that changed and so it

017could potentially only affect the debts or I'm sorry only affect the operations fund but we're not has not gone through yet. Uh they're still working on that as we come through the end of the legislative sessions. Yep. >> Is that the one that's still yet to be decided proportionally? >> Correct. Yeah deficit. >> Correct. Yeah. As it is currently written that is distributed proportionately. Uh so that will affect the debt service and the operations >> currently. Do we know the proportions yet or they still determine? >> It's just based on the the levy amount for each one. So uh you look at our total levy between debt service and operations. We're about 70% debt service, 30% operations. So that would be roughly the calculation that they would split that between. >> Okay. Uh the business

018personal property uh again couple changes with that. Um the exemption threshold is going to be uh taken to $2 million or less. Uh this is an increase uh from 80,000 in 2025. Uh essentially long story short with that is that if you have purchased any business personal property uh as long as that value is below 2 million, you will essentially not be paying any more taxes on that moving forward. Uh before that was did have a floor in it and that floor has been removed. Uh so again that's another way that's going to be impacting our net assessed [clears throat] value as we move forward. Um again that's kind of the floor and how that's going to work. The farmland assessed value those changes are are going to be implemented on the calculation of that.

019Uh and then again like we talked about just some of the other eliminations of the deductions. Um go ahead and jump to the next slide there. [clears throat] Um uh this is a chart that shows uh that policy analytics ran for us. Uh you see the top blue line number that is going to be your gross assessed value. So that's basically the value of any properties or parcels here in the district before there are any deductions applied to it. Uh we don't foresee that having any impact on that because they're how they're assessing the properties is not going to be changing into the future. Uh so we do not anticipate any changes in that. Uh again you can kind of see over the last you know really probably from 23 to to 26 a significant

020increase uh just based on the assessed values of the properties that we have seen here in the district. The white line that's below that as you can see when we get to 25 it kind of starts to split off. We've got the white line and then we have call it orange line there. The white line would be prior to Senate Bill one on what we would expect for a net assessed value. So again, net assessed value being the value of the properties after you apply all the deductions to it. Uh that is the dollar amount that is really significant to us because that's what our levy is based on. Uh so as you can see that with the changes to center enrollment act, we start to see that change really in 26 where the anticipation

021of the net assessed value and how these deductions start to play in is going to start to lower that net assessed value. Uh again, that's where we get back and we start talking about when we developed our plan for our master campus plan, we looked at how much we needed to levy each year in order to be able to pay our debts. And when we were running on the white line as the net assess value was continuing to go up. That would give us more value. That would allow us to actually lower our rate, which we've been doing over the last probably four years now and actually quite significantly. But it would still allow us to lower our rate, maintain the levy that we needed in order to be able to pay our debts and

022then move forward. As you can see with the orange line, as that net assess value starts to go down, uh again, think of it as a teeter totter. As that goes down in order to raise the same amount of levy that we've talked about for the last four years, our rate is going to actually have to start coming up a little bit. Uh hence why if you remember our goal from last year, we discussed that we would try to maintain and we would only raise that rate if we needed to in order to create the levy needed to pay our debt service rate or our debt service payments back. As you continue to see that net assessed value kind of go down, that's what's causing for the rates to start to come up. Uh but

023this the key thing to remember in that whole equation is [clears throat] that the levy or the amount of dollars that we are raising in order to pay our debt has not changed from anything that we've talked about over the last four years since we started having our conversations about our master campus plan. Uh so again we've said a lot of times that like our our plan is still in place. [snorts] Uh the goals that we set out we would we would have achieved. Uh but here in the middle of the game, all of our rules got changed and really specifically on the calculation for how we're figuring out these things. Um and so that's where, you know, when we had said 80 cents by 2027, uh with these net these changes, it almost makes

024that impossible for us to maintain that goal and still be able to create enough dollars that we can pay our debt service back. But you're also saying that currently we're at 89 something cents >> 89.99 >> that as we move into 2728 that rate may need to go up a little bit more >> potentially. Yes. >> Which is then where I've come back to been asking the question and I always get an answer. It seems over not sure but if you have to increase the rate to maintain the same amount there is the potential that the school corporation is going to have an impact on people's property taxes going up. >> Uh there could be um but I would say not any more than any other entity uh because again as we look at it

025because they're receiving more deductions. So that's what's driving the net assessed value down. The amount that it goes up is really going to depend on where they're at as a tax for a homeowner or property owner in relation to the caps. >> Correct. Yeah. >> Yeah. There there are still a lot of variables out there what type of property you own because there are new deductions in some of those other areas in addition to residential. So until we see this first round through and kind of get an idea of the impact, particularly with the credits, um it's going to be just hard to sit here and say exactly what it's going to be. We'll have to everybody will all be experiencing a little bit of that ourselves as we move here through 2026. >> You

026ready for next slide? >> Yep. We'll go to the next slide. [clears throat] Uh this is just a breakdown of our operational fund here in 2025. Uh so we can kind of see the percentage of dollars on where those go to. uh fairly well spread out, but a majority of them are the biggest one being in our custodial and our maintenance staff. So that would be our uh obviously custodians uh the maintenance support staff that we have, but that's their salaries, their benefits that we use to pay them. Uh you can see bus drivers uh and they make up 16% of that. Uh central office staff is 12%. Our utilities are 12% and then you can kind of see the breakdown from there uh as we look at all the expenditures in the operations fund.

027go to the next one there. Uh I jumped on uh so this is just showing operational fund revenue sources. Uh you can see that in the operations fund 44% of our uh revenue is actually coming from the levy that we generate. Uh that has actually changed. I look back over and to see what that was in 24. That's actually decreased slightly. It was 45% last year. Um you know that has different number on that one. um >> ones. >> No, it's actually so I those I think those are actually the 24 numbers, >> right? >> Uh if you look at the 25 numbers, that levy changed from 49% of our total operations fund revenue to 44% is what the levy created for our revenue and 25 in the operations fund. uh the transfer from ED

028to ops, we talk a lot about that, which was 28% last year, that actually increased to 33% of our operations funds revenue. Uh the remainder of it remained fairly consistent uh for 25 interest was 5% uh lit was 5% uh which again is another one of those impacts of Senate Bill one and some of the other laws that have been passed. uh lit dollars are no longer going to be provided to schools uh starting in 27. Uh we are hearing rumors that there is going to be some additional legislative laws passed uh in this session that's going to bump that one more year. Uh so we will have an additional year that we can try to prepare. Uh but for us that's about another half a million dollar hit that we anticipating in our operations

029fund. >> We should should know that here by the end of this week. Mhm. Um and then the remainder are just kind of other small percentages uh that we help generate. So again, that's kind of the the highlevel uh just refresher of what Senate Bill One has done, kind of the rules that have changed uh that we continue to talk about here over the last year. Uh again, just a reminder, you know, we were we were in a good position to be able to achieve our goals. Uh we are still in a good position to be able to achieve some of these goals. Uh it's just the fact that again the rules have changed, the calculations have changed, uh but the dollar amount and the amount that we're using to pay for our debt has

030continued to be the same that we've talked about over the last four to five years through our master campus plan. And so >> so where in this conversation does the debt that's going to be falling off these next few years come into play with this conversation? >> Uh it's all been factored in. So again, what we have set out to do as far as payment wise, that's all been calculated into the equation. Uh so there are a couple of payments that when we first issue some of these bigger debts here at the beginning, they've been a lot more geared toward interest only towards the beginning until those debts fall off. So then we can start making principal payments and then it keep it as an even constant kind of throughout as opposed to having kind

031of an up and down where if we might have like a big spike uh and then we have some debt fall off uh that it's kind of stabilized it or leveled it out over the the next 20 years. >> And that's all part of that conversation as to where we may or may not have to increase the debt service rate. >> Yeah. >> As those years come. Well, that's all really the if increasing the debt service rate is solely based on the net assessed value. >> So, we kind of we know what our payments are going to be over the next multiple years. So, it's just what does this new legislative laws do to the net assessed value because if it continues to push it down further and further and further, then we're going to

032have to continue to increase the rate to be able to generate the dollars that we need to make those payments. >> As that debt falls off and we if we were not to take out any more debt, does that have a posit positive impact for taxpayers. >> It will eventually yes I mean because it will be less levy that we have to generate because if the payments go down then obviously we don't have to create that levy uh which will do in turn yes be a positive impact because again it's less dollars that we have to raise from the taxpayers >> and that's where we have to be cautious with what we've approved regarding that $25 million that we could potentially take out in the future over the next seven to 10 years >> related

033to geo bonds. We have to be cautious about even though our debt's falling off and we could take on some more debt, we really have to rationalize whether it's a need or a want. >> Yep. >> If we were looking at a tax rate [snorts] like we kind of had past six years I've been on here, what what's a realistic number that we should be looking at going forward? >> We're currently at a$123 24 right now. Um Total T total tax rate. >> Total tax. >> Yeah. Total total tax. Yeah. That so operations and debt. You were asking about total rate. >> We've always had we've always just talked about debt service what we could control. Yeah. Appreciate you bring that other up. >> Yeah. So again, you know, there we're really going to be

034kind of limited on what we can do from the operation standpoint. Like we've talked about before, the maximum levy growth quotient, uh we've been capped at 4% uh over the last two to three years. We're still looking to see what the law is going to say about how we're guided on that. Um the debt service fund has always been, you know, I I tell you guys it's it's up to your discretion. Uh you know, you could make it as big as you want to. Uh the only risk that you have in that is you have to face your constituents every day. Uh which would be not happy with you, I'm sure, if you continue to raise that rate higher and higher. Um but again, we also do have the payment. So again, it's not going

