001Senator online. Thank you in person for coming to the meeting. I'll call the meeting to order and have a pledge of alle pledge of allegiance to the flag of the United States and to the republic for it stands one nation indivisible. Welcome everybody. Kevin you motion for item 1.03 approval of the regular board meeting upon the recommendation of the superintendent to approve the April 7th 2025 regular board meeting agenda second. Any questions on the agenda? We're going to make an amendment. We're going to defer that till the 21st. Okay. So, if you have an extra document under your agenda, we're going to hold that till the 21st and then make sure we have everything in order. Hearing none, all in favor? Any opposed? Like to have that motion for item 1.04, approval of the regular
002board meeting minutes upon the recommendation of the superintendent to approve the March 24th, 2025 regular board meeting minutes. Second. Any questions on the minutes or amendments? All in favor? I post oppos. How are you? Doing good. Happy spring, happy April, happy fourth quarter everybody. Happy everything. So, this one is kind of a long one, so bear with me. Okay. First off, I would like to congratulate the middle school patroners on their championship win. They're thrilled to announce that the middle school patroners have emerged victorious in their sectional finals, bringing home the championship trophy. The competition was intense and for much of the tournament, they were in second place, but the team showed true grit and determination. With just minutes remaining, our page tuners pulled ahead, finishing the game with a triumphant threepoint lead. This victory
003is a testament to their hard work, skill, and most importantly, their unwavering commitment to reading. The art department just dropped off artwork at the Jese Valley Council of the Arts for this year's All County Art Show. The show will be April 12th to April 26th at GCVA in Mont Morris. We will provide more information on participants and winners in the near future. Mrs. towards biology classes learned about animal adaptations and biodiversity in March Ma in March Mammo Madness. That fast. I know, right? We're excited to share that our yearbook club is in the final stages of production for this year's yearbook. This Wednesday, we will be submitting the final pages, marking the culmination of months of hard work and creativity from our dedicated students. This year we had an exceptionally large and enthusiastic group of
004students who met weekly and contributed in various ways. Designing layouts, capturing memorable moments through photography, editing content, and bringing fresh ideas to life. Their passion and teamwork have truly made this year's book special. The theme for this year's yearbook is our greatest hits. Inspired by music and the Spotify experience, it's a fun and dynamic way to showcase the highlights of the year. Much like a curated playlist of our most unforgettable moments, we are eagerly anticipating the arrival of the finished book and can't wait to share it with the school community. Thank you for your continued support of our students and their creative endeavors. The AfroCaribbean Percussion and Dance Club gave a Puerto Rican Bomba workshop at Mont Morris on March 24th during one of that school's Spanish club meetings. We facilitated a 45minute workshop where
005Mmore students learned a traditional bomba song and a few dance steps as well. The event was made possible thanks to Jennisio parents who provided transportation and it was so much fun. Like a lot of fun. This one is so exciting. Extra extra read all about it. The fall musical for next year was announced at Jennisio Scott talent show this past Saturday. We're looking forward to bringing newsies to GCS stage in November. Also at the fine arts boosters talent show perform talent show fundraiser were many performers from elementary through high school who got to show off their talents and wow the audience. The school completed our penny wars competition for the month of March. In middle school, the seventh grade class was the highest earning class and we raised $1879 that will be donated to the
006Livingston County Dog Control. In the high school, we raised $146.98. The 11th grade finished with the most points, so this will be going to the Genevia Groveland food pantry. The Intro to Business 2 class went to GCC last week for a trade fair. Students pitched their business ideas and a coffee company and a screen printing business, resulting in two second place finishes. And lastly, we had many high school representatives at Odyssey of the Mind state finals in Syracuse on Saturday. But our problem one division 3 team made up of Abby Fowler, Noah French, Simma Biljik, Harry Tamura, Marcus Sheener, and William Running are going to be representing GCS in Michigan at World Finals this year. Congratulations to them and all of the Odyssey of the Mind teams for their hard work this year. Any questions?
007Nice job. Well done. Yeah. Thank you. Thank you so much. Happy fourth quarter. Uh Brian, there he is back there. Hi Brian. Hi. I'm Brian French. If you don't know me, I'm one of the co-cordinators for the Odyssey Mind program here along with Jill Matti. Um, if you don't know what Odyssey mind is, it's a worldwide competitive creative problem solving competition where you pick one of five problems. Uh, vehicle, technical, performance, classical, or structure. And they have to develop an eight-minute solution to solve to meet certain criteria all on their own without any help from parents, teachers, or coaches or whoever. And there. And to give you an idea amount the amount of time it takes, these guys spend an average of 11 hours a week since October through now. And probably they still want
008to spend some time. I was going to give them a couple weeks off, but they decided they want to keep going. Um be before worlds on there. Uh this year we had four teams. We had one division one team which is uh grades three to five and we had seven on that one. Great. Yeah. Uh seven on that one. They they made it past regionals and made it to states and they placed eighth 11th in states. We had one division two team with five students and they made it past regionals and placed fourth in states. Uh then we had two division three teams. So division two is grades six to eight. And we had two division three teams which is nine to 12th grade. Uh the vehicle team which is here tonight, they play second
009in states and advanced to worlds for that. and then the other division three team placed eighth. So, Genesis has a rather rich tradition with Odyssey. We've had several world champions, a bunch of second and third place worlds and a whole bunch of other ones that were, you know, top 10, top 15. Um, we're usually in the top 20. I think the worst might have been like maybe 22 or whatever. Um, but we're usually in the we usually do a good show and we're known around the world. Uh, have a good reputation both in the States. We had a couple teams come up to our team. Oh, this is Genio. You got to see what they're doing. Um, so we do have a a reputation for quality and um success both in this state and um
010around the world even. And so with me tonight, I have the vehicle team. I'm going to let them introduce that just also besides that 11 hours a week they're spending, most of them are involved in other activities on top of it. uh they do page turners uh athletics sports drama club chorus band amongst a yearbook club and amongst a a ton of other activities. So they are uh well dedicated group of students um and I'll let them come on up and introduce themselves and tell a little bit about how long they've been at Odyssey and maybe some other things they're involved in. Welcome. Uh, you want to start it? My name is Sima. I'm in 11th grade and I've been doing Odyssey for eight years now. Uh, I'm Noah. Uh, I'm also in 11th grade.
