001[Music] that is including our new SEAL room in the high school which is a 1212 room um with our mandated aids and assistants. Uh we are hopefully hiring a new speech language pathologist later on in this meeting or at least approving them, but exciting about that to replace Georgia Berlin. Um with our three psyches, our counselors, social worker, and right now we only have one cse chair um for the next school year aside from myself. How many do we typically have? So this year it was just me and Tori. Um, previously there had been Tori and then two others at the main campus. So one in the middle school, one in the high school, and then a CPSC chair. Um, and we don't have a CPSC chair for this upcoming year. So this is our
002current population for upcoming fall. It has increased. Um last year the number was 164 students with disabilities from 5 to 21. We are now at 2011. So we're seeing an increase in students. And on the next slide you'll also see that. So although our enrollment is declining, the percentage of students being classified is increasing still. So there's that. The next slide looks at our out of district placements. So these are students who have been um recommended for more restrictive environments that we have that were able to offer at CA. So we have students at Questar um this past year in comparison to the year before. Um but it's so it's increasing. We have a few students who are on home instruction um pending placement, which is not atypical. There's a lot of schools out there
003that have students who are on home instruction pending placement just because the more restrictive environments are um either rejecting or have weight lists or the um program isn't appropriate. So, who's providing the home instruction? So, it depends. So, it could either be a teacher or um a TA going into the home and providing the home instruction. If it's a student at the elementary level, it's the 10 hours a week and then related services. And then if you go up to um secondary, it's 15 a week. So, I'm sorry. So at elementary they get 10 hours a week from one of our teachers or or TAs or it goes out to the public. Yes. And a TA that's okay teaching assistant to to be giving them instruction. That's all we have available at the time who
004have applied and then they'll work with the teacher congruently and there's there will be three students doing that this year. Well, that says 22 all like you're only going to have three for like 24 25. I just counted them up. It's about 22, right? People kids out placements. Yeah. Three out of three pending placement on home. Only three are pending for next year. Oh, what were you looking at? No, I was just counting up the number of kids that we outplaced 2425. See how it says Quester? There's nine students. Nine of our students go went to Quester, right? Is that how this chart is? Okay. So, I was looking at the difference between last year home instruction there were five and then this year there's two. Two. But the home instruction is only because there's
005no placement for them elsewhere. Correct. Home instruction is like your very last resort because a lot of times while you're waiting and applying for so that number two is going up to three for next year. Correct. Okay. So these are like this the school year that just passed. Correct. Yeah. So what are your numbers looking like in the other areas from this year? your projected projected would be Quest Star would be 10 or probably nine. So that would stay the same because we have a student coming back um from Questar and then one going in the fall. Zero at Oakill Wildwood um the center Olser County Bose is saying the same spectrum services that is one of the students is going into the home um instruction pending placement. So that's going down one and the
006rest uh are the same. Last year we had a student come back from ulcerosis. So did we add a new one? Yes. Okay. And they're pending placement in another school program. Yes. Not residentially. Correct. Yeah. Like a lot of times like you they like their need whether it's behavioral mostly it's behavioral can't be met in the classroom safely with the way programs are structured now so the next step is one of these programs before residential placement a lot of weight loss the goal is to return them here figure so when they have treatment reviews we go. Yes. So if we are doing we're involved in all the program reviews, all the annual reviews, if they're up for an evaluation, our psychologist goes and does observations. Um it's like a team effort. Um if something is
007going on, they'll go be a part of it. There's a lot of contact in between um the the placements. It's okay. Were we hiring a teacher though to in special ed to bring some of these kids back. Was that the plan? Yes. So, how many did we bring back with the new hire? Uh, with the new hire, it looks like there will be two students coming back, but there were also groups, a bubble of students who would probably would have needed to have a more restrictive environment outside of CA. So, preventing them from going out of district. And then next year there are two more students who will benefit from having the 1212 coming back. And we're also able to offer at the high school level to neighboring districts if they need to send to