035to be increasing the expected tax that they would have to pay or that they have been paying. >> No, I get that. I just wonder going forward, what do you think is a realistic number that we should shoot for keeping or you just have to wait and see what >> and we'd really just have to wait and see. I mean, I've seen worst case scenarios where if they really think that the net assessed value is going to drop off uh and have a significant decline, then that rate is going to have to continue to go up in order to create those le. Should we say the current goal needs to be updated to the 08999? >> Mhm. >> And then correct verbiage indicating that work do work our due diligence to >> somehow remain as

036close to that. >> Sure. >> But recognizing the need to put that as a potential increase based upon the orange line on that graph. >> Yeah. I mean, if we want to put some language in there where we discuss that our our current rate is the $89.99 uh and that, you know, we will we're doing everything that we can to make sure that we don't have an increase in the rate. However, if we do need to have an increase so that we can make our debt payments that we have to allow for that. Um I think if we want to talk about something very specific as far as you know, you mentioned the 25 million that we have approved uh that's kind of sitting out there for projects that uh that would be necessities. Uh

037definitely, you know, we are definitely into a position where it's got to be a need. It can't be a want. Um and so maybe talk about how if we do any type of debt issuance that we have very specific items that we are going to be addressing with those. I know we've Mr. Bryant, you've talked about that where if we have something, you know, um that we're not just bringing a an issue to you, and I mean an issue like a bond issue, um to you where it's okay, we're going to do 3 million where, you know, we've got 2 million of it that we know specifically where it's going to go, but the other million is just again to help offset our our operational expenditures, which we've had that in the past, and we've

038used that strategy very well until [clears throat] the rules changed. So to clarify hearing what you just said are trying if I heard it correctly that >> that need is going to be it just isn't going to show up in a board packet to vote on pay an amount. >> No have what you're saying is you're going to bring forth a lot more previous discussion of the needs going on. >> Yeah. Because if you remember again >> determine what goes into an amount we want to start to do out of that 25 million. >> Yeah. Because if you remember if any time to issue anything from this point forward even we do we have approved the 25 million for our GO1 projects and we've approved the 95 million for an additional building if that's needed

039in the future. Um we still have at least two more board actions that have to take place before we can issue those any type of debt. So [clears throat] that means we would have at least two specific meetings and I would think at least a meeting prior to that to kind of give you a heads up of hey here's what we're talking about where we could give you a very specific list with dollar amounts to say I mean there I know there are things that we are going to need here in the future uh buses are going to be one of those uh the middle school here uh as we continue to get through our master campus plan and as we get the admin building completed we're going to need to renovate this space here

040to turn this back into a classroom uh whatever type of classroom that might be. But at least that way we know what it is and we can give you, hey, okay, instead of taking a $3 million go, we've only got a million and a half of projects that we need to do that we have to do. >> So, you're saying there's a couple more meetings to go yet. >> After those meetings, are you more prepared to answer Mr. Hemsel's question about the target or >> Oh, yeah. Yes. Yes. Yeah. I I would not want to come in and say, "Hey, I think we need to take on additional debt, but I don't really know what that specific impact is going to be." Now, it it will be difficult to manage that throughout the next six

041years. Uh we'll definitely will get a much bigger step on it come this June once we see the first round of tax payments come in and we can start to see what that impact's going to look like. But that's also really just applied for the credit [clears throat] when we look at the actual net assessed value because that's going to be projected out over the next six years until 2031. There's still going to be some some educated guesswork in trying to figure out exactly how is that going to impact us as these homestead credits fall off and as the standard deductions or I guess the homestead credits ramp up and the standard deductions do fall off. So hearing that, I guess, fellow board members, I'm comfortable updating the that service rate to the 0899. >>

042I don't think we're quite to that point yet. So, >> well, I'm going to state it now while it's not in my mind. um whereby then we update the language that um and you're going to have to pull in some of what you just said >> to to put in the text, but the idea that we update the goal to 899 with the idea then that we're going to revisit the goal >> what July August. >> Yeah, I think it' be during budget time as you're looking at 2027. Um so for right now, I mean the the cows in the barn with 2026 it's 0899. um for 2027 you know what we're thinking and this is how we've ordered our administrative goal is you know maintain that debt service of 899 rate will be adjusted

043upward if needed to meet the minimum debt service obligation for 2027 now that can be word smith further but that's we're kind of thinking we only we only want to move that up if we have to meet those minimum debt service requirements >> I guess I just based on what Mr. just said, I guess I like the idea that you said three to four meetings. That's why I'm mentioning August or so. Even though that's even only a month or two before our fall finance stuff, to me it's still it keeps it a little bit fresher for me at least to have that conversation that you just discussed after these next two or three meetings that are coming up when you start to get a little more clarity in the snowball the snow globe what the

044impact is for us as opposed to waiting until October. That's my thoughts. >> Sure. idea after the June meeting, say by July of what I mean, right? >> You know, we'll we'll get >> you have to out then, but you at least you'll have some sort of >> Yeah, we'll we'll definitely have a much better perspective on at least what the credits are going to be. Like I said, the NAV is still going to be up in the air for the next several years, but the credits are going to be our most significant impact right now. And yes, we will have a much better picture on what that's going to look like come June. uh if you remember, you know, we'll start the the budget conversations probably Julyish. Um but we're we're full-blown budget by

045August, September because it's uh it's really kind of the first of September when we start having our public meetings uh to really say, okay, here's the budget that we're starting to present. So yes, we can definitely have those conversations coming through that July August time period. And for clarity, if if we need to tap if we see the need to tap into that 29 million any of that to issue >> 29 >> 25 sorry 25 >> if we need to tap into that uh to issue any of that we will have to start those conversations early because we'll identify exactly what the need is. Then there are procedural pieces still to accomplish as Mr. Herbert mentioned earlier. So we'll we'll have to look at the timing of that and figure out but following June we'll

046have a better idea what the tax impact. >> I thought that 25 million for geo bond stuff wasn't for another five to something years down the road. >> We don't think it is but I'm just saying if that would happen that's when we have the extra procedural pieces that he was talking about earlier. I guess the summer >> chiller boiler here. Yeah. Unexpectedly something big July then you have to have that. >> I guess for freshness it's what I'm saying is it's better to have this conversation about what's coming about every three months every quarter as opposed to waiting until finance meeting in the fall just for the freshness of conversations. >> Sure. >> When do when do the um the funds start to come to us so you have a better idea? Is it

047June or July? >> Yeah, we we'll receive a payment in June and then we'll receive our second payment in December. >> Okay. >> So that's those are the times and so that's where we'll start getting reports coming out as the property tax bills are starting to be mailed which will happen I think late May I'm sorry late April into May. Um and so we'll start to get a little bit of an idea there but then really it's going to be depending on how much it's collected then. So that first payment which will hit typically mid June is when we'll probably start having a really good idea. So we wouldn't want to revisit this till July, probably not August. July would be a pretty >> Yeah. >> Quick turnaround depending on if there was a delay

048getting that. >> Yeah. Like I say, it just depends on how quickly DGF can get the their information out too. So that's why I said it could be July, but August, somewhere in that midsummer time period >> with the 2031 timeline for lowering the assessed value to the I guess the bottom the peak of they're taking it after 2031. Does it basically stay there or do those credits fall off or >> No, as it's written out, they would stay as is. Uh so at that point, it just kind of becomes the new norm. So there wouldn't be any further ch unless legislative changes are applied, which can't say that they won't happen that way. Uh but as it sits today, once we get to 2031, then it just becomes constant. too many more of your

049presentation. >> I'm one one thing I I did want to touch on though because we talked about this earlier in the year and the board had said, "Hey, if we're if we're going to do that, let's let let people know ahead and let's not do it all at once." What I'm talking about are extracurricular fees. Um, so I want to talk to the board a little bit tonight about that too, that we're looking at implementing some fees for next year, at least considering that. Um, but we're limiting it to things really that we've seen before, which are fees related to curricular materials. Um, at first those were all taken away and then the state came back and said, well, no, there are some things that you can continue to assess for consumables and things of

050that nature. So that's that's what we're talking about. and I asked Morgan to pull together uh a little bit information because she does uh oversees uh along with the building principles um those ECA fees and things of that nature along with the textbook fees. uh textbook fees um still uh continue to be paid now by the school corporation. Um and that will not change, but there are some consumable fees that we are covering all the costs of uh that can be assessed back out and and for years and years and years along with the textbook fees. So things like that uh technology fees uh is what we're talking about. So >> what fund would these go into? So these go into the education funds. So again, these are um these are one-time costs for the

051most part. So they're things that are purchased per student and are consumed in one year. So it's not any textbooks, it's not any workbooks, um none of that kind of stuff. This is actually an older list, so we would need to update this list, but it gives you a good general idea of the fees that we used to charge and what those fees were charged for. Um, so there are certainly [clears throat] some of the things on this list I see that I think we may adjust um, slightly. There are some of the websites that we aren't utilizing anymore and so those would come off. Um, but when I look at fee amounts um, elementary it looks like no more than $20 probably at the most for a full year of supplies. Um you'll notice,

052you know, obviously the um when you look through the elementary, each grade level, every student is assessed the same fees. Once you get to the middle school and high school, um it's a little bit more dependent on the classes that you're taking. Um in middle school, all all students are still taking the core classes. So there's not as much of a difference from student to student, but there are still um a few classes that you may see a slight difference uh a few um few dollars here and there. At the high school, obviously schedules are very different depending on each student. And so um what I did was you can see all the fees that are there. >> I have a different document. >> There was an extra wrote on it. >> That's all right.