011This is my 12th year of doing Odyssey. Uh, I'm Harry Tamura and this is my first year of doing Odyssey. I'm Will Round and I've been doing Odyssey for four years and I'm in 10th grade. Uh, I'm Abby Fowler. I'm in 11th grade and this is my tech year doing obviously some years. Yeah. So the mostly experienced team and Harry's had a we threw him into the room in the th right from the start with a group text and he's going wait a minute when am I getting my ass on that. So but as such they would like to ask permission from the board to attend the world finals in Michigan State on May 21st to 24th. So, first off, you make us proud and we're very proud of you. Thanks for all the dedication,
012all the hard work and everything that you do for yourselves as well as for Jennio and Odyssey. Thanks. With that, if consent motion for item 3.01 recommendation of the interim superintendent to approve the Odyssey of the Mine Trip to the World's Competition, Michigan State University from May 21 through the 24th, 2025. Second, Bob, if you have any questions at uh not so many questions, but I don't even have to wish you luck. Just say girl, be brilliant, be brave, be yourselves, and you will make us proud. Yeah. Any other comments, questions, thoughts? All right. With that, all in favor? I I'm not I don't even want to ask, but I legally have to ask. Any oppose? Of course not. Congratulations. Um I have Amy and Melissa. Amy Fres. Melissa Velli, Therapeutic Crisis Intervention. Welcome. Are
013the Okay, slides are we got this such an awkward statement. Okay, because I feel like there's Sam Melissa. I'm Amy Perez. I'm special ed teacher in elementary and special education teacher as well. Um, thank you. A little bit of history of the TCIS. Um, we originally got trained in 2019 and we're bringing it to our district with kind of looking at the needs of our world changing, our society changing and how we can best meet the needs of students and then the pandemic happened. So, we paused and then we got back onto it and Melissa got trained. So, typically TCIS uh therapeutic crisis intervention in schools wants two people to be trainers. So you co-train and then you role model and um work together training your team of people. So that's kind of how we
014got here today. And back in October I went away for a week um which was like train the trainer. Um I was already trained in TCI but this was a cool experience. You get to go and you work really closely on how to go back and train your school. Um so Annie already had that but now it's great because we both can do it. Um and since then we've worked with we did a training last month with um bus drivers and cafeteria staff. Um that went over really well. We've also done pair professionals. We did the mentor intern new employees um in the end of August. And then we do monthly trainings for all of our our team which you'll see their names here. So we have a nice team um very diverse. We're looking
015um for some high school members um in the near future. So, we're really hoping um to grow this K12 and part of our goal this year was introducing it to the board and explaining kind of what it is. Both of you. Great. Um we started off with just trauma sensitive environment. A big piece of TCIS is um just looking past students at their trauma and recognizing that um you can't just look at a kid and know that they have trauma, but it's there. Um and we're seeing it in all classrooms. It's not something that's like I feel like just in the special ed world anymore. um especially since co um and I feel like one of the reasons why TCIS works so well is because you're really like trying to get to the root of
016what's happening with the student and really finding out like the function behind the behaviors. Um it's one of those like I feel like we use the term like a band-aid. We're not just trying to fix it in the moment. TCIS is really breaking down what's happening. how can we plan for the future and how can we help the student when they have these feelings or something happens again. Um I was gonna say too just being proactive and um not responding to a crisis but preventing a crisis. So that that's our goal. Yeah. Yeah. So TCIS is um from um RCCP which is part of Cornell University and that's where all of our trainers come from and trauma sensitive environments is a very big word right now but it's really just looking at the whole child
017and developing skills that they learn through different programs like character strong and like TCIS there's not one program there's not one way but embedding it all together and matching the culture of your school um I feel like one of the biggest takeaways uh when we went where we sat down and thought what we would present. CCIS is huge. I mean the curriculum is very lengthy. Um there's so much to take away from it, but this is one of the things that in every training I've ever been to with TCIS, they always show and it has always stuck with anybody I've worked with. Um and it's just the iceberg. So it's the idea that what we see is the student behavior and obviously underneath is those memories, the thoughts, the feelings, the things we don't know
018that they're going through. Um, and we just felt like this is such a good image to show because again, it's very easy to get caught up in the behavior. It's very easy to see see the same student every day in the hallway doing the same thing. Um, which as adults it can become frustrating and you're not sure what's happening, but when you really step back and look at it that you are just seeing one piece, right? You're seeing their reaction. Um, and a lot of times you might not even know any of what's underneath or what that they've been through or you know what triggered them to have that moment. Um, which is it's really really important. It's just so much bigger than, you know, someone throwing something out of the classroom. Exactly. When we
019think about this, we think what does a student need, feel, or want? And that's how we approach each student like are they hungry? Are they tired? look at those basic needs and not just looking at what we see, but how are they feeling and how to respond? There we go. Um, so just a crisis. Uh, it's just talking about that fight, flight, or freeze, the response from the student. Um, a lot of times when they're in that moment, it's like that reptilian brain. Uh, they aren't thinking. Um, they're not sure what they're doing. I've had kiddos do in the past where everything is said and done and you have the chance to sit down and talk through it. They might not even actually remember what they were doing in their moment of crisis. Um so
020it's just really important to understand that like they aren't really aware of what's happening. Um something has caused this and for some of them they're not even sure going back what is causing it. Um, and that's where a lot of the like methods and strategies that come with TCIS, they're there to help any adult in the situation really kind of pinpoint what they're going through, how to respond, and how to help them. I know you had a good u we were looking um planning this presentation and we found some evidence that we felt was really worthy of sharing and it just gives some data across all teachers that have used TCIS and that they're always effective um managing aggressive behaviors and power struggles and Melissa's going to talk about power struggles next but the fact
021that um it's not just training the teachers but looking at even people that are walking in the hallway and we've had um all staff cafeteria workers help us with different students with behaviors and talking about how to respond. So, it's really the village and the evidence shows that this is making a difference in today's world. And again, it's not the answer, but it's a big piece of the puzzle. Um and we were we were excited to see great data because TCIS is part of a large program called therapeutic crisis intervention that's used in group homes. PCIS is just in its second edition. So, it came out and they modified it from group homes and then this was completely redone just for schools and it really talks about um the inside of the child, the inside
022of the adult and how that works on communicating. Um also when we were planning we kind of sat back and figured like what were the main pieces of TCIS that we feel we use the most. Um, and this was definitely this is my favorite part of CCIS. It and no matter what classroom I'm in, um, so I've been in self-contained and then I was co-e self-contained again, it just is something that was so essential for me to learn. Um, so it's adjust or drop the expectation. Uh, we refer to it as dropping the rope. So, if you think of a tug-of-war situation, um, where you're in that power struggle with somebody, uh, TCIS really helps train your brain to understand that it's okay to drop the rope. Um, you're not letting a student win. You're
023not giving in. Um, you'll hear like sometimes I hear people and they're like, "Oh, but you're giving into a behavior when you walk away from somebody doing something." Um, and it's not. It's it's the a really great concept of just walking to a situation, see how you feel. Um, and that's a big part of TCIS, too, is make sure as an adult when you're entering a crisis or you're having an issue with a student that you are under control. Um, that something that's happening isn't causing you to feel a certain way. Um, and just like identifying your own feelings, knowing that you're ready to handle it, and then really it's feeling out what the student needs. um and changing the expectation or the environment. So, um I was thinking like a silly example and it
024doesn't even seem like something that big that you're doing and sometimes it's funny you do it and you don't even realize there's a label for it. Um but I was thinking of writing. So, not as much in my self-contained class, but going back to like fourth grade. Um it's kind of like going into my lesson knowing what my expectation is at the end of it. Um and how I want a student to get there. So, if I'm teaching a writing lesson and the the end of it, the independent piece, I'm like, "Okay, everybody get out your journal. We're going to write for this many minutes. Here's what I'm looking for." And I have a student who now doesn't get out their journal and they're kind of tapping their pencil or they're ignoring or they're, you