008us. So it it could it can create a revenue for I get that. Yeah. So I guess how many total kids was there then? So if you have 1212 program, how many kids will be in that program next year? At about right now there's eight. Eight. Mhm. So, you have four slots. Yeah. I guess I'm just wondering I mean maybe it's just age wise like who knows if some of those kids are elementary versus high school, but like if I guess I would want to save the money on the transportation and the tuition instead of making money on tuition. Mhm. But yeah, no, I mean we would offer like to your point if we have those open slots like if if if the 12 on two is not the option we need to send them
009out and we have this and we discuss this regularly. Yeah. No, I I live Yeah. If the slots open up and we are unable to fill them, then we will start broadcasting to try to, you know, obviously cut cost locally speaking. So, so these were the numbers for the previous school year and this school year that just ended. Do you have the numbers for the coming school year? I don't in this slide just because the when the we made this it hadn't been finalized to run the report on front line but I can do absolutely get it for you. Yeah, I can get it to you. And and will those numbers are they part of the 2001 in the last slide? Yes. So there there I how I mean our difference I mean that's important
010to see right because our difference from the previous year to this coming year that can you go back to that last slide? No, you were just on it. That one. The other one. The last before that where we saw Oh, another one before. That's I'm sorry. That one. Uh-huh. So, this is now with new referrals. Okay. Yes. So, so but that this is what you're planning for for September 256. That top number though was a big change from last year. almost 40 students difference. Yes. So how is that going to change that slide that we were on that's that reflects is is the change significant in in there. It's I think it's just yeah those numbers. I think that sometimes though new referrals mean kids that are newly identified typically with learning disabilities because nowadays
011what we do is we wait and not provide that early intervention until they're in third grade and oh look we're super behind. So now we need to Yeah. So but it's just the way the state works unfortunately. But then we have numbers of students from neighboring districts coming to our programs. Um and then the next slide just sort of outlines the different services that we offer um between consultant integrated and resource and the different buildings. Um, and then the following slide is the special classes um, including the new 1212 program um, that is highlighted at the high school. And then if you just keep going, it's sort of um, another outline. There was a rebranding in process um, starting this year and last year with changing the names. We're still working on trying to focus
012on the rebrand and creating um brochures or packets for families to see what the different uh programs offer and having it all in one spot so that it is very clear of the different um services that we have and the continuum throughout the district. The next slide looks at CPSC data. Um so these are evaluations that were completed this year um throughout CA and other providers along with the weight listed numbers and itinerant services that we don't have the I didn't have the exact data by the time that we were creating this document but it is looking at the graduation data. Um like I said earlier there was a handful of students who were leaving with SEO thanks to the national work readiness credential but also we had students receive um SAC through apartment 254
013um and then regents and local diploma credits. So looking ahead we're working on making sure that we're streamlining the 504 process. um MTSS is up and running in the buildings to make sure that there are tier one and two interventions happening, but also um making sure that everyone is aware of the process of referring for 504s and IEPs and special education evaluations. Um that was something that has kind of been a focus. So, we met with the psychologists and created a special education uh page on the Hawk Hub so people are aware. There's a flowchart for staff to look at if they're unsure of the where to start or what to do next, but then also links to all the um referral pages that are necessary to submit to the office. Any questions? As you
014see the numbers increase and you see the behaviors become more difficult and more widespread, is there training opportunities for people that are on the line? Yeah. That would be beneficial for them as they with kids that are increasingly more Yeah. So, I think making um it really a priority to have TCIS training for everyone. So, I became a TCIS trainer along with Cam Harris and um Jess at CE, Olivia Cook, our middle school psychologist, is also going in uh July or August to become a trainer. So, making sure that we are providing those opportunities, especially for deescalation strategies. Um and then having others um fully competent in restraints if necessary, but also those things to do before it gets to that point. So all the staff are going to be trained in that. That is