053It's a document for later anyway. >> Does she have fine? >> Yeah. >> Sorry. I was like, I'm not really seeing what you're seeing. [laughter] I see. >> She got confused. >> She's got this one. You got this. >> You got the right. >> She's got I got that one. >> Sorry. Um, so on the very last page, um, what I did was, um, I looked up just a few high school students and their schedules just to kind of give you an idea of if we were still utilizing these same fees, which again need to be updated because we haven't charged fees in a few years. So, the um, the amounts will be updated, but I wanted to just give kind of a general idea of what this looks like for some students. I tried

054to pick kind of random schedules, some that had more maybe release time or study halls, some that had um heavily um you know, funded classes like things like um anatomy and AP bio. Those are classes with the highest fees. Um so you'll notice like student 4 has has two of those classes. So they've got a higher um fee amount. Um those are per semester fees. Again, you know, numbers I think will probably change and there'll probably be some courses on here that we either add fees for or take away fees for, reestablish what those fees are going toward. Um, but you know, we we've talked about um even to sort of lessen because high school is where you see most of those fees. Um, one of the things we could do is just charge per

055semester. Um that's one of the things we kind of talked about um and considered you know um previously when we used to charge textbook rental we charged all at once all at the beginning of the year. Students have their schedules at the high school but there are some changes in second semester and so there were sometimes some tweaks that we had to make with TBR if if students schedules switched. This would help um because obviously if schedule switched you know we would just charge both semesters. I think that would help kind of break it up a little bit. Um so it's it's not um what I would consider to be you know an a exorbitantly high amount for any of our kids even for um students you know the high school student 4 which is

056probably the one of the highest that I think that you would see um is not anything that I don't think would be would be doable >> within these fees. Have you continued to look at the possibility that within the Warrior Academy, how these fees may be or may not be applied with a student taking a course through the Warrior Academy, whether it be a first time course first time through or whether they're taking it because they're trying to recover a course because they didn't participate as they were supposed to to begin with. >> Yeah, there won't be any charges for those classes specifically because they will not have fees with them. So our um our software, our EGU egeneuity software that we use um is would is a curricular fund and so we would not

057charge students for the curricular funds. There aren't fees in the Warriorway Academy. I mean there's not hands-on um fees that they're purchasing um for those classes. So it would just be if we had a student who started the school year off in one of these courses and then switches that then we would prorrate the fee amount. kind of wondering if it were, you know, if a student's gone in the first time to Warrior Academy, taking a course and didn't pass it. >> They're back again a second time, take it. >> To me, they've had the regular chance. They've had a one shot at the Warrior Academy. >> Now, if they're coming back for a third time, >> our egeneuity account, we have a site license, and so we don't pay per student or per course.

058So, that's why we've been able to offer summer school classes to as many students that wanted to take it. um you know students if something can't fit in their schedule, they're able to take those classes. Um so we we honestly we we don't pay anymore for the for the software if students are taking classes multiple times. Not that we want them to do that. >> I just wondered if you'd have I knew that through at a time there was conversations about that and then since time has gone on things have changed and now both in terms of what you can charge and what you can't charge and now it's back the other way. >> Yeah. >> I was just wondering if that was part of the conversations at all. >> Yeah. Um, one thing and

059the question was asked, um, what fund does this affect? Well, directly this would affect the education fund which then gets into your transfer between ed and ops rate. Uh, the other fee we're considering too is um something uh on our um onetoone computing. So, a technology fee either for the device or maybe maybe more directly the insurance. We're the school district is is paying for all the insurance coverage, the warranty insurance for the device itself. So if if you know a child breaks that uh that's covered. We're covering all that which is beginning to be a significant cost and that is on the operations fund. So we're looking at uh assessing potentially at least a partial if not full amount. I think the total cost would be 20 somewhere between 20 $25 for the full

060fee for that that coverage. and has great coverage. If if something gets broken, it gets replaced. U which is really good for the student, good for the family. Um so that's another thing that we're considering, but that would be an operational piece versus these ECA or these uh um supplemental pieces would be uh education fund related. So, for our elementary kids, because as you said, middle school and high school, it would be hard to depending on what classes they're taking, you you could potentially be looking at a $50 or less annual fees that need to be paid, which is it's been a long time since I paid elementary fees, but I felt like it was >> pushing $200. So, it's still significantly less than where we were, but yet in a in a way that

061lets us recoup some of our expenses. I wonder if we don't charge more and then have it all go to operations some sort of fee. >> I guess >> if we have a shortfall there, why not charge a little more? >> I think you have to be careful what you're allowed to charge for. It's >> we have to itemize that. >> Yeah, we'd have we'd have to itemize out the, you know, each thing. So, so you know, >> and some of these things are a little more >> I like the idea, but I also feel like there's a caution in reference to what we talked about earlier, the potential impact of what we have to do with the debt service rate that could impact all taxpayers >> and then those that have kids in school

062could get hit again >> with additional fees. I think you got to kind of >> and we talked I mean I don't know what you guys have talked about >> catching on Jim that's why I mentioned it >> and we have talked about athletic fees we talked about transportation fees we've had conversations about those things but at the same time we also don't want to overburden parents right so those are things if we need to as we see how this evolves if we need to those could be done some of those could be done in the next year and and implement those things gradually uh to to the point that that Corey Um, you could, if you wanted to take it directly towards operations, you could assess the full tech or uh insurance there. You

063could then apply dollars towards the device itself. Um, I mean, there's some different things there that that you could do. Um, >> I was just thinking operations because you're already taking money from education and putting an operation anyway. If you're paying these these fees out of education, then there'd be less. >> You're still paying for it, >> right? Right. >> Yeah. It's kind it's kind of six of one half does the other depending how you move the move those dollars within the fund. Yes. >> And to me you have to look at the fees in terms of what you're charging for the families of households have kids in school. I'd like to see the fees that you charge that are related to academics stay as a way to offset minimizing the transfer from adops so

064that then as you need to look at decreasing class sizes you're able to say that well those educational fees are should be able >> decreasing class size >> it's true >> and that's more more of a direct impact when people have kids in school as opposed to across the >> been any discussion on a way that you might I don't want to discourage any high school kid from taking a class because now they have to pay for it. I don't that's one thing I definitely don't want to do and that I can see where there would be some families where that would be >> that would be the case. So, is there a way to set up a scholarship fund and maybe I'm just tossing this out there. Um, you maybe something that's the Ed

065Foundation can help cover or another organization can help cover. But like I said, I don't want to discourage some high school student from taking human anatomy or something like that because they don't feel that their parents can pay for that. So, I think as long as we give that some deep consideration. >> Yeah. But I think like you look at student four, they got two AP classes. Those would be college credits if they score high enough. And that's a lot cheaper >> than a college class. So I think like uh yeah pay the $3 for AP side. But you look at those kids that are 21st century scholars, you know, whose parents are struggling now and their education is going to be paid for. I don't want to penalize them while they're trying to do

066some of that stuff in high school. It just seems a little unfair to consider all Well, they're still their education 21st century college may have their education paid for, but it's getting paid for by everybody in the state. >> So again, even if they had to pay a little bit larger fee for an AP class, it's still a lot less savings to everybody. >> Don't want to discourage those students from having an opportunity. I can't disagree to like take our list of students that are on free and reduced lunches and just say, "Okay, if you're on this list because of financial hardship or what reason, your fees are 60% of what the total is or whatever." >> I don't know. I just want to make sure that when we go this route, we've given that

067some consideration. One one conversation we've had, we haven't landed anywhere, but one conversation, you could have a do a not to exceed number, sort of a top-end cap that, you know, if it got too high, that said, we're not going to go above that. Uh, but those lab classes, anatomy, physiology, etc., you're a lot of that expense is buying specimens for dissection that the kids are going to use in class. That's what that's why those costs tend to be higher. They're just expensive to buy for them to to go through. So if you wanted to cap that off at some upward [clears throat] amount saying if a student they had a stacked schedule end up with four lab classes in a semester and we're not going to let that exceed a certain number whatever whatever

068it might be. That's that's at least a conversation we've had. >> Does that apply to the merit of what Mr. Brown just mentioned though in reference to trying to narrow that down and looking at those students that are on free reduced lunches? >> It could you could you could set a cap there too. So yeah, I think either one or both of those could could work if that was something that the board wanted to see. >> When you guys did this previously, what was the how much of this did you collect? What was the collection rate? Did you >> because I'm sure there was stuff that I'm sure there are people that aren't going to pay it. >> You mean before the state said you can't charge fees? >> Yeah. >> So any idea? Well,

069so you know when we had the sort of methodology before was we collected from um all students but free and reduced lunch students did not submit anything for um textbook rental. So no no textbooks, no consumables, no fees. But then we got money from the state reimbursement for that were uh that money that we were sort of losing out on by students not paying. So there was sort of a system for us to still >> and that's no longer there. >> That's correct. >> Yeah. >> And that number was I want to say roughly $75 or so per student. >> And now that's what 30 40% of the population of the school. >> About 30 about 30. Is that what I saw the other night? >> Yeah. >> That's substantial amount. >> So to to

070to M Mr. Brown's point, um, you you could set a a limit. Um, if a student's on free reduce, you could have a top limit. If a student's not on free reduce, you could set a top limit or you could just set one limit. So, those are some things we've we've talked about a little bit, kicked around, but this is just to kind of introduce the concept that we we may be charging some fees here for next year. Not going to charge everything. We're going to try to be conscious uh conscious about um not setting fees too high, particular as we're implementing these back. What has been our pass rate on students taking ACP courses? >> ACP >> because again, Mrs. Cherry's talked about not wanting to see a student >> be afraid to take