025know, they're not following what everybody else is doing. If I go and start speaking to that student and find out like, okay, well, right now that writing piece isn't going to happen for them. They are they do not want to write in their journal. they're not going to get a pencil out. They're not going to do it. And it's that piece where I go back and I think like when I wrote this lesson, what was my expectation as a teacher? And it's usually like I wanted them to do some kind of work. Um, and it's okay to change that. Offer a different like a different way to get your thoughts out. Could you grab your Chromebook? Would you be okay with typing right now? Give the choice. If I got your Chromebook out, could we
026do text to speech? Um, are you really just struggling? You can't get your thoughts out today. Do you want to sit with me for a minute? I'll help you write out your ideas and then you can take it back, draw a picture of what it is that you were thinking of writing. Um, at the end of that lesson, I'm still getting a product from that student. They're still completing the task, but now I just gave them a chance to use their voice, give a choice, um, and feel confident in what they're doing, and the rest of the class can still succeed and keep doing their work. And it's like you've stopped maybe a behavior from happening because you were just able to change what was happening for one student. Um so it's something that I
027just we do all the time. Absolutely. We were talking about like teachers always have like your lessons really A and B. Which one is it going to be? You don't know. Um but that flexibility. Um and we also laugh and joke because it's something you use in all aspects of your life. Especially parenting. I feel like dropping the rope comes in handy. Yes. Yeah. Um, same thing with all aspects of life. If you've seen the movie Inside Out, um, we use that with a lot of our primary students, but teaching kids how to self-regulate. Um, I wish I knew this when my children were younger, and I could have used this, but um, self-regulation is really, um, so many words that defined our emotions, not just sad, happy, mad, angry, um, but just so many
028ways to broaden that. and character strong and tcis really looks at all the different ways we can talk about how we're feeling and how they you can cross and um be multiple of colors. I I had a first grade student last year and he's like I just can't get out of the rainbow. I'm just a rainbow of emotions and I'm like well you're growing that's okay. But really um having kids find out why am I feeling this way? What toolbox do I have? What are my strategies? When do I ask for help? When do I need an adult to co-regulate with me? Or the adult having that plan B of like, okay, he's not going to write traditionally today. So, how am I going to help him co-regulate to keep them in the activity? The
029idea of TCIS is teaching students to be independent, using strategies, seeking adult help when needed, but staying in the classroom and taking a break for a couple minutes, but coming back in and staying in the classroom and and however that education is looking, whether it's a plan A or it's a plan B, they know they're safe, they know they're cared for, and they're able to learn. And that's my favorite part. The last slide's missing. Yeah, that's okay. The last slide just talked about Yeah, it was a flowchart. So, it really talked about the importance of the whole school from the bus garage to the cafeteria workers to the teachers to the aids to sport coaches to all of you and that we're the village and we need to be on the same page um for
030this changing society and how we're going to pivot when we need to pivot and what we're going to stay committed to when we need to. and we really believe in this and it has helped our young learners um become more independent and spend time in the classroom and that's that's our goal. I think that's something that we've seen work and I used it in my previous district and was trained there as well. Um so it carried over and that was one of the highlights when I found out that Jio had a team for TCIS. I was really excited about that because I had seen what it could do and I wanted to stay a part of it. Um, and I really do. I think it's making a difference. Right now, I feel like our focus
031really is elementary because that's where we're at. Um, and Amy and I are able to like jump in and help people when they're having issues and offer support and suggestions. Um, but it's definitely a really a really great program and I'm excited. So, we thank you for your support. Have any questions? First off, thank you for what you do and great presentation. It really was helpful and informative. I'm going to turn it over to the board in a minute, but the question I have is the the the practices and principles that you apply at TCIS, do they vary by age group or right now you're applying it primarily in elementary, but how about other age groups? And is there any modification that you have to? So, it is one program for all. Um, and I
032think the modification comes in with the trainers that come in and the experience that they bring. And what I love about TCIS is it's broad that you can fit it to the culture of your school. So you're not trying to fit the square peg of a program in a round hole. So um it would vary, but really it works on the stress model of crisis. So it's really keeping the students out of crisis and proactively keeping them even if their baseline is a bit roller coaster that's okay. But what that baseline looks like is different even in in every classroom. But it is the same program. K12. It's not even a program. I would say it's a resource. Um and then it's utilized um by each team member. Um it's not really something you have
033to have, you know, like I feel like sometimes you get a program like a science program, you have to buy something to go with it. Really, it's like once you're trained in TCIS, you have everything you need. There isn't like a book that you know or um like they don't have certain things you have to use with students. It's all can be however you want to practice it. And I do think it goes across beaches. A lot of what they teach you could use with any student or adult. Um, active listening is like a simp one of the things that they use, but like I've used it at the grocery store with like a person who's grumpy next to me and I'm like, "Oh gosh, this is awkward." And I'm like, "Oh, it seems like
034you're having a really hard time today." Um, so I feel like you could use it with any ages, but also if you back it up, the biggest piece of it, which is where we start, is building the relationship. If you don't build the relationships right off the bat with your students, you're not going to know that their baseline is gippy for the day. Um, and that's a big part of it, too, is recognize and understanding students and what their day looks like. I think too, um, we get trained um, every year as trainers. We train our team um, for 10 hours a year and also Cornell is constantly having updates and things called refreshers. So they're looking at at situations, they're taking data, and they're really um putting their trainings towards what we need. And
035the one training that I like the most that we want everyone to be training is self-awareness of ourselves because we're always looking at how can we change kids, how can we make that, but how can we look at ourselves? And as trainers, we have four questions that we ask ourselves before we enter. So if there's a crisis or even a mild crisis, we stop, we ask ourselves four questions, we take a deep breath, and then we enter in. So our presence, you know, we don't have our arms crossed. We're I know I was doing it earlier, too, but you know, we have a relaxed stance, and it's really about body language. It's about how you're feeling, not personalizing. And it's hard some ways, you know, when you've got active learners. But TCIS is um I
036love the research part of it and I love that people at Cornell are gathering all this data and we're putting ideas from the schools in with the university and and meshing them together. Excellent. Thank you. I commend the work. Um it sounds like it has very similar principles to trauma-informed systems of care which is throughout um the mental health community and a lot of work happening within Livingston County. So I think it's a phenomenal asset and using the same language um will be very helpful to families um and I'm sure y'all are hearing um and I think that that will be just an incredible thing that the kids are getting the same resources that the parents are and that when we're working cooperatively I just think that's that's outstanding. So it's wonderful work. Yeah. I
037So I uh I come from the group home side of it. Yeah. So I'm very what it is that you guys are doing and the research that does based upon founded. Um but just a couple things that I wanted to just ask. Um, I'm assuming you guys do a lot of tracking and so is one of the things that you guys are looking at is is any type of anticedance to the behavior like you know you're seeing this behavior but was there something that caused it that is readily seen versus you know that that's internal because there's internal external so you guys were talking about the internal yeah so our mental team um and um they do a great job of tracking through FBA and BIPS and then TCIS also has an individual crisis support
038plan used to be a management plan but it changed to support plan and that's really awesome for putting in information of exactly what are we looking at for the student what are we looking to get out get out of the student and you know what are we going to collect to find out the function of the behavior so I love that piece of it and it's quick an FBA day that you know takes a really long time to get it to get it off and going and it's six weeks because teachers had this behavior for a while. So that's something that we can do and use quicker but we do collect a lot of data not just for students with IEPs or 504s but for all students that are exhibiting behaviors. There's also Oh, sorry.