015our goal. That's the goal. That's a great goal. I go for 22 years and it quite or well I've been a trainer for 22 years in my district 20 but like literally like it's a huge undertaking such an intense long and it's a great training. Yeah it how long is the training? 5 days if you do full not even training training training is but also but it's five days of training. Uhhuh. you we have we have modified it and I can share it with you just to be great like to do it in three but still and I think what has yeah getting people to come in in the summer that's something we look to do over the summer get people trained especially in the I mean we we hear a lot of it out
016of the elementary school right and I know it's middle and high school also but we offer the summer we can't force them to come the summer otherwise we could I mean also the school year is just the cost of subs you know obviously the teachers get out of the classroom three days yeah the cost of subs and the repercussions of having that many subs and you've got a lot of initiatives this year you got your new you've got your new reading and program that you're doing another piece to it could be consultation like for you folks to who now have the training and I don't know if you can do this, but to be asked to like asked in to Yeah. During a crisis, principles might identify. So, something that they brought up at the
017training that we went to is kind of rebranding instead of trainers as coaches. So if there is something going on going into the classroom and coaching others through what it looks like to deescalate, what it looks like to maintain uh calm composure because sometimes um that's when you are getting into a power struggle with a student and how to avoid that. So coaching others through it in that meantime. But the more people we have trained, I think the benefit would be incredible. At Quester Star, they used to do like the we all had to do the fiveday But during um professional development, they would do our refresher. A refresher, right? Maybe we could just offer like a watered down refresher on a professional development day, especially for those people that are in the trenches. Absolutely.
018Harder reallocate the lengths time in the morning to like teams of people that need have it continued weekly or whatever. Um maybe not on the restraint part, but at least on the other part where they can escalate. You're not I mean this isn't news to anybody but the state is coming down with absolutely no restraints. So you do need your deescalation and safety but just that knowledge. Something else to consider is maybe we had um a BCBA come in and consult with teachers and teams for um how to implement like a really great behavior intervention plan. Um looking at an FBA. So perhaps thinking about having that as a consultation model as well might be helpful. Um, so is there a process that people can get help yet like ask for assistance or do you
019need do you think you might put that in? I'm I'm hearing Yeah. concern about kids particularly as Sam's in elementary. It's safety for staff and safety for other safety. At the end of the school year, we sent out a Google form asking staff to complete it, whether to rate their interest in um learning TCIS from the beginning or if they've had training, where they felt like they're comfortable with the training. And we were able to gather that data and sort of combine everything to get a really broad view of who needed it, who needed a refresher, where people stood with their training because there has been um training going on all along just disjointed to an extent. So looking at it from that aspect and then prioritizing who should get the full 5 days if
020we're able to provide the full 5 days or if it's a three-day training and then refreshers all along. to where the three of us are working together, but it'll be great once Olivia becomes a trainer as well. And I know Jess can do this behavior management where kids are brought to them or they you know so whole classes don't have to leave, right? But or they maybe they push in. They do push in as they can also they have a reset. They have another room this can kind of if you can get them out. Yeah. have to do but where they can reconstitute and then go back or not. But is there any kind of global umbrella to that that maybe that that could be and maybe it is organized so that they're all using
021the same documentation and charting and measuring the same behaviors and interventions and and yeah and I think part of um TCIS is having that conversation and having that form and if there is a crisis or if there is a need for someone to go in and assist. Then there is that debrief section part of the program that identifies the plan and creating an individual crisis support plan following the student of what to look for and then it can be shared with staff as well for specific students. So I know you're a specialist, but is there a person that would oversee that kind of between buildings, that kind of intervention, or isn't it at that point? You know, it's like what we're talking about is well, I think the plan would be up uh we were