071that course, an ACP course, because of the financials. But on the other hand, >> if they get to take it, then we got a way to help them take it, but they're not putting forth the effort >> that gets them over the pass rate of the ACP test. We yeah we we would have to get that for you because again what whether they're scoring a one two three four you know what their score rates are we can get that for you but I don't have the top my head >> plus you're paying for the test like I I remember Sydney I think freshman year we had to pay for the >> AP world or that was first >> I remember writing a check for that I don't >> now that has changed as well so

072that's part of our if we require students to take the AP test then we pay for that now we pay parent We don't have to pay as parents, but as a district, you >> pay >> for those tests, which I think is like between 30 and $50, I felt like. >> Yeah, there um depending on um some of our free and reduced lunch students do get some of those paid. There's a list from the state that we can um submit to get reimbursements for for AP um exams. Um but it's not all AP exams that we offer. There are just a few and you can only get up to so many. So again, my question, you may not have the information here, but do we have a tab on how many ACP how many college

073credit courses were taken and students passed them versus not passing >> to get college credit? >> So there's a mix of a lot of our ACP classes and even AP classes won't have some don't have any fees at all or very minimal fees. So, it's less I think about the AP ACP and and more about just the content of the class and fees. Like photography classes, ceramics classes, you know, may not be AP or ACP classes, but they've got higher fees comparatively just because they've got a lot of supplies. So, it's it's less I think about AP and ACP classes and more just about looking at some of the courses that are just more expensive because they've got a lot of materials. Separate from that though, do we have a tab on how many of

074our students are earning the college credit that they're taking the classes for? >> Oh, yeah. Yeah, >> you can send that. I'd like to see that. >> Yeah. You want to know the percent of our students who are taking if you got >> the ones that are pass >> if you got 200 kids that are vying for college credit. >> Out of those 200, what percentage of them got the pass at the end? >> It would be interesting to see what percentage of our kids are taking ACP or AP classes and maybe grade and then it's my understanding that ACP is just the grade that you get in the class, but the AP they have to take a test at the end of the year. >> How hard would it be to break down between

075ACP and AP? >> Okay. But you you wouldn't be able to track if they actually got college credit for that because like where Sydney goes in her major, they only accepted those like as electives because her she's molecular biology. So they want at Cedarville she's got to take their >> you know but it did help her have a good foundation you know >> but it didn't help her cover the 160 credits she needed to >> but she did go to an out of state school and I think that makes a little bit of a difference. >> It doesn't not because they're private schools. So there's no out of state you're all instate. No, no different than another student that went there did all of her area 31. None of those transfer as real credits all.

076>> So for her degree at 160 credits, they didn't even recognize it >> as elective >> as opposed to taking a uh elective peak college class credit. >> Yeah. she her English like her um speech like those >> came over but yeah >> it just kind of depends on the school and depends on the major so I mean you could talk about how good of passing but I kind of hear us speak talking about like far as education and academic goals we've heard a lot about like special groups of kids like multilingual kids we have special ed kids free and reduced I don't know if maybe our goal should kind of be around those special groups like how are our special ed kids doing on the checkpoints over the year. How you know how are

077they growing? How are our MLS growing from 26 or 20 maybe looking at this 25 year to 26 >> um because I think we could see a lot of growth. We see a lot of growth in numbers of ML but let's look at their academics. We have multiple coaches now. We have strategies. We've done professional development like what how are they growing academically and assimilating you know um >> and eventually they graduate. So it'd be kind of nice to know that once they become part of the 97% graduation rate, >> how did they buy getting to that point to achieve it? >> So I don't know if there's a way for the education goal could be around like our special groups. Um, it's just kind of my thought because that at the February meeting we

078talked a little bit about that would kind of hit on what about those other 40 like how are they growing I think is what you're trying to say not just being okay >> it's not it's not whether they ever pass the state test >> right >> but are >> what kind of growth are they showing because eventually they're graduating right >> so it's really talking about the growth that they've the journey they've made right >> to achieve graduation and there are different paths you get there but it's it's knowing that okay so they didn't do so well with this test and maybe many in those populations aren't going to go to college but I still think they were probably expected to take the ACT >> SAT SAT through >> so so still but how are

079they performing and and where where are they where are their benchmarks in terms yes growth >> that's what I mean that's what I hear us saying but I don't know what anybody else thinks about creating a goal around some of special groups. >> I I like that goal because I tend to worry about, you know, we have these high ability, high achieving kids and I think we all >> recognize them and praise them. I always worry about that bottom 10% >> that where are they and what are we doing to >> Used to be said that how do you get the failures to passing or closer to passing >> and how do you get your middle of the road kids to the other side of the road kids are already the other side of the

080road they're generally >> a lot less work to get there they may have different set of needs and they they still may be needy >> because of what their goals and aspirations are They're not necessarily going to proceed and slide back to the other side of the road. >> Yeah. >> So, I do I I mean I kind of like that to be able to just track that progress. I'm not sure how you would >> present that, but you could track it. It's pretty intelligent. >> I mean, we we track it down. Yeah. I mean, you probably have it, but I would like to see like the maybe I don't know as an administr. It's hard to word all that into one, but one of our education goals is to [clears throat] track our special

081progress of the special group more vague than you >> I mean you could do that >> ideas and then they >> just educationally I hate the word track >> more discuss it's more of discuss student growth >> analyze the word progress >> you could use that I mean what you have to you know one of the things that comes to my mind is thinking quickly is that so how many credits do you need to graduate high school right now >> 52 [laughter] Not anymore. Way less. Yeah. Way less. Now we're at 40. >> I said 44. >> We're 42. Now with the new >> There was a point in time where you would think about how many at the end of your freshman year, >> you've had an opportunity to take 14 classes, maybe minus

082two study halls. So you're at 12. So how many of your freshmen have earned seven credits or 12 credits by the end of the freshman year? How many have earned 24 by the end of the sophomore year? >> Yeah. >> 36. And then Um >> well now you can get to high school with >> several high school credits. >> So so you start to pull into that how many of how many of the eighth grade students are earning high school credit more courses. But then you need to go beyond that and look at that. It's just you start to have within that groups the other subgroups that Miss Ward talked about in reference to how well they're doing on the other indicators that the state believes that they should be hurdling at some point. Um

083but never get there but still grow towards it. >> Yeah. Or our kids who aren't passing Ivory after the third time of taking it. You know, I just I think that >> it aligns too with like your tier 2 um goal >> that you guys have. Um >> so, >> and recognizing again, I'm going to clarify from my background, a lot of kids we're talking about aren't at risk kids. They're just kids that aren't necessarily at risk, but they fall again where they're at between the need for help with that risk, the help, and then that middle ground between getting all the support for your AP ACP classes. Um, there's still a lot of students that are falling in there that probably making some significant growth and what are some of the resources that they

084could possibly benefit from, but are losing out on because our focus wings back and forth. one road and one side of the road and the other side of the road. >> So um Mr. Heel mentioned um maybe trying to maintain those three groups those are those groupings I should say um have you know have a goal in the education academic area which generating some really good ideas uh same thing with operational same thing with finance um I was going through looking at some things that we're working on internally now in terms of 2026 I'm just throwing out some ideas and certainly want to add to these but operations just as a couple of ideas. Uh we could have something on community financial education as an operational goal. Um and that to me that looks kind

085of like doing video series helping educate on how the budget works particularly with debt service and operations what what some of those effects are. We talked about tonight with Senate Bill one and how we're working through those and how rate affects AV, etc. How those two affect the levy, I should say. Um, that's that's just an idea. Uh, >> which section >> I'm gonna pause right there. Again, you mentioned the operations fund, but tax dollars are operations fund. Everything is coming from NAB going into the operations. Correct. So, I think what I'm hearing say is is it trying to educate the public on how their tax dollars are being spent to support the local school corporation? >> Yeah, it' be what sort of what tact you would want to take in that in that piece.

086>> I think some people understand that, you know, they pay the tax dollars, but >> they don't always hear about how it goes into help that 97% that's crossing the state this year. >> Yeah. >> Well, and I had on my list, educate the community community on the impact of Senate Bill one, >> why are we going to have to charge? I think if we do a good job of educating them. >> Yeah. I think broadly though, just community on budget on how the budget works >> and the impact of Senate Bill One. I feel like that because it's a buzz word that they hear but they don't really understand >> and then you know showing them. >> Last Yes, thank you. Um last year we kind of did a a basic of you know

087the different pots the different funds and [clears throat] where those dollars come from going into those funds. Now we talk a little bit more on the expenditures and and impact and Senate Bill one maybe a little bit of a combination of of those kind of things. that that's kind of what's in our mind we're processing and uh we've had a couple meetings meeting also with uh Abby England who will you know begin to put together some of the presentation piece of it. So those are some things where again just just an idea area. Another one in operations we've talked about a little bit is getting sort of getting on paper a longer term transportation growth management plan. That's a totally different area and idea and that's one that's hard to guarantee where you can end

088up with it because it goes back to funding and it goes back to availability particularly of drivers. Um but that's something we've talked about getting a three to five year plan. Here's where we would like to get to at least get it laid out and then try to you know try to commit to as much as you can. Now again that's going to be growth dependent. There's a lot of lot of is there. >> Just to clarify, are you saying a enhanced uh bus replacement? >> No. >> Plan. >> No, this would be more about staffing and number of routes and where we think those routes might need to go. >> Okay. >> And particularly maybe trying to get our walkers on a bus, >> right? That would that could certainly be part of it.