039I was going to say there's um like the life space intervention or the interview. I can't think of I want to say ice a um which is just a quickly run interview that you do at the end of a crisis with a student um that any of us on the TCS team are trained to do. And that's another really really useful piece of information. Um it tracks through exactly what happened from the student's perspective. It's a lot of you just nodding and listening and letting them like kind of train off and go through what they felt happened. And at the end of it, it's also helping them go back and put their feelings towards what happened. Like because I was angry, I threw a chair. Like identifying what it is that's happening. And then also
040planning. You try to come up with at least three to four things that the student felt comfortable with that they could have done different. Um whether it's like asking to go get a drink of water, asking to see a preferred adult, taking a break, um and then role playing. So, the interview isn't over until you and that student find a place that they're comfortable and you actually run through like, okay, here's the crisis. Here's what just happened. How are you going to respond? Um, and that's really helpful, too, because it's also I use that where I go back and say, hey, listen, the last time we sat here and we did this, you said, I want to try these three things. Today, when you were upset, you were able to pick one or today when
041you were upset, we forgot about the three things. So, that means we have to practice more. Um, So, I feel like that will help too with knowing what's going on with the behaviors. I think also too a good point is re-entry. Is the student ready to re-enter into the environment? So, with your data, it helps collect that. It also helps, you know, is this student a small little volcano that's going to go off until the lava all comes out or is this a student that can re-enter and are they re-entering to art? Are they entering to to their home room class? And so, it looks at all of that through the interview. So, we make sure that the student is being afforded the best success that he or she can. Um, and then that's all
042collected um on the ICSP or if they have a bit I don't know if you guys would be able to answer this question, but the bit like so do they use the language associated with TC. So say you know one of students in the red zone things that they're doing is that isn't structured in that fashion. So it has an overall um structure and then within that there's paragraphs that describe what the student's using. So if that's the vocabulary that the students using, if they're using a visual if for the first graders we use a lot of the inside out characters. if that's what they're using, that would be part of it or that would be um uh something that's added to it. So then that consistency and that visual support goes along with the
043BIP. But the BIP itself is pretty um what do I want to say? It's just the format is general and then the paragraphs are personalized to get into a lot of it's just that the initial data like here's what we're seeing, how often, where, frequency, those kind of things. Okay. Um, but then that helps drive them into like the behavior intervention plan, which on those two that is a little bit more personal where you can put in there like if a student has a social story or if you in your class have a behavior management plan you're using um that also ties into it. We talk about re-entry of student, but when when a an educator or a support person has escalated, is there also a process of self-care there before that person has gotten
044back into their window of tolerance for their we check in. Um, Tara Button actually is amazing um because she takes a lot of our crisis calls and so she's great at letting the mental health team know um you know who to check in on and we just I think that's okay 612 is the same but we have such an immersive supportive culture and that we just all like we know what's going on you know like and so we're all um supporting each other but we've had times where you know if someone's had to take a couple hours and and and read or if they want to go and speak to the mental health person and kind of walk through that um life crisis interview for themselves to kind of like process it. We we do
045that as well. So yeah, that's super important. It's in the life space crisis interview takes time but it's so valuable and that's where the learning comes. But I think we've also even just in our meetings like our TCIS professors we have um with our team we focus a lot too on like it's okay to tap out. There's nothing there's no one's going to judge you. There's no harm in it. But if you've been in it with a student for long enough and you're really starting to just you're wearing down, it's okay to put that call out and say, "I need a switch of an adult." And sometimes the kid needs it too. Sometimes just a change in face can make the world of difference when you're in that crisis. Great presentation tonight. And I know
046you mentioned some workshops with both drivers caf. Is the faculty aware of these strategies because your presentations tonight would be so valuable for them to hear if they haven't already. I don't know. K5 is at level two training. So the whole K5 faculty has received the basic introductory training and then we've gone into a deeper training around behavior strategies with them. So we're super excited. It's been a super successful year with kind of spreading the resources this year and we hope to continue to um keep training everybody but getting it through as well. Thank you so much. I would highly recommend school. We're getting there. We're getting there. One second at a time. Thank you so much. Thank you, Amy. I'm gonna put you on the spot for just a moment and and say at
047our last meeting, we uh you know, it was kind of a bittersweet moment for some of us that we accepted some retirements. Um congratulations. We uh certainly will miss you. I suspect there's a grandchild that will be just wanted to say thank you for all you do and thank all of you. It was not an easy decision. So big boss. Thank you. All right. Nice presentation. It is Megan. All yours. Yeah. So I mean that was a great presentation and I think um we are trying to continue that up to the middle school high school. has been really an elementary focus I think for a little bit and same as the go blue culture and things like that. We're trying to continue to to move things so there's a K12 connection. Um you know we
048did some things I did some things a year ago with the coaches um with CASA like first aid for coaching and things like that which kind of tied into the exact same training they were talking about. So it's it's nice to have them here now trained so they they can actually come in and do those kinds of things. Um and then we're doing some trainings with U of um with some initiatives they have around mental health and things like that called success for of all students and Lyn County schools are piloting that a little bit. So we have some work with them on that that a small group of us are doing that kind of ties into that as well. So we're kind of transitioning that up and uh it's great that both of them
049are trained now and we can utilize them and get them involved. So um so that's good. Um so a couple things really just want to update and share on tonight. Uh one is a bridgeuilders which you'll hear about a little bit and some transitions that are happening. A high school career day which was our we had our first 9 through 12 uh career day in a while um connected to our go blue. Um some leadership opportunities in the middle school high school and then some things related to success for all students which kind of tie in that TCIS as well. Um, we thought you've heard a lot from us and probably are tired of hearing from us every time up here. So, we brought in the experts and the people that are really doing the
050work um and doing a good job. So, Megan's going to introduce them a little bit and talk a little bit about Bridgeuilders. So, we have some legacy building planning team members here. So, we have two teachers, Dana McIntyre and Alison Shields. So, come on up. And then we have two students who have been members of BPT for a very long time. will retire one of their jerseys at the end of this year. Natalie Kel and Carly Hai. So, they're going to help us introduce We've been Yes. We've been very excited to um get a chance to present this program to you. So, I'm going to have them start off, but this is really tackling our peer-to-peer work and our transitions specifically with 8th to 9th grade. So, our goals with this program are to strengthen