022going to have Alison and Alison be kind of our co-ts kind of coordinator. So those two positions will be the ones because I I think that And if you start to help people know that that's available and then if you have a consultation piece that you are one of them is available cuz the training is good but it's obviously going to be very hard to get everybody trained. Yeah. But having a core but if you had a right if you had a group of people that were expert and could then respond to Right. Yeah. That makes sense too. You always have to have the student trust that person. Exactly. Sometimes they don't. It's not easy. Correct. And you need to have scheduled one yearly refreshers ultimately 6 months, but in a school district like you
023can't it's a lot but it's good. Yeah. Thank you. All right. iterations uh meeting with the the teachers and teacher aids and assistants etc. uh who who signed off on this as well for that. So um kind of a quick summary is the middle school high school day does not change from what it was this past year. Their bell schedule is pretty much the same uh all the way up to couple shorter periods. Uh otherwise it's start and finish at the end. Kasaki Elementary pretty much near the middle school high school schedule. So Kasaki Elementary students will all come in on one there'll be 1 a.m. bus run for the Kasaki campus. Uh so all those kids will come in on one bus run and do their thing. Difference is is elementary kids are going
024to go home at 2:25 with a bunch of middle school high school kids. They'll also have their office hours that they've had in the past for that. And then uh from there the buses will leave here with the prek kids for instance and some of the out very far outlined Athens kids action bring them in here and then shuttle them down. We'll then go down to Athens right they will start their day 8:20 uh when um buses will be arriving there about 8:15 8:20 buses will be arriving down there. uh doors will actually open 8:05 down there and then they'll have their day and then they'll end a little bit later. So the actual number of minutes between the two elementary schools is the same. All right. So this No, so the contact time is
025the same. What does the teacher day look like? 7:30 to when or what what is their start time? So for the middle school high school that they're they're 3 7:30 to 3:10 is their work day. an elementary will be 7:30 to for both elementary. Yep. For both elementary. Yeah. BJ students that period is is a mandatory part, right? I just I just kind of just for Yeah. So, they're going to end a little bit later because they're starting a little bit later. Yeah. Okay. So, it's really just in all that this is going to be used for is like there will be specials in ninth period and this just gives lets them get back to their classrooms, bundle up, you know, get all their stuff together and get on the bus kind of thing. So,
026it gives them a little bit of transition time. So, it's not a real period. It's just a transition. Well, you just put that time in that slot, right? Yeah. I mean, it's it's however the classroom teacher wants to use that 15 minutes or so. 12 minutes. Yes. Because it depends on they may not have a special 9th period. So it could just be it'll be an extra 12 minutes or whatever or right if they're specialist at 9:30 every day just you know we just put the periods on here just keep our minds what's going with shared staff and such. But so C starting about 40 minutes earlier than it did. Is that right? that about more like 50 minutes, 45. So you got to get the word out, I guess, to everybody. Oh, yes. And
027it's a big change. Starting tomorrow, it's going out. Yep. So, so this is solid. This is this is this is decided. We've picked it apart. Uh like I said, uh teachers and agent assistants picked it apart. administrators picked it apart to see okay what's you know and everybody's kind you know Ted Duch has picked it apart uh as well and so we're we all feel good about it okay so it's so but you said the contact time is the same am I yes so if you add up the minutes so that's 807 to 225 is about the same as 820 to 240 a battle. Well, I guess it's close one minute. And also there's no loss time either. It's like from this year. In other words, it's everybody's going to have at the same or
028a few extra minutes of instrual as well. And the students the students who are going to EJA are already on those buses. Some of them just the outline once they just come in here and shoot down his short and then he's got he's going to send four or five buses from here to pick up like Sleeping Hollow kids, the Village of Athens kids, 385 9W. So, and they're going to do that in 13 minutes. No, because the kids are getting off the bus here. They're not getting off the bus any bus at like probably 7:55 to get breakfast. Oh, I see. So the bus will be flying out of here. Well, it's got to be fine. Yeah. So Ted worked that out. And again, you know, like it doesn't matter what we do the first