089Yes. since that's one thing we've talked about >> it's getting back >> especially in the winter time >> pre-transportation to the pre referendum time in 19. >> Yeah. >> So again that that's just another idea in operations and uh in the education academic again you've already thrown out some good ideas. Um, and these are similar, but one that we're working very hard on now is work-based learning and graduation pathways, getting that laid out um, in preparation for that class of 2029. There's a lot of work that needs to be done this year. And the reason is our freshman this year that are scheduling for their sophomore classes right now, just sort of finishing that up, a year from now, they're going to be scheduling for their junior and that workbased learning begins to hit and

090impact them. So we have to have not only planning in place, we have to have mechanisms in place to begin to greet them then at the end of that that academic year. So that's that's an idea in the education academic area. And one that goes very close to what you're talking about was continue to work on our multi-tered systems of support handbook. Um that's an area that Mrs. No is working on now along with other people around her and our ML strategies. You know, how we [clears throat] reach that population because it's grown to over 300 kids now. So developing those pieces out in terms of communications, uh, in terms of having handbooks there to help guide us through some of that. So those are a couple areas that we've talked about a little bit

091too on the academic end. >> Morgan, I don't do you guys know what WEDA is? >> Have you ever heard of WEDA? I'm not >> that might I know that's probably one of the metrics you'll use, but I feel like that's a really >> You might want to explain to them what that is, >> one of the metrics you could use for the special group. >> Yeah, WEDEDA is the English proficiency exam. Um so all students um their first time um at a school um will take like a WEDA screener for us to um kind of get a gauge on language proficiency but then every year they take a WEDA assessment in the um in the winter. Um and it has various components in reading and speaking and writing. Um and so that kind of

092gives every student a level a weed level. um their numbers and those numbers kind of mean different things um as far as their proficiency level and the level of um intervention that is needed with each student. Uh the lower the number um the the more um support that they get from our ML teachers. We've got some students at the higher ends that may just kind of check in with a teacher here and there because they've sort of graduated up. It's a it's a difficult assessment. It's an assessment that I think probably some of our native English speakers would struggle with. Um it's a it's a it's a tough one. And so our ML teachers are always trying to prepare kids for this assessment and then we have that. Um so that's a great growth measure

093for >> they can graduate out. So like my kids right now are fifth graders and I have a couple of them that are on that like monitoring like they don't really need any strategies. You know they p they got their level. The younger you are and you reach your level and pass, the better it is for you because it gets harder. Middle school is like really hard. >> That's right. >> And so >> either way, you can use that as a >> It's a great It's a great >> It's a great measure. >> Can you clarify? Mr. Brown asked me a question and I'm drawing a blank. But >> for a long time I heard ELL. Today I'm [laughter] hearing ML. >> ML. >> Is it the same? Is it different? E S L E

094L M L Yes, it's all the same acronyms here. >> It's like and >> yes, >> what the most I think the most common term being used today is ML or MLL multilingual learners. >> Did it used to be ELLL? >> Yes. >> English. >> The L English learn [laughter] >> the L is learner language or learner. That's what's going to give it away. But it yeah it seems like every six memo >> you are you are not wrong. >> You are right. >> Thank you. So that might be helpful >> here. I have two questions. What would be our special groups, the special needs kids, the ML or ML kids? um what other kids fall in that >> you you could you could break down the race, ethnicity, gender disagregated groups. >> My other

095question is in elementary school and maybe through some of middle school I felt like they had an hour that was is it RT or RI? >> RTI. And what was the other one? Depending on which which way your kid fell >> like you either went and it did some work or came back and revisited the work you'd already done. >> So those kids that fall in that >> bottom group that are needing to >> learn or get one or get additional help. >> To me, those are the kids I'd want to >> Yeah. >> But those are combinations. >> Sure. for was it 401 >> title >> 504s >> or [snorts] title one yeah >> you have title one >> so you got your 504 you got special ed >> you've got your elelll >>

096you've got >> again you could put credit deficiency in there >> I mean >> it does change a little bit when you get to the high school the the way you look at those kids does >> you could I mean at the high school I hear you want to track AP and you want to see I mean we can't really track SAT like how they're growing on SATs because they have PSA >> PSAT data yes we track growth PSAT just once a year but >> so can we tie that the following and we'll use the word progress >> following the progress or updating the progress of of special needs needs. Can you How would you tie that to the multi-ter system support handbook that Dr. Schaefer mentioned? Would that >> I'm not sure what the

097multi-ter system support handbook is. >> It it's it's a it's it's a guidance document and we've done a lot and Dr. Walker did a lot to update like on our website over time the [clears throat] strategies and different pieces of our RTI or multi-tered system of support plan. for working on now is creating a handbook, a guidance document that essentially documents at each level. Here's here's our curriculum. Here's here's the interventions that we use. Here's the assessments we use. And here's the process we run in terms of how we do interventions with kids and how we test their learning and then how we regroup them if you want to think of it that way. So, procedurally, we're just trying to really get that down very tightly. So, it's done a very similar way across the

098district and across buildings. And Morgan, you may want to add to that. >> Yeah, I think it's just a consistency thing. I mean, you know, we when because we have um all of our grade levels in one building, which is not, you know, not like it is everywhere else. But I think sometimes it um it allows, which is really nice, a grade level to all come together and make a change together because they're all together in one building, which is amazing. But then sometimes then it ends up that an an experience where a student looks different as they travel from building to building because they've kind of made those changes. And so this is just helping with the alignment, making sure everybody's on the same page. >> So my I guess you could connect those

099two because if you're using that handbook then you should see growth in those groups, right? >> Yeah. And right now this would be what I would call an implementation goal. Let's get that implemented. let's get that done, put together so it's there for our current and future use. uh whereas you may be talking about some attainment goals of hey we want to monitor or see how how much we've attained in terms of you know a percent of students passing WEDA or whatever whatever it may be >> and your workbased learning graduation pathways I mean you guys are doing that whether we make that a board goal or not >> right but it's just yeah yes yes that is correct it's just it's it's an important one in terms of making sure that gets >> uh

100that that track gets laid out So do we have three education goals? want to one operational goal is the transportation and then the finance goal >> is to me it seems like the operational goal and finance are there's a fine line that separates them but they are >> Senate Bill operations was educate the community on >> budget and however you want to work >> which I think you did a couple of those last year and I heard great reviews of those in the community but I also think it's important to >> because he pushes those out on Facebook and Instagram and I think maybe more people would see those than people that might >> tune in here and go looking for this meeting. I think that >> that word gets out to a broader scope

101of people push it on social media. >> Yeah, I I like that one. I think we also then need to promote it to our quarterly um paper newsletters like any videos you've done >> on you know >> the dispatch dispatch >> because not everybody who's getting a paper is on you know social media and so that's kind of how we you know years ago we wanted that paper >> in the mailboxes to help communicate but >> do you link those videos anywhere on our website that someone could go and and look at them >> archive that in our little box that said, you know, go to >> or the newsletter and just give a brief description of what you're putting in. >> Yeah. Right. >> We might be able to put a QR code there

102that they could hit and go right to it. >> Yeah. >> I think connecting that to that newsletter that we send out. >> Are we getting any reviews back on that newsletter? >> Uh I think >> what's the cost of it? Uh it's it's dispatch is expensive. >> If we're looking at ways to cut back, that'd be I think a place I'd start. >> Yeah, it we've actually this last year did three instead of four just because of the expense. >> What is that expense? >> You know, I don't know tonight, but I mean >> I mean I off top of my head I want say it's about 3,000 per issue that we send down. >> That's every household in town. >> What's the cost to put an article in the Republican? >> Maybe nothing

103if we do it right. If it is an informative article, it is free. >> If it's advertising something, there's a cost. >> Well, to me, if you're talking to that way, >> you're trying to communicate with >> community members about >> how their tax dollars are being used or some of the other operational goal pieces and everything you mentioned that to me that seems to beformational. >> I do think with those videos it would be helpful either to offer a way to for people to ask questions like some kind of if you have a question, scan this QR code or go to our website and have a QR code because people may have specific questions and you're giving them information but they may not feel comfortable or know that they can email you. But if

104there's some kind of form that we could have >> and maybe >> put Herbert's cell phone number [laughter] >> I like that. It's a good idea. that well or at least direct them to a Q&A >> on the website or whatever. >> We have a lot of those questions. Yeah. Asked and answered. >> I don't know. Just >> Yeah. On the finance thing, I know we talked about debt service, but I I think a >> to me an easy to monitor one is just having a balanced budget in operations >> for operations. Yeah. >> You know what I'm saying? >> Yeah. >> Mr. >> How do you >> Mr. Brown has an interesting I don't know where it falls but you want to start off. >> Yeah. So my thought is like you're already you're

105already dozing our budget, right? You're already going through and looking at ways to eliminate things. And I was just saying that maybe we put a goal around every month at the meeting you say, "Hey, this month we found these two items that we're going to work to eliminate and this is how much it's going to save us." >> And I was thinking after reading that was or maybe that's Within the first quarter, we talk about where we've made some cuts and then the second quarter becomes one of your little updates about how we've addressed trying to >> manage the tax dollars. >> Would that go into >> educating the community? Yeah. >> As to what we have already, you know, >> you know, where we have already cut. I mean that's a good idea to

106not only educate them about what our finances and their tax dollars are on but >> the efforts that we have made the effort they have made to already >> but I think he's saying that so for example at the March meeting we would have a discussion >> about were some cuts that we're looking at >> a line item for >> yeah a line item or whatever you want how you want to say it and we would do that well this quarter it' have to be March but then in the second quarter of the year it might be the April for the May meeting as opposed to the June meeting. And I think that's what what you're trying to get at is >> Yeah. I mean, like, we already know we've got to make we're either

107going to have to significantly increase what we're charging community or we're going to have to make cuts and it's probably going to be a combination of both. >> I think that goes along too like with a balanced budget. like our goal like I think that's a how we reach a balanced budget but if our goal needs to be like we're going to have a balanced budget in the operations budget or fund then those are things we can do you know the how we get it done and how we communicate it outwards >> yeah we can we can provide some updates but that I mean I think that's absolutely correct the end of the end of the year you want to have a balanced budget so sometimes that may be finding additional revenues in and it's

108removing costs out to and then balancing that out and [clears throat] making sure at the end of the year that you are balanced. Um so that from a goal standpoint would probably be a good way to put that goal. Now you can have conversations or updates on how that's happening >> and that would be kind of an ongoing thing. So it kind of starts to fall into the category of our board agenda of old business. >> Well, we talk about these these goals quarterly. So we just add the balanced budget and what we what they've done. >> Why does the budget have to be balanced? Why could we go into the end of the year with a surplus? Why do we have to spend it if we said [clears throat] we're going to spend it?