051peer-to-peer connections and support across our high school community, to enhance the transition experience from middle school to high school, and to foster stronger connections among students to to start their high school experience. And then the vision that we came up with was empowering students to build lasting connections, foster mutual support, and create a welcoming school community by connecting upper classmen with incoming freshmen and with each other. Uh so together we thrive in an inclusive environment where every student feels valued, supported, and prepared to succeed. Want to call here? Um so as a BPT we came up with this idea of bridgeuilders and it's really open to grades 10 through 12. Uh there is an application process requiring two recommendations from staff members for students who want to participate in this. Um, we will be providing
052a training in June for all of our bridgeuers and then we'll have staff supervision and support provided throughout the year built into the program to help not only train but support our bridge builders and their new role as um supporting the younger kids. Um, so uh this program will include all of our incoming ninth graders. to our current eighth grade students. Um we're planning to present the program to students and their families in June so they know what's to come. Um their participation in all of the events are free to them. So a high school orientation day with their Bridgebuilders so they can get to know them before school starts. Um and then a bridge builders mentorship throughout the year so they're meeting with those people regularly, their familiar faces so they know some of
053the older students well. And then we plan to do quarterly events during the school day. Um, one example is lunch with your bridge builders. We talked about an ice cream social, things like that. So, they can meet with them at least four times a year so they're not just seeing them end in August and then say goodbye. Yeah. For anyone familiar with link programs, um, this is is really just meant to provide mentorship to our incoming ninth graders. they are in the same building and they know a lot of um upper classmen, but to have that go-to person and people that they can have throughout the year, whether it's for social reasons, um extracurriculars, academic, we just really will provide a solid foundation of support for them that they'll have access throughout the year. So,
054as mentioned, we will have an official 9th grade orientation that will happen in late August. So, we will transport students here, have our bridge builders ready to go, a morning and to early afternoon of events, um, and and start to make those connections. And then we'll have hopefully an 8:2 ratio with two bridge builders per 8 to 10, however it ships out with how many we have interested. And so, those will be your go-to bridge builders for the year that you'll have lunch with that you'll connect with quarterly. And then we'll have a culminating event in June and hopefully inspire ninth graders moving into 10th grade to then become bridgebuilders. Very little cost associated with it. It's really just working on the transportation of getting all of our ninth graders here. Um we're working with
055uh David and the cafeteria budget to kind of embed a lot of this just snacks, water, you know, ice cream social at the end. the t-shirts would be the only upfront cost that we're going to look to GCEF to maybe apply um or PTSA, but really it's it's minimal cost, but a big reward and it it'll pay out years and years to come. So, the program timeline, we've already completed a survey of current eighth graders and looking at what they're anxious about, what their needs might be next year, reflecting in conversations about when you were in nth grade, what would have helped to make your year better and to feel more supported. Um, when we get back from break, we'll have an interest meeting, an application process, and then by early May, we'll have our
056bridge builder selected. We'll have our first training, and then I will utilize those students to go into 8th grade classes in June just to give an overview of what to expect with the program. I was already present at uh Teresa Hold's ninth grade parent information meeting. So, I planned this program and gave them a head heads up that this would be happening. So, they seemed really excited about that. We'd have a second bridge builder training in June and then August would be our 9th grade orientation. So, one of our to-dos at our next VPT meeting is to really map out what that orientation looks like. So, it takes an entire committee of wonderful people dedicated to making this place better and this this team is responsible for so many things. So, hard work very much
057appreciated. Thank you very much. Wow. This is this is a great program obviously and and thank you so much for what you do. Um as you were I love the name Bridgeu Builders. What's up? We like alliteration and uh you know from that standpoint it it reminds me of my former business life. We would have an onboarding program for you know new employees and this case new students. But, uh, you know, many similarities in terms of, you know, the the benefit, the value, and so on. So, thank you from that standpoint. Thank you for all the time you put into it. Um, you said you're going to retire one of the jerseys. Are you? Yeah, we've got one on our way out. Yeah. Bring it somewhere. Where might you be going? All right. Every time
058she's up, she knows every Thank you. Anybody else? Any other questions? So, just a couple other quick we'll be quick to get through this a little bit. Um, again, high school career day. We had the first one. Um, for our high school kids, 9 through 12 was really about more career focus. Um, and then our 11th and 12th graders got a lot of like real world application um, and different things like that. I think you have a couple. So ninth and tth graders got to pick career selections. Uh those were their focus for the um sessions and then 11th and 12th graders the real world applications. So things like is college right for you? Um personal finance uh how to decipher health insurance premiums and those presenters made them work. So they were like we
059never want to deal with insurance again. Um but just really solid exposure to a lot of things that they wouldn't normally have. And we, you know, we obviously want to thank the a lot of people from our community as well, uh, that came in and did the presentations and things that they're listed on. You probably can't see them all, but we had a lot of local people, um, some previous graduates that came back and actually spoke to them as well. So, that was really nice to see those people come back um, and speak to our students as well. And Megan Harvey did a tremendous job putting that together. A lot of work. Um, no, stop, drop, everything, and read day. We had that um, a little while ago. and we had a couple a visiting
060author um and we had two lunch and learns with that visiting author was in as well. Um so a lot of things going on there. Um some other go blue updates. You heard some of these already. Uh the penny wars I think Giana talked about that. So you heard about that. Uh we have some double dough um as well. So that that is really for our our cafeteria and our transportation um departments. they have these the double dough money and they can give those out to kids that are doing a good job meeting our our gold blue traits. Um and then the students can get a free ice cream when they're in the cafeteria. Um so it's just a a different uh different group of uh things with obviously our our transportation department which sees
061kids first thing in the morning and gets them home. Um so you never know how those students are when they're getting on the bus. So this gives them a little uh incentive and things like that do well. And obviously the cafeteria um can be a little crazy at times as well. So, just gives some free ice cream out when they're doing that. Um, then we also have a our always a Blue Devil alumni breakfast planned. Uh, so our plan is to do this every year. Um, with the class that just graduated previously, so we're just starting out with the the class of 2024. Um, we'll be coming back and, uh, I think Megan's done a lot of work on this, so she wants to speak a little bit about it. Yeah, you know, we want
062graduates to feel like they're still a Blue Devil. And so, we thought we'll have this annual end of May breakfast for the prior year's graduating class so that not only do they get to connect with each other because sometimes it can feel awkward re-entering the building and wanting to stay in touch with people, but they can come back, connect, see how their year went, and then it gives faculty and staff a chance to do the same. And so, we can start to use alumni as networks, and we can get some feedback on how we're doing as a school. So hopefully it'll cultivate that just that continuous connection um with all of our graduates. So we really want to, you know, get some pointed questions and things like that to them as well, just so we