029couple weeks, everybody's, you know, we got to get it get it right with their older kids instead of going all the way out there twice. All right. And and as a sidebar, just so you're aware, uh we're sending out a survey if it's not already out, um asking parents what they what they feel they're going to be their preference next year for transportation. They're going to be self transporting. They're going to be mostly riding a bus. Just to give Ted a little better, not that we if somebody's standing there, we're going to pick them up, but just to give him a little better idea uh of of that because we'd have about 40% of our kids self transport. 40%. I think so. Yeah. That's might be an older number, but yeah. So, are there 15
030minutes between the PLP and home room and EJA that aren't there and CE? So, what do those what happens then? Well, I think he gave them 15 minutes there, but at the end of the day, the CE teachers have to stay till 2:50. So, they have a little bit of time that they have to stay without kids, too. They can get right next so they can like get their classroom together. It's not listed there. CE that see this is the student day. So I put PLP but the teacher work day will end at for both schools. Yeah. So C teachers will have you know a little bit of time because again 2:25 all right they got to take the kids out forget back you know. Uh so they're going to have that uh a little
031extra planning time whatever they want you know prepare time I'll call it beginning of the day where EJ could have them in the beginning when the kids get there won't have a name it'll just be like downtime I won't call it that but teacher time yes coffee what time are the teachers get there this year 2425 elementary 810 I think 8:15 I'm sorry 8:15 I think they were so that stayed the same the length of their day yeah that's contractual that right that stayed the same yeah the elementary work day is 20 minutes shorter than the high school middle school workday but they also contractually get less preps than the middle school high school that's that's well before my time so 6 hours. So, it's 2 minutes off. [Laughter] Any other questions? It is what
032it is. It took about 15 minutes to get that together. Am I Am I doing like elapsed time because I'm not counting too. We're starting at 8:07 to 2:25 is 6 hours and 18 minutes. 8:20 to 240 is 6 hours and 20 minutes. So, it's a two-minute difference. Okay. If it was a military time, it would be easier to tell. 1425. That's true. You're right. I could that change the spreadsheet. All right. Right. Uh, end of year results in in 2028 goals. It's more of information. This will be part of the conversation we can have at our at the July 28th uh board administrative retreat. Um I don't I don't think I have it up here to put up there, but um that this year the performance goals uh was 2025. There's a little bit
033discrepancy in our reading and math goals. That's why I don't have them. I still have X's. We have to double check our data because we had it set and all of a sudden, you know, it's one of those you looked at it for the fifth time. Oh, wait a minute. So, we're going to make sure we're clear on what our actual results were in 2025. Um, so with that and such. So, um, but we did make progress in reading and math. Not, you know, not as much as we wanted to, but we did at least grow from where we were three years ago in both. Um, when are you going to have that data correct? Uh, as soon as the principles get it. So, basically, we just discovered it Thursday. So, u for that. So,
034So you'll share it out in weekly updates. Yep. So that uh for research projects, we have 95% of our students create three or more projects this year. Then for ri life readiness as far as the um indicators go dispositions that go on the report card. 77% students in all grades demonstrated uh competency and um majority of their um indicators. That was good. big improvement from three years ago for that. Most importantly, 87% of our kids are graduating having demonstrated that they're critical thinkers and creative thinkers and collaborators and communicators and their stuff around it. So, uh for 2028, uh links team met again like I said last week. I just lost it. And reading and math continue to be goals. Then they we kind of put together a life readiness. uh we still want all
035our kids demonstrating readiness and those those um indicators but we also know attendance is important. So we want to increase the number of students who are here 90% or more of the time and um we also want to increase the number of kids who are consistently demonstrating a competency uh in those uh personal dispositions as well. So So did you have the percentages or not yet? Is that what for for app for attendance? No, for reading and math. It just says No, I want to we want to double check. Yeah. What our before we say, you know, let's just say it was 65%, we you know, we don't want to say our goal is 62%. Because we want to make sure our our goals are lined up. You know, they're still stretch goals and aimed
036high. Um we want to make sure our baseline is correct. I would anticipate our would be different than the ones with 20 to 25 which was 73%. Yeah, I would anticipate them being somewhere in the high 70% range. Well, 73%. Our goal for 2025 was to have 73% of our kids proficient in math and reading. Right. The data that we're reviewing said 61% were proficient in reading, 59% were proficient in math. If again, we think those are going to change a little bit. Um, but would your goals change? You don't. So, you don't know yet. They're going to go up a little higher. They'd go higher than 73. Yeah. Well, not for 25. That was our goal was 73. That's what we were shooting for. Correct. Right. Now, you're thinking 6159 plus. There's a baseline,