109Is there >> is there something in the rule book that says like, "Hey, you made a budget. You got to stick to it or we're not giving your funding next year." >> Well, I think we talk about a budget is making sure we don't overspend the budget. When we say balance, you want to come in balanced or better. Okay? >> So, if you have a if you have a little bit of a surplus, that's good. >> We want to either spend what we said we're going to spend or less. >> What I've always heard is that government doesn't necessar or or is that you don't want taxpayers to see that you're banking all those tax dollars. >> Um >> is there a limit you can't >> I mean because at the end of the day

110we're a >> nonforprofit. >> So our our objective is to not make a profit but not lose money >> but spend what you need. What what I always try to do is that if I consider it a good year if at the end of the year we're at zero meaning we've not over spent we but we've not underspent >> and we have I mean we have accounts that are through interest and things >> yeah it doesn't mean that it's it doesn't mean that that's the the philosophy for the entire financial picture of the district because we do have a rainy day fund and so you know we do want to build a little bit of cushion there in case something does happen. >> I mean, I think most people would rather see us be able

111to go to our rainy day fund to replace a boiler chiller versus throwing an extra million on a geo bond. >> I agree. I mean, that's what it's there for. >> The only reason I mean, you know, something that you got to think about when I think about balancing the budget, again, to me, it's wants and needs. you mentioned earlier we really got to focus on needs but still somewhere through all this hardship. It still would be nice to see the Danville community with a fieldhouse. Um but that you know that's a that's a far want >> but you have to in order to get there you have to manage what he was saying in terms of not overspending under spending and balancing it and as part of that it's the needs and wants of

112that getting to zero at the end of the year. >> I know there are a lot of people in the community that want a field house. Where would we put a field house if we were to ever be able to afford? Have we talked through that? >> It was in the plan at one time. north of the high school >> right next to the cost you would take out went northward off the ox gym at least in that >> in that rendering >> I will say you do hear a lot throughout the community about gym space >> sure it's >> tight >> it's tight everywhere >> one of the challenges is our community doesn't have any gym space really to speak of there is a little bit here and there mostly with churches but as

113far as a community we don't have a >> yeah center like that the deck there's a couple churches um other than the school gym. So it's >> answer your question. I mean I like the idea of what you proposed. It's to me it's just figuring out the logistics but it's >> kind of plays into what we've been doing but at the same time I think it's got its own flavor of what he presents. But if I I like the idea of of helping explain when they do these board reports quarterly, Corey could also talk about areas that we have cut costs in just I like that idea to let the community know that we are making >> and in part that was why I asked for the appropriations report on a monthly basis given that

114there are monthly expenditures was for myself trying to understand tracking as we make cuts looking at this year's appropriations last year's and trying to figure out Which line items have seen a reduction in appropriations and spending? Is >> it inappropriate to think that every month you could go and find something for a,000 bucks and cut out the budget? >> On the grant scheme of things, I'd save you $12,000, which is >> That's why I didn't say 20,000. >> And I think they probably already have a list of things that they have cut. We you've talked about it. >> Yeah. I mean that you know you know we talk about like what we've looked at even just this year and we're we're into February now. I mean we've already looked at reducing legal fees. We've reduced

115not by our own choice but just by natural attrition. We've reduced a couple of positions. So there's been some salaries that have been reduced. Uh we have you know we look back to even if we go back to like last fall when we look at like our staff appreciation dinner. Okay, those we sponsored that for many years until last year and we got an actual outside sponsor to sponsor that. So that was dollars that we didn't spend. Uh it's the same thing when we look at our back to school breakfast, when we look at some of the other staff appreciation type things where in the past the district has been paying for those. Uh here since probably mid last year we've and I'll give credit to Penny. Penny's done an outstanding job of reaching out

116to our vendors and our partners and having them sponsor a lot of these events. Specific, you know, like I said, the staff appreciations and the hams that were given at Christmas, those were all sponsored. So, you know, you know, she's done an outstanding job of helping. So, those I mean, right there's a handful of couple thousand dollars, you know, that you'd ask for. So, there's probably four or five >> bagels or bagel bites and >> apples. Kuanas did apples. >> Modern nation should be doing way more than just a hand when you're spending that kind of money with them. >> They did the back to school. >> They did. >> I wouldn't be afraid to keep asking them. >> Yeah. Keep asking for >> just remember, >> hey, more you ask for and more they

117do. Somehow it still comes back to us paying for it. >> Price is already there. >> But I mean even you know like I our uh the staff uh [clears throat] retreat that we have in the summer. So that was sponsored by Bartilla last year. And so, you know, we're we're looking for different things like that to be able to still do the things that we need to do, but try to find outside sources that we can use to help sponsor those and cover the costs. >> And they've made some contributions to the athletic department, haven't they? >> Yeah. Good. >> Jim, what was your you were talking about the debt service rate earlier. >> I had that I asked that question. Let's revisit that >> as one of our 899 >> and the wording

118that goes with the fact is is that we're >> we're updating the goal to what our current 2020 >> six that service rate is and then having seen that orange line on the nav um that then we want to word it that again we are doing our due diligence to >> monitor keep it low as we can to meet >> our debts are those obligations yet at the same time um to also address help address needs and Dr. Schaefer talked about the fact that as that NAB goes down, if you want to keep the same money line, >> we may have to raise that. So somehow it's it's not necessarily Yeah, we want to keep the same money amount, but I think it's evaluating exactly where we are with needs over once within that money

119value line. So we could say our goal would be to maintain it at 8.99 or as close to because I I don't want to say that we definitely are because I don't want to do this. I don't want to go up a couple cents and then down a couple cents and up a couple cents. So if we can find a way to say >> maintain it >> if we're updating our the goal of that we looked at that was it was for 2027. >> Yeah. So we can almost just put the 0899 in there >> to get to 2027 and then re-evaluate that >> and then but use the terminology we want to maintain this as closely as as possible to this but >> to meet to meet debt service obligations and you leave it

120at that. >> Yeah. In the 26 27 we >> use the word minimum minimum debt service to show that we're you know trying to keep that >> as narrow as we can. Okay, feel good on that one. The community financial education, feel pretty good on that one. The the education academic piece. Um, >> can we go back to operational? So, we got two in financial, the balanced budget >> with quarterly discussions of areas that we have made attempts to save money in and maybe areas of where we have some positive income. Is >> that operations or >> that was finance? Finance, >> the educate the community on the budgets and the finance. That was in the operational. >> Okay. It's in operations. Okay. >> Budget. >> Okay. >> So then if we went to operational,

121it was to educate the community, which I think we all seem to like. >> I I mean, I think we could do both. I like the concept of putting out a long-term transportation plan. I feel like that's important for us to have like just like a long-term maintenance plan, but I also feel like it's important for the community to know that we are making an effort to have a plan and trying to come up with a way to to meet the requirements and fill the needs of that plan. I don't sometimes I think they think we're just flying by the seat of our pants. It would be nice for them to understand we do have a plan that we are working towards. city if you were to incorporate a transformation a transportation plan by 2027

122like give have something >> I have no time frame what >> I don't know or 20 whenever that is >> our our goal would be to have a written plan here by the end of 2026 or earlier if we can but it's going to be a plan >> or sevenyear plan >> yeah I mean you might have a 135 you know we're kind >> or a framework whatever you want to call it. I mean, it could be either one >> because again, one gets to be difference between concise and precise. >> Yeah, it's Yeah, and that's why I said there's a lot of ifs on how much of that you're going to have a lot of control over. So, I think to me it would be sort of a desired um uh what was the

123word escaping me now, but I mean it could be a framework. It's it's kind of what your intended plan is, but to me in there, you're going to have to look at, you know, things like how many routes do you see needing to add? How many additional buses do you need to purchase? How many additional drivers? Um, and then there may be some things about areas, you know, east side, north, whatever that you're trying to cover. So, it would cover several things in terms of what we foresee happening based on our demographic study. Um, and you're extrapolating out. So, the year one's going to be pretty accurate. The year three is going to be a little less accurate. The year five is going to be less accurate than that. So you're you're sort of extrapolating

124out what you see those needs being over a you know maybe five maybe even 10 year period how far out you want to try to go >> for the board we're just we're we're our goal is for you to implement some sort of a transportation plan or >> effective transportation strategy >> that you bring that we'll look at throughout the year how you're working on it be a document that we develop and >> we don't need to be a part of how you're going to do it just we're just implementing hey we want >> it to be done by the end of 2026 kind of like the FX importation just we have a guideline to begin to follow right sometimes you're going to be in it sometimes you're going to be a little outside of