063can get some feedback after they're out for a year. Um so hopefully we can tweak and change some things as needed based off some feedback after students have been out for a year just some some people will be career out in the careers and some people will be coming back from college just so that we can make sure that we're doing a good job meeting their needs. uh some other leadership opportunities that we had in March um that you saw going on and you heard a lot about that. Obviously the page turners um obviously the mind uh tech wars competitions um we had the athletes workshop we've had five athlete workshops with just some student athletes and Dr. Cipher from the EOR came and spoke to our uh student athlete group on um just mental
064training and things like that from practice to being prepared for games. Uh we had our leaders on the stage, the orphan train which was outstanding. If you were able to come watch it, our students did a great job performing in that. Um and then our also our girls flag football which is off to this first year. um and they're doing a good job, but they had the opportunity to go to the Buffalo Bills Stadium and there was a couple presenters and speakers there that spoke to the team um about some different topics and things like that. So, that was a great opportunity for them to go to that training facility which is amazing um first of all and then just listening to some people speak, some players um and some some coaches and and people
065like that at trainers at that event. And then success for all students just a few things we're doing um writing revolution. Yeah. So, we're moving forward with we have our whole English department training 6 through 12. So, we're moving into social studies and science next. There's an August training and then we're just continuing to embed some in-house professional development throughout the spring and summer. Just continuing writing as a focus of ours. Um, with our testing, we have our ELA tests tomorrow. So, I've overloaded the alliteration today, but the endurance eats, we're going to come around with a turn of just some healthy snacks and just some fuel and positive motivation. And we've worked with teachers um throughout March just to continue to support some academic boosts as we get closer to the tests. And then
066student success team, we have a student success team now at the middle school high school um where students can or teachers can submit a student that they feel may need some extra support and maybe some interventions and things like that. So we have the success team uh that we meet weekly um to really review those students and see what interventions and strategies that we can help support the student in there. Um, and that's kind of related to our MTSS work. Um, and then really looking at some AIS improvements going into 2526 and ways that we can make that that uh better for our students and for for our staff um to really make sure some interventions are in there. So, um, you know, again, the MCSS work, that student success team, I think relates a
067lot to the TCS training as well that you heard today. So, it's not always academic, some of it's social, emotional, um, and then sometimes when those things get in the way, um, they struggle academically. So, it's really trying to narrow it down and target exactly what's happening and providing feedback to teachers um and students on how we can help better support them in school. And I think that's all we had. This is our blank slide too. Yes. No questions or anything. Great job. Thank you. Any questions? Any questions? Great. Good work. All right. Thank you very much presentation. Thank you. Dr. Got some great presentations here. So, um, yeah, it's it's hard to follow the two groups that went before. But I think what's fascinating in what this the the presentation that I'm going to
068share with the board and those watching in the community is uh is that what Amy and Melissa and Craig and Megan Dana Allison what they've been talking about is all of the things that are really true to Jenna Seal and hopefully the numbers that I'm going to present tell the story the same story but using numbers all the things that are essential and important to Genia uh should be the same story when we finish. So there we go. Uh so we've started with this uh goal slide right from the very beginning. Uh and it's there because what it does is it shows us the core. It shows us the lighthouse and the direction that this budget uh work has followed. Uh and we have stayed true to these six budget goals in the work that
069we've uh progressed through during the last three to four months. This work has has gone through uh an interesting pathway and this pathway that you're taking a look right now is not just a calendar but it in a sense it's it's a road map. It's a road mapap on how we have uh put together the pieces so that when we get to first draft budget today, you've seen all of the components that will align with each other and create that picture or that story that gets us to the end that's been presented in the presentations prior to this budget goals. we've introduced with those and uh clearly we we've got a vision. We went on to our project revenue report on February 10. We needed to understand the capacity and as a board and as
070administrative team, we began to define what that capacity of our budget was all about. We moved to our non-instructional plan. That's the infrastructure. That's the board. That's the the underpinnings of how a program moves forward. and we presented that in February 24. I don't want to say the key part of the budget, but essentially when you're talking about personnel and instructional program, those are the essentials. It's who we are. It's what is important to our school, to our community, to our culture, it's our our faculty, it's our staff, it's our administration. And then the final piece on on the 24th is what I call the reality shakeup. We set a tax cap and we put it all within a context of what is real and how do we get to that real end for our
071students, community, teachers. So um this work hasn't been without challenges and from the very beginning we've talked to the community, we've talked to you as a board about these challenges and they are violent. loss of COVID stimulus funding though we was n though we know it was coming uh is still very real when dollars aren't there it's an awareness that in fact we need to move forward but some of those resources are gone we are facing a tax cap and you don't even have to read the news to know that there's high inflation all you have to do is go to the is going to the marketplace so we've got a tax cap limiting our funding but we're facing high inflation. Health care costs are very real. You know that as individuals, as an organization,
072we're facing a pretty significant 12.4% healthc care cost increase in just one year. And then I mentioned this before um and this is about building a budget that is a a clear picture, a definitive picture of what we hope to accomplish in a year. We're not going to uh have a history as it perhaps in the past of incurring expenses outside of the budget. A budget is going to reflect the direction that we want to go. Now, during these previous presentations, we faced budget challenges and and and I'm just going to briefly just um refresh your memory, though you've been there and you've sat through them. Special ed population going up 39 students. You sat through that. That's a budget reality. That's a budget challenge. We are a school in need of improvement. We knew
073that we would become a SIF school because there is a specific population of our kids that are challenging and need additional supports. That's a budget challenge that we need to address because all of our children need to be successful. We've got some strategies that we have been uh presenting from out from the beginning of the year. You saw them in the pages that we presented a couple of weeks ago. You saw bits of pieces of it in Craig and Megan's presentation, whether it's the reading, the writing, the math, the go blue. Um, and then of course all the powerful things that you've been seeing and experiencing, art, music, theater, sports, go blue. I call all of those budget challenges because we have to make sure that those pieces are components and embedded in our budget
074work. So um in the end when you travel that path of building a budget there are three musts and though they are known and well practiced these musts need to be uh reviewed and and and we need to remind ourselves we must have a balanced budget. It is our responsibility to provide and preserve the fiscal integrity of this school district and it is your mission as very nicely uh said by the board and demonstrated by our students and faculty tonight. We need to maintain our quality programs and we're going to make some tough decisions as we move through this uh journey uh that to to achieve a balanced budget. Uh we talked about uh our tax cap tax levy last week and in audit committee we had a really thoughtful conversation about how the tax