037right? Right. So, the goal would probably be in the high 70s. Because we did improve. We improved by like 5%. Right. But you can't change your goal for last year. We're looking ahead now. No, I'm sorry. For 2028, it wouldn't increase. Yeah. For 25 it was what it was. Correct. Y. So can Randy on going back to the research projects, how is how is that uh information processed um is it from from teacher to principal? What is how do they process that number? 95% completion rate. So right so we have like a for a better way to say it a a spreadsheet of all the different projects that are that meet the criteria the kids have to do some type of um I'll just say research that involves data collection use of the library you
038know not just you know come up with a narrative essay um they have to then create some type of report and it can be the traditional you know the oldfashioned write you know fivepage report or it can be a multimedia presentation I should say multipia multimedia type of um report and then they have to present in some fashion. So it can just be get up in front of the class and talk about it um or they could video themselves, you know, turn in a video, that kind of thing. So that should have those three components. And how much is the principal of each school involved in in in oversight of that those projects? It's uh up usually on the upfront part of deciding what making sure Elementary is a little easier because everybody's in the
039same, you know, it's third grade, you know. Um, well, these are going to be the third grade projects for this year. At the high school, it's kind of getting all the teachers together and seeing, okay, what are we all doing? And just and it's making sure there's at least for the for again the average 10th grader, you know, there's going to be at least three opportunities to do projects that year. A little more sticky in the high school because not everybody takes the same classes. You know, all 10th graders don't take the same stuff, right? So, but uh but generally it works out. So, so if we were to ask the principles to give us more detail on that, they could. Yes, we could give you like a a list of stuff topics they did
040it on. Uh finally, just off again for your information is the SE plan. Uh this middle school and this is follow from the last meeting. Um so middle school was identified based on 23 20 22 23 23 24 data uh uh primarily for students with disabilities and also persons of color uh for performance on state tests. So that's why we got um targeted district uh list there again. So um so we had to create a plan an improvement plan u for that and so you have that in front of you uh for um for the next year until we get off it really and this year's data actually can count. So how we did this past spring can help us move forward to get off the list. So this is a template the state gave
041us right? Yes. Yeah. top it up. So if you saw you know and they met over several days this in June or half days really this is the group you can see who was on that team um to go over you know the data they did surveys the survey information is in there. They surveyed staff students and parents uh and things. So, they're going to be focusing on some key on on the the intervention process, MTSS, multi-ter um student support. Uh so, they're going to be focusing on how do we help um support students who struggle. Uh they're going to be focusing on just a school culture through the Riverhawks way. Uh which is, you know, if you I'll share that with you. Uh the each letter has a meaning for something. S is spirit
042for instance. um bar is I think responsive respect um so teaching kids you know just good habits um so they're going to be focusing on that uh are two of the biggies and then just additional professional development um we talked about earlier about um t TS TSI yeah uh so that could be part of that as well to create again classrooms that are conducive to learning and also just add just professional development how to use the you know the information they have to make good decisions in their classrooms for the teachers. So those are kind of the three, excuse me, targeted areas they're going to be working on. So So their next step is just to kind of um operationalize this a little more. So they're going to um and also they've tied us into
043their own links plan goes to the because obviously anything they're going to be doing here is going to impact positively student performance. So it's kind of their strategies for next year. They're already done for them so to speak for the middle school uh through this plan. So now they're going to uh just get together again to kind of how are we going to roll this out to the whole group. They did talk about it uh last week as a faculty uh already, but then they're going to come back um later this summer and just talk about get together more about um obviously roll it out in the fall. So questions on that? We'll follow up. This will be a regular report back. Uh Mr. Elliott will be doing those going forward. So he's still home