125it but you're trying to stay as close to it as you can >> with I think our priority would be to get those walkers on the bus >> I think it and I think it will let the community know that we are giving it serious consideration and we have a plan >> I mean not I mean that's an end goal >> I think immediate priority is make sure that >> we run our routes as we've planned >> each day >> and we're not running double routes in a It's it's crazy. >> And on time. >> Yeah. I mean, it's >> it's uh it's been interesting because watching watching this shortage evolve over time because it didn't used to really affect the people to our east and now it's affecting them as much or more than

126it does us. I think we've been operating really pretty well here as of late until the flu hit us. But um in fact, I just think we just approved the internally approved two more new bus driver hires. um yesterday and today. So, we're we're making progress >> as long as we don't lose too. See, I feel like we gain. So, are we gonna >> keep the momentum? >> Give some time for this to be massaged by administration and then come back to another special meeting >> to um let me again I still want to get a little more input here on the education academic. What I can do is based on the input tonight, I can draft some goals and then feed those back out to you and if you want to talk about them

127more, we certainly can. >> Okay. So then under the education, I think we were in agreement and I feel like it is probably just a reporting mechanism to keep us >> and I'm hoping that by >> you have that information at your fingertips. It's just how you're going to pull it out to present it to us. What's the >> um the progress reports on how our special groups are are moving through the school year? >> I I don't guess I want to stay away from In my mind, stay away from the word special. Special needs is one of those groups, >> right? >> But you're really talking about the students who are not the subgroups of the students that are not passing all the other state benchmarks that I guess I kind of asked about

128at the February meeting. Was it those students who are passing the SAT this year? of students who didn't pass the uh ELA or the math test, high stakes math test and English tests at all grade levels. >> You're looking at a growth metric for those students. Correct. >> How do you word that, Morgan? How would you >> Yeah. What >> it includes the subgroups. I think you probably the information is probably easy enough to break out, but it's really about the growth of >> the other students that weren't talked about at State of the Union address. >> Yeah. >> What would we call that? Yeah. What would we label that? I mean, but Christina also mentioned, you know, maybe an update of the AP and ACP. >> Yeah. >> So, you would you call that

129the special groups or would you call that student groups? I mean, what does your >> student academic progress? >> I I think you could use the term disagregated, then you could disagregate out the groups that you want to. And if you have a, for lack of a better term, maybe an underperforming group, >> um, we're not quite at those benchmarks yet, we can pull them out as a group. >> Yeah. >> I mean, we can we can massage that if she if we give her some time to dig into it and put some thought behind what we want and how that how how we would work that. >> Does that make sense? >> Yeah. Yeah. I mean, we we have I mean I mean we have charts and graphs. I mean, you know, we I

130mean, we meet every two weeks, our data team, and go through. I mean, you know, all these things. We focus on specific groups. We focus on, >> you know, tests that we've just taken and >> word this goal. >> Might be your intervention groups, right? >> Yeah. >> Something like that. >> Yeah. >> So, give us some ideas how we would word this goal and maybe >> what those specific groups would look like to make sure that you're covering what all we all want to see. Yeah, it's sort of I mean I I relate it a little to the MTSS because I think you're you're not talking about tier one students. It sounds like you're talking about tier two and tier three students. Okay. >> And those are a combination of some of those students

131are ML students. Some of those students I mean you know have an IP, some have a 504. Some mean you know it's a combination of of a lot of different kids in that group. But it sounds like >> what you're looking for is more tier two and tier three growth. Yeah. >> And you I mean we talked about the different groups within there, but again I'll just there's one that's probably never going to fall in there and that's our life skills kids, but I would still imagine that they make some significant progress >> as a life skill student over the course of their K12 education career. >> We had one walk the stage last year at graduation and I thought that was that kind of I teared up a little bit for that. I think

132that's what happens. >> Again, we we always talk so much about what we're doing in terms of meeting passing high bench high stake tests and so forth, but uh there is so much academic performance and celebration that's going on throughout the district outside those high stake tests for so many kids. Would you rather each time we present focus on a different test or a different you know a a specific group or would you want >> there's a thought you could do by annually a report >> that then you could kind of choose and keep track of that last semester we talked about this this so maybe you're doing something in January that talks about the fall semester and you're doing something maybe in July August talks about the spring semester in terms of different >>

133the subgroups of everything we've just been talking about. It's possibility >> highlighting quarterly like what they're doing because it depends on when they're taking the test, right? You know, >> you we're not going to know the results of the summitive that we take in April. Who knows? And if you're presenting that information to us throughout the years in some fashion, then again, it allows you to summarize it more so as I was asking about the February board meeting. >> Yeah. >> To have those group of students mentioned within the state of our corporation address. >> Yeah. Yeah. need to just happen but you know get the results and >> so that's a summary of you know the year what we've discussed or what's been presented to us in terms of the group >> what cadence

134I guess works best for the assessments >> and that might be something that we continue year to year after we figure out >> what it looks like and how it should evolve. >> Yeah. So the first year it might be, >> you know, how the test results are coming or you might present it and we're like, "Yeah, I know that's not really what we were thinking about when we wanted this. We may have to massage it a little bit to get what >> each one of us individually are thinking that we would like to see." So >> I mean there's there's so much going on. I mean even talking about programming and you know, >> yeah, all the intervention stuff. So there's a lot to share. Sounds good to me. >> Okay. need little little

135word smmithing on these, but essentially have a community financial education goal, a transportation management plan goal. Um, again, my words, but that's basically having that that plan for that growth management piece within transportation. Um I'm just going to use the term MTSS which would be these different u breakout uh groups um updating on those and then uh maintaining a balanced budget with some quarterly updating on how how we're doing that um getting revenues in or things saved. Um and then maintaining the the debt service rate at um meeting that minimum debt service obligation for through 2026. is I think Cory mentioned that we update as soon as we get headed into 2027. >> Did you put new diploma? >> So you only you only listen one under education. >> I did. I didn't I didn't

136know I didn't know what you wanted to do on the diploma piece. >> I was thinking it would be nice to be updated quarterly on the workbased learning. I mean the multi-ter system support handbook's great, but I think you're going to do that >> and share that with us at some point in time. I think there are some things that we've done at least since I've been on the board 23 that we talked about and I'm going to use the student teacher issue. We may have talked about it within the state of the corporation address but to me when it says reported out quarterly to me we are going to be shown the updated spreadsheets of what was done to initially get that goal in place and the work that was done. So I would

137like to see some of that. So, what you're talking about in terms of these pathways, um, it's just a keeping the conversation fresh about things that we've previously done, discussed, and put in place. >> I asked him to put some information together tonight because I didn't know where we were after the after the student count. >> So, what this is, and I know you >> can let's a minute. >> Sure. So, you want that to be a part of a goal or you just want that to be discussed twice a year? >> I I just think that it's a there are a few pieces of information that we've had since 23 since I've been on the board that in my mind warrant some sort of annual to bianual. >> Okay. whether again whether it be

138at a board meeting or whether it be through the superintendent's update. Okay, >> it's things in my mind that should be consistently reviewed and then maybe there has to be a distinguish between the information. Personally, we did that and we talked about quarterly. I thought I would get something like this in hard copy or in the executive content once a quarter. >> Okay, >> that didn't happen. It'd be nice if that was there. Um, and so it's really just trying to determine I don't think it has to be the goal, but >> it's it's a communication piece. >> If they presented this in October, November of the fall semester and >> well, we talked about quarters, >> March or April, >> we just we just ended the second quarter of this school year. So by

139the end of the third quarter, this comes out reflecting where things were through the end of the first semester. at the end of the third quarter, you get this report again by the end of the fourth quarter. Now, after we've seen it quarterly in my mind, which I haven't, then we may get to a point and say, "Well, that's too much. Let's go with semesterly." >> I don't know that you really need it quarterly because you you can't make that determination because >> change that whole much. >> I can't I guess I don't feel like I can make that determination agree because what I thought was going to happen, >> okay, >> hasn't happened. But that's not something that you need that we need to have as a goal. That's something that we need to

140discuss. So let's finish the goals. >> This would make in my opinion this would make most sense and be easiest to make sure we kind of know when that's coming out if we did that around the count days. October, February. >> So by the end of the first semester and by the end of the second semester >> because then you have a mid semester count first semester after everybody's in and seated and we've got them. same thing second semester after we've gotten updates and moveins and all that around Christmas time. So, if those were coming out in, you know, I'll say late October, early uh middle of February, it probably be I think the most pertinent in terms of keeping up with numbers and kind of looking ahead then at staffing. >> Okay. >> All

141right. So, back to the educ because we've we've talked about what the financial goal would look like, the operational goal would look like, the educational goal was Morgan's going to find a better name than the special groups. >> And then we talked about maybe just updating us on what the workbased learning and graduation pathways for our new kids are. And >> then whenever the multi-ter system handbook is done, we can just take a look at that then. >> Does that sound good to everybody? That puts us two items under >> I'm gonna ask one more question related to this. So this is >> I do want to talk about that because I asked him to can we finalize the goals and then we're going to go to that. I did ask him to bring that

142tonight. >> Do you have any questions on our goals? >> Uh not really. I mean we'll try to as sure as I'm sitting here I won't be able to incorporate every thing everybody said >> but I think I've got the the gist of it. I've tried to take some notes. I know Morgan has too with >> it's going to be on video so you can rewatch the game tape. [laughter] >> That'll be fun. >> That might be a very long goal, but we'll Yeah, we'll uh put a good faith effort together to draft these and send them out to you and try to make sure we've we've hit hit all the main areas. >> Okay. All right. Now, I did ask I called today. So, thank you very much for making this the the the

143classroom student count happened. I wasn't sure since I didn't ask you till today. Um, >> so do you want to let him talk about this or do you want to ask your question first? >> I'm just wanting to know if this is 2425. This is what he said just said. >> No, that's my fault. That's 2526. I just I just This is actual numbers right now. >> This is actual numbers right now. >> This is This is as of the February count. 26. >> This is as of today. Yes. >> And I did ask for this at like 1:00 this afternoon. So, thank you for making that happen. >> That answers this my question. Okay. Y >> Yep. So things have the rectangle. That's the goal, right? And then you've highlighted what we actually have.