075levy is not just about communicating with the community this year but it's setting a pathway fiscally for how we need to u manage our resources and how we need to maintain fiscal integrity over a short period of time two to three years. We will also as we go through this pathway to a balanced budget, we'll take a look at our reserves and fund balances. We will take a look at what our grants will provide us. And we will also take a look at where personnel salaries may need to be um u adjusted and allow the grants to provide all of the funding for personnel as we move forward in order to meet our balanced budget. Um we're going to remove some costs and I'm going to speak to this a little bit in some of
076our maintenance equipment and parking lot repair. We're going to reduce some personnel costs and I'll speak with that uh in a few minutes. Um and we will reduce some transportation runs, particularly what we're looking at right now is the Friday run. Um that's a hard pathway to follow. What is just as important as that pathway is what's not on the path. class size is not on that pathway. AP programs are not on that pathway. Career in tech are not on that pathway and art, music, theater and sport are not on that pathway. We know we need to reach a balanced budget but we know we need to take the right path in order to get there. So last two weeks ago, last month we presented um our March 24 budget. It was a picture of
077a lot of hard work that uh Stephanie Hilt and John Holt did around revenue and budget planning. It was a lot of hard work around an expenditure budget that all of our principles Mike Salotel and Stephanie Hill put together. It was as comprehensive a look at what we have our capacity and what are the many opportunities that we need for our students. What is at first disconcerning is the gap in the red between the expenditure budget and the revenue budget. Now, we didn't talk much about numbers in the last in the in the first two weeks because we wanted to talk about programs and we wanted to talk about infrastructure and we wanted to talk about people. The reality sets in and that was our first budget gap. In the two weeks since March 24,
078we have already made some decisions about maintenance equipment and parking lot repair. Our grant funding will pick up the majority of personnel salaries in some of the grant or special needs areas. We will not use personnel resources. Um we will uh uh look at um as I said our Friday bus run. We will be looking at our Boseies contracts and any unused programs in order to make sure that we are truly funding and using programs that are essential and um and not budgeted without an appropriate connection to the curriculum. And as we moved from that first budget gap to this budget gap, unfortunately, um I've had to meet uh with two individuals uh in order to give them some advanced notice that their positions would be accessed. Uh and those are tough meetings because we
079don't want to be in situations where people uh are in difficult uh in a difficult uh relationship uh with where their future and their careers would be. But essential to our work is that we meet the needs of our students uh with the capacity that we uh essentially have been have been has been given to us. So, uh, what you see now based on all of those difficult decisions is a gap of $930,000. Now, that still looks like a pretty big number, but there's already a very clear pathway in place to move that number to the zero number that you will see on April 21st. And we'll be ready to make those moves. And I'll speak to those moves later, but um with some additional review of both budgets, some additional review of departmental budgets
080with making some decisions about funding and re reserves and funding um that we're using from fund balance. Well, we've got an attack plan and that $930,000 is going to be something that we'll be able to adjust address in a very concise and definitive way. So, uh here we go big picture. So, this is what the budget is about right now. Uh and we always start with revenue and uh that circle tells the picture. Uh, our light blue and gray section represents 47% of funding that comes from New York State. The midcolor blue represents 49% of our funding from tax levy. We are considered by New York State standards of median income and property wealth as a wealthy district. That's why our state aid doesn't match some of the state aid that you're going to be
081seeing from other schools around the county. That's why we need to use our New York State funds in a very thoughtful way and we need to be appropriate and judicious and thoughtful regarding our tax levy. Speaking of the tax levy, it is something that's pretty complicated and yet the simplicity that it's been presented that it's a 2% levy is is not correct. In fact, our max cap this year could have been 3.2% incremental increase. The board has given us the direction for a levy increase at about 2.9%. Which is much more closely aligned to our fiveyear average of what we've been uh seeking from our community in regard to tax levy increases. That bottom statement there max levy limit may be higher or lower than 2% depending upon an allowable adjustments or exclusions. That's what
082makes things confusing. Simply, it's not 2%. Our max cap was 3.2 based on those formulas. The board decided to go below the max. If anyone asks questions about why is it not 2%. You can tell them here's the answer. I can't figure it out. That's why we have Stephanie do the work. But if they want to know why is not 2%, this is it. And essentially it says that the tax limit, you're allowed to make adjustments in order to meet the specific needs both fiscally and budget planning wise of your district so that you are addressing not a static state cap but a district specific cap. Can't give you any other better explanation. Oh, there we go. Foundation aids and expenses. Thank you. Um, so this is our our uh resources coming from New York
083State. This is what we can expect. This is what we know from the governor's budget. We know that the legislature was supposed to approve a budget somewhere on April 1. We know that it's late and we know that it probably won't be finalized until after the Easter and um uh Jewish holiday. So, we're going to be patient and waiting waiting for uh any update therein. Uh but if you look at the bottom two lines, the black column which was 2425 in which 11.7 million came in in foundation aid and then if you look at $12.5 million this year, you can recall that we talked about the new foundation aid for formula that's in place and the new formula generally benefited Genile because of our st stable student enrollments. So, um we're not expecting additional funds
084from the state and this is a pretty hard and fast and solid look about what we expect in regard to New York State resources. Our local resources don't change much. Uh it's important for you to understand that u in the past you'll see uh on that black column side some uh some itemiz items that we did not budget for. Again in the comprehensive work that we're trying to do to get a true budget and revenue picture this year. Um John and Stephanie and Mike dug in and we got the numbers. So, it's as close to our true revenue picture as we possibly can in regard to local sources. I'm now going to talk about the expenditure budget. Um, and the um the way that New York State asks us to communicate with the community about
085the expenditure budget is to look at three categories. And each of those categories is all about people, programs and structures. So the first category is the administrative category. I think the the side notes uh in the text on the right are very important. Uh and I want and I generally don't like to read but this script is is important. The administrative um budget are the costs associated with the administration of the district and each school building. This represents 12.39% of the budget. So it's an understanding what this what this uh what those columns on the left from board of education through central admin to finance on down the line. If you notice what we have thoughtfully done without hurting people and programs is to make a reduction on the administrative budget. It's never easy to
086make a reduction on administrators in a small district because administrators do so much. Yet, as we look at where we need to go and the importance of every single teacher and every single aid in a classroom, we recognize that we only can do so much as administrators and need to understand where resources need um to be uh have the greater focus. The capital part of the budget is the infrastructure side of the budget. Uh and on the text of this slide, you see that capital represents about 16% of the total spending plan. If you take a look at the first column of numbers on the left, the white column, and you run down those numbers, what you see is one of the biggest numbers in debt service. And what you get a sense of is