044recovering from rotator cuff surgery at Thursday, right? So, All right. So, um, if you look down into section 12 of your agenda, items M and N, um, we have two amendments that we need to make to resolutions that were passed last time. So, if you remember last time, I had asked the board to adopt a budgetary amendment so that we could flow money from a reserve into another reserve by way of fund balance. By doing that, we had to make an amendment because we are changing the course of those funds in light of our capital project proposal that is going up to the voters on October 7th. Um, I asked the finance committee if we could res reconsider flowing those funds from the uh tax certary reserve through fund balance to ERS, but rather put
045them into the capital project reserve. The reason that I I advocated for doing that now was we cannot adopt a resolution and then change the amount of fund balance being allocated towards the project later. And so I can't pass a resolution today unless that money is actually sitting in there. And so um on a straw poll the finance committee they were in favor of it. So there's really a two-pronged approach here. So the the item M is an adjustment to the amendment. It's basically saying the amendment is now for the purposes of the capital reserve, not the IRS. And then item N is saying where we're appropriate appropriating the reserves themselves. So I just want to make sure we were clear and everybody understood what those two things meant. Okay, if there are no questions
046on that, I'm going to keep rolling here. Um the second item I have is insurance carrier change. So, um, insurance as we know it is is frankly just out of control with the price increases. So, one of the things that I've been working with, um, a company NFP on, uh, formerly we went with Stole's agency. NFP allowed us to really kind of canvas to more insurance companies in New York State. There's two big players. There's Nicer and there's Udica National. We've had Udica National for a number of years here. There's a new player, uh, Liberty Mutual, who is getting into the school insurance business, and because we don't own our own busing fleet, we were very attractive to them. They were able to come to us with significantly lower rates for similar, but not the
047same coverage, right? You will see differences in deductibles, so on and so forth. But the thing that really caught my eye with them is we save $15,000 this year, but they're willing to lock in that price for next year as well as long as we we spend less or we we don't claim more than 40% of our premium, which historically we haven't even touched. So I I would like to push forward with it. I don't see any reason why we wouldn't. I think it's it's a good price lock. Catskill is our neighboring district just did it as well. Who's falls has done it as well. So there are districts making that change over because I think that Nicer and um Utica National known for the longest time that they're the only two players in the
048game. And so you know 18% increases just became the norm. And I don't know about you guys but I'm tired of paying for it. So um this has been a a long drawn out process. A lot of thanks and credit to Bob Dnham up at NFP for kind of facilitating that process with me and working through it with me. But uh that that is where we would like to go as a district. So Randy has has been in on the calls and and helping out with that as well. So what do you think you'll save this year? I think we'll save $15,000 minimum. Uh next year I think we will save 15,000 plus let's just say a 15% increase on 160,000 bucks. So probably another 24. So in total we're looking at about a $40,000
049net savings over two years. What reserve funding? I like where your heads at, Mike. [Laughter] Um, some other good news, and I'm going to choose my words carefully now because earlier when I told Randy this, I had the worst choice of words. So, um, the Office of State Controller did their every 3 years they do a desk review of your tax cap calculation process. Uh, they look into your pilots, make sure you can justify why your receivables may not have lived up to your budgetary amount. Uh, we passed with flying colors. They have no reason to audit us as a result of this desk review. They had zero findings. So, I'm really happy about that because this is the first time the state controllers's office has contacted me and needed something. So, I'm glad they
050don't want to talk to me anymore. Uh we'll get we'll be getting a formal a formal letter from them soon. Um capital project proposal tax implications. I shared a document with you guys there. Um just to review these very very quickly with you. Proposition A for the 17,700,000. Uh that was an 18 I'm sorry 18.7 cents per thousand um impact and Proposition B was just over 10 cents per thousand combined. If both were to pass it's a 28 almost 29 uh cent per thousand change in taxes. Any questions there? Do you have what we went public last time? It was I know I can't think either. Okay. It was 20.9 million was the total. We did 1.5 million in reserves and that so it was I want to say 24 comes to mind or 26.