144>> Yeah, these are >> these are our target ranges up here. So for kindergarten, we try to maintain classrooms 21 to 24 students um grades 1 and two, 22 to 26, so forth and etc. And what you have listed here then in the first part of this is by teacher what our actual class counts are. Now, now again, like for example, the first thing you see is Mrs. Harvey has 25 and a K class. Two things to remember. One is this is the second semester, so we've experienced some growth in these classes. So, at this time of year is when you're hitting beginning to hit the upward range on some of these classes. And then that gives us our clue where we begin staffing. And I can tell you that for next year, we plan

145to add six to eight staffing positions based on what we see a budget for with new growth. We've already authorized our principles to go ahead and fill, I believe, five positions right now that we're beginning to start on. We're reserving about two and a half positions right now. We have an idea of what they need to be, but we just want to make sure this growth continues here a little bit. So, as far as getting to the market and getting teachers with license, we went ahead and gave them the authority to go ahead and get those first five teachers, which are uh right now third or fourth grade. Um, they are a couple middle school positions. Uh we need to um we have a Spanish teaching uh a Spanish teacher who's retiring. It's in a

146five six position. It's almost a full position. We don't have the need for that next year based on our numbers. Um so we're going to convert that over to get a full-time workbased learning coach because that's been a a part-time position. So that ends up being costneutral. Um >> ML teacher >> and and another ML teacher to add to the three that we already have. We'd be adding a fourth ML teacher. What we're reserving right now is looking at we really need to go to a full-time third counselor. It's been a half-time position at the high school. Um and then we are looking at potentially two more middle school positions. Um when you when you staff middle school, number one, this has been our highest growth area here. Okay? Now, it was the elementaryaries and

147now they're coming in the middle school. And you'll see in here when we have some hot spots that we need to address, most of those are at the middle school. So, we'd look at putting up to two for sure, English and math for sure. We'd also we'd like to round that team out by hiring science and social studies to go with it. Basically add another seventh grade team because that's that's where we need it right now. One of the challenges we have quite honestly is space. Uh we don't have another science lab right now. We could make do around that um for a couple years. And one of the thoughts is in a couple years the admin edition is done. This room probably could convert into a science lab. Um, so it's it's kind of

148thinking through but looking at addressing some of those spots. Um, so Morgan, you I know Morgan ran the report um and is also monitoring this along with the building principles and staffing. So Morgan, if there's I'm sure there's some other gaps you would probably want to fill in. >> Yeah, I just um I we mark on there those high ability cluster classrooms. Sometimes um if we're looking at high ability cluster rooms versus like inclusion rooms um with students with higher uh needs, we try to keep those a little smaller. So sometimes we'll push up some of those high ability cluster rooms. Um so that's some of the numbers that you see. Sometimes if moveins and move outs that doesn't work out exactly perfectly. Um but if you see a little higher numbers that's done intentionally

149there at the elementary level. Um and then you know I know middle school and high school it's you know sort of hard to see um with all the classes there but this is quarter three and quarter four. So these are as of today. Um and they don't usually do a whole lot of shifting um other than you know a few moveins and move outs here and there as the as the semester goes on. So >> I got a question when it comes to our inclusion classrooms. I've heard parents talk about how they felt like their student who was doing pretty well one year, all of a sudden they're in an inclusion classroom the next year and they feel like going into the next grade they're all of a sudden behind because just how distracting and

150how much attention some students take away from the rest of the class. Has there ever been a thought around taking 14 of those kids and just put them in their own class? No, I mean we practice inclusion. Um so I mean there are some students in life skills classes or things like that that are are self-contained, but for the most part we have um inclusion where best practice says that I mean those students are in a gened class. A lot of them are on a gened diploma. And so um so we by law have to give them grade level um content, but we do um put extra support in those classrooms. So those classrooms will always have additional whether it's instructional assistants or many times they have special education teachers that push in and so

151they co-e. So there are two certified teachers in the room at the same time. So you know we try to make those adjustments there. There are behavior support rooms now at North and South at the middle school. So, we now have a spot that if a student needs to leave a classroom and take a timeout, a student needs to receive some instruction in a behavior support room for a little while. Maybe they're working on some behavior skills with the goal to to get them back into the Jed class. But that is a resource that now that we've been able to build here these last few years, which I think has been helpful for situations like that. >> I think it's a double-edged sword. >> Yeah. Um because you talk about what you've heard, but I've

152also heard it from at least one uh grandparent of an autistic child indicated that they felt like their child, their grandchild being in the regular ed classroom has done so much more for their autistic grandchild. But on the other hand, what you've indicated, we also heard that as well. So, it's really a double-edged sword and it comes back to I think what Morgan is talking about is where the budget allows to be able to provide the additional supports within the classroom and >> and terminology, >> newer things that you're talking we've done within the last year or two. >> The behavior support rooms, yeah, are pretty new. We've added here in these last few years. >> Yeah, we've we've done that systematically to try to provide that type of resource at each of the buildings

153that that have need of it. >> I've just heard You know, you got just a very common middle of the road student and then you hear parents are like, "Oh gosh, kids in an inclusion class." Like it just like there's almost a disappointment when they're finding out which class their kids are in in the beginning of the year and so forth. So >> mindset, I mean, you would be discriminating against those kids really. >> I didn't I don't know rules. I'm just asking questions. >> But you know, part of that comes in that has an impact >> one way or the other. It impacts again all those students that we're talking about in that earlier building and they're looking at improvement on >> um so I I believe it's a double-edged sword. It just you

154can't you can't >> pros and cons. >> You can't go at it from just a 30,000 foot view. You got to get down and understand where certain students are having the negative impact on that class where in other situations those students that uh down in that need that for having such a positive impact on the classroom. >> Sounds like what we're doing is hopefully helping and as opportunities present and hopefully there's additional things we can do to help those classrooms. One thing I want to point out on the numbers and you'll go through those but you know advisory I'd say band and choir PE classes um study halls some of those numbers you might see a little high here and there those are much less [snorts] of a concern >> um English math the science

155those core classes in particular when those are going up into especially in the low 30s you know those just know those are ones we're paying attention to and are going to be trying to staff up for next year to get those numbers back down into our into our limits. >> One space at the high school I noticed that's not in here, but have you considered putting here and trying to figure out how to do it? And that would be Warrior Academy. >> Yeah. So, when I run this report, so Mr. Blocker actually comes up about 800 times. So, I actually go through and delete his because he almost has any class that any kid either has taken or may take or did take all come up under him. And so it'll be like blocker zero,

156blocker zero, blocker zero, blocker one, blocker one, blocker zero, blocker. So it looks really funky. So I end up taking his out. I I mean I could leave them in just so you could see. >> So now you need to figure out where your academy by period is. I guess what I'm getting at. >> Yes. >> Yeah. >> So we definitely have it, but it's it's by period and by course. So it's it's a little >> this report comes up by teacher name, which is a traditional structure. >> Yes. >> Which Warrior Academy is not. >> Yeah. It's coming up by course. Yeah. And so yeah, it ends up walkers in there a million times. >> But when you push this report out, you probably could just say Warrior Way has X number of students

157in it this semester. That would be easy. Would that be easy to pull imagining? >> To to me, you still would kind of look at it by period. >> Yeah. >> Did you say fourth grade was one of the classes you're going to hire? Because I see kindergarten, first, second, and third all have nine teachers and fourth grade has eight. So it seems like next year there's going to be a problem if that's not one of them. >> Yeah. And it depends on what your class sizes are coming into that next grade level because sometimes you might shuffle a teacher up or down, but I think we're at a point we're going to have to go at least nine sections. Um, so we are I'll say we are keeping an eye on we may need

158to hire at third and fourth grade. That's entirely possible. >> So are we ready to call this meeting a closure time wise? >> You guys um don't have any more questions that are good with the goals that we set. So last question for me having heard you say that is are we going to come back to another meeting to talk about um Dr. Schaefer administrative team flesh those goals out or just going to do that through a email or >> in the past they have put together their their thoughts of what this will look like and they'll email it to us and then we can have >> decide if we want another special meeting or >> just to bring them forward to the public at a regular board meeting. >> Y yeah. >> All right.

159Any other questions on the goals on our staffing targets? >> Okay. All right. >> I will make more comment. It does look like the staffing school has done a nice job keeping >> Yeah. >> room sizes that you Thank you. >> It will it will be interesting going forward to see this report in the fall and then see what our what it looks like in the spring semester. you know, just for curiosity sake. >> All right. >> A motion to second. >> All right. I need a motion to adjourn this meeting at 7:08 p.m. >> So moved. >> Thank you, Mr. Brian. I need a second. >> Second. >> Right. We're all in favor. >> No, we don't vote at these meetings. >> You got you a public meeting. Yeah, >> but it's not a

160school board