051What was the what was it? He's got it. I know. How much did we was the tax increase going to be per thousand on the last capital project? I thought it was 24 or 26 is coming to mind. It was 26. I I just That's Oh, okay. Okay. Kyle's notes are reliable. We did that. So when we put it in the flyer, we'll give a couple different. Yes. Yep. You had asked. So that was just a lot. No, no, no. It's it's it's at that meeting that I was sitting in the back, so many people were like, you kidding? That's all it was? And I'm like, no, it's it's it's good feedback, right? So I But it only said like 26 cents or whatever. didn't do the $100,000 house $100,000. What's the math people? One
052of the things I one of the things I would like to do is basically just build a simple chart. A $100,000 house will be this. 150 will be this. 200,000 250 kind of just work our way up. Um just so folks can kind of build a build a scale that they can start to compare to versus giving 100,000 and 250,000. It makes it a little bit more difficult for them to do the math behind it. I like that idea. Even if it's a round like somebody's house around 300, they'll understand that that's where totally it'll at least but they couldn't so and that that to Mike's point is something that you know just it's part of what we need to be doing as as a group all of us really of of really advocating for
053this project forward out there what it is if you have star you have basic Sure. That does make a big difference on um and then the last Are we good on that? Kyle's still reading his notes. Yeah, I think it was 26. But the last thing I had, um I give it to you guys every year. That's the reserves presentation. Does anybody want me to go through it or does anybody have any burning questions on it? You could probably study it at home over the weekend. I think you could. So the I'm just going to point out the the two the two notable noticeable things you will see on there. Taxert went from a lot to zero because we can't have it. We went over that at the last board meeting. Um you did also
054at the last board meeting agree to by resolution allow us to put any unused funds from this year into the ERS reserve rather than rolling them over into fund balance. Um which is a practice I'd like to start doing more and more because there are not restrictions on how much money can be in an ARS versus there are restrictions on how much fund balance you can have. But if you move it all at once, people start asking questions. Um, so you know, there's a there's a strategic way to do it that is not a slap in the face of we have a ton of money, let's move it over here to avoid a finding, right? And so that I I also want to maintain a level of ethics with our community. If we were going
055to move 250,000 into the ERS before, do we want to still move 250 out of the general fund into that to lower our general fund amount? So I know we're fun we're funding right number 12 we're funding the yeah I mean project you well the 250 the the the reason that I want to stick to that 250 to the cap project is just because because it's a budgetary amendment we have to do the specifics from the tax cert number and we we've already done that right and because of the the two laws that I had cited last time you actually have to specify the exact reserve that it was funded from or you can't do the budgetary amendment because by rule, you can't do a budgetary like you guys can't approve to me and say,
056"Hey, Ryan, you can you can go spend $500,000 more on next year's budget." That kind of defeats the whole purpose of having a public vote, right? So, but what you can do is you can approve an amendment if and only if it's 100% funded from a reserve, which is what we did. But fund balance isn't technically a reserve. So, that's why we can't do an amendment, a budgetary amendment for that. Now, the thing that we could do in 2526 is start having those conversations early on about reappropriating reappro appropriating our unappropriated fund balance into that reserve separately. We just can't do it after the fact now for 2425. That it's kind of all over the place, but it Yeah, I like I like the idea. I do because I think it's it's earmarking the money
057rather than just letting it sit out there in the form of fund balance. That's why we're getting tight. Correct. And and because it's over that allowable 4%. Correct. Yep. So, nobody wants any riveting information on uh reserves. I love it. You guys are great. Thanks. That's it for me.