087how dependent we are as a small district in our capital projects and in our emergency projects in order to keep this facility up to date and running well. The operation and maintenance budget above it is about a million dollars left. We run on a slim budget. We have good people that operate our uh our maintenance uh our transportation and our facilities. Uh but that being said, we are very dependent on our projects in order for us to stay uh a strong facility and a well-run facility. So program um and as it should be this is 70% 71% of the dollars that we spend in our budget. Um last month uh well so this is 71% of the dollars. That means we're talking about three out of every four dollars being sent spent where it should
088be. Take a look again in that first number column, uh the white column with our proposed budget that the biggest number there is about $6 million for general instruction. When we built this budget, everyone was nodding their heads and they said, "Yep, that's where a genocal budget needs to show its support." Unfortunately, the next biggest number as you move down that column in white is $5 million, and that's employee benefits. We don't control that. It's a number that uh comes to us through uh health care and insurance and retirement. Uh but yet if you put it in perspective, it is a cost driver. But one of the things that Geneio is proud of, so um we need to accept it as realistic is that we take care of our people. And if you're going to
089take care of your people, you do it the right way. So, you can't talk about program without trying to reflect back to all of the things that have been in the prior presentations. This is one slide and last month we did it in five or six slides. So, this doesn't really say it all. Um uh but if you look down that left column, uh what a surprise that you see see things like character strong and go blue. um collaborative classroom, being a reader, being a writer, uh the mystery science, writing revolution, um you see career and technology. Uh what a surprise. You've been hearing about those throughout as the core of our instructional program and what's important for our students uh in order for them to be thriving and successful even in tight budgets. We
090indicated this to you as a board two weeks ago. Even in tight budgets, you open up your eyes. You take a look at where we need to continue to grow. And the three areas that are bulleted there are still within our current budget and we are speaking to specific needs. special education with one full-time equivalency special ed teacher, one full-time equivalently special ed teaching assistant, and tossa, a teacher on special assignment serving to support MTSS directly in the classroom at the elementary level. So, um, within the budget are all of the categories that we just talked about. Outside of the budget and voted independently, we ask our voters to continue to look at voter propositions. Our first proposition will be around student transportation and our second proposition will be the establishment. I'm emphasizing the word
091the establishment of a capital reserve. So, um I know you can go back and and look at some of these slides, but I want to just make sure that we're very aware of what Proposition is all about. Proposition is all about expending $375,000 in order to purchase bus vehicles. We are looking to maximize these purchases with a 60 68.3% aid from New York State. We're looking to maximize these per purchases that as two buses go off a 10-year schedule, two buses come up. So essentially new money is helping us purchase new vehicles the majority of which coming from New York State. The side note no asteris there maybe the next time I do a presentation I need to put it there. Our outstanding mechanics are core to the enabling us in order to execute a
09210year plus replacement schedule. Um, and I know that Stephanie has been working hard uh with Bonnie Weman in order to get back on a an appropriate 10-year replacement schedule so that we have vehicles coming in, money coming in at the right times. Proposition two, we talked about how important capital projects are for the success and the infrastructure and maintaining the quality of this facility. Proposition two is about putting aside a piggy bank. Not the money, but the bank. This is not about dollars. This is about a plan. It's a 10-year plan for in order for us to put aside x amount of money. What we're suggesting is over 10 years. We hope put money aside, but not to exceed $4 million. That's there to guide our plan. I know when I needed to plan for
093the kids to go to college or for weddings. I had some targets. The weddings didn't work out. Um uh but I had some targets. It's true. You have your targets. You have your 10-year plan and then and then and then you go forward. I again I'm going to reiterate this is a plan. Um, this is something that, uh, John and Stephanie were very emphatic about. We may not have the money to implement, but we have the wisdom to put the plan in place, and when the funding stream is there, we'll be ready to go because we need our capital projects. This is what we're moving to the 21st, right? Yes, we're moving this to the 21st. The board needs to authorize the approval of a proposition capital fund and we believe even transportation before we
094can even offer it to the public. So, um you'll be seeing these two or three slides and a chance to vote with a nice resolution. Morgan's working on the the legal uh the legal uh underpinnings so that it's done in the right way. Uh so here we are. That's our first draft budget. You know that red number is going to change significantly as we put in fund balances, reserves and look at whatever uh changes necessary in our departmental and both budgets. Uh again, those are our next steps. Um I've been saying that that's our pathway and we know it's a pathway and it's a pathway for us to achieve a balanced budget. And there we are. Next steps. So you'll see the next steps. They've been there all along. thought we've wanted to introduce one
095more key day not just for the board but for anybody in the community that's watching that April 28 29 and 30 there will be open community forums so that parents students faculty anybody that would like to come into the auditorium from 4:15 to 5:00 can meet with and have a discussion with the uh three superintendent. Thanks. Questions? I just had a question about the date, the 22nd date of approving the posture. Yes, we need to do that. We need to fit it into a very complex schedule on the 22nd. Uh, so I may be, and again I need to check with Morgan and make sure that we've got all of our eyes dotted and tees crossed. I may be asking you to come in 15 minutes before your scheduled appointments on April 22nd or between
096appointment A and appointment B. I'm going to throw in a 15minute meeting. There was a slide um that had 35,000 for special education. Whoops. Which would be in our programs. Yes. Transfer. What is that? That relates to um ESY summer school for special ed kids. So the general fund is responsible for 20% of that cost and that's the 20%. Thank you. That may have been one of the most comprehensive budget presentations I think I've ever seen. So and well done. Thank you. And I I I commend the the audit committee as well. Thank you for all the efforts and the faculty, the administrators. It's it's well done and I know there's still some work to be done. I appreciate that. I respect that. And uh you know, we'll look forward to the the next round
097on the 21st. Great. Any any other comments? No, I already got I already got Yeah, you've been you already did your digging, right? Well, and I I I echoed Mike invitation. Nobody signed in. I believe anybody. Okay. With that, um, we'll go to committee reports. Craig, anything you want to ask? No, I think Dr. Hunter has largely covered it. We did we did meet prior to this meeting and and really just uh covered a lot of the subject we've covered here in more depth and and kind of probably the thing we spent a good deal of our time through was that that that tax levy number and looking forward you know is is that can we live with those kind of numbers and what does that look like next year and the year following. So
098a lot of good discussion around that. Yeah that that multi-year plan is is really helpful. Yeah. That was uh yeah I think that was really the most what we and talked a lot about the presentation tonight. So thank you. Okay Kevin anything on policy policy will be meeting committee will be coming back together again to work on some policies uh we need to get done prior to bringing on our new superintendent. Um so the first meeting will be on the 21st starting about 6 o' Yes. Thank you. Thank you. Anything on GCEF? No. Uh they continue. You got a request already. Yeah, we got several requests. They continue to support our school in many ways. We did receive word that Coast uh may be given another donation. So, we'll keep you informed with that. And
099uh that those monies go to our economically disadvantaged students. We support them. so really needed in our school and community and very appreciated on the efforts folks. So more to come on that. Thank you. All good with everything on your all right with that uh we will turn to personnel Kim and the personnel ask for consent motion for items 8.02 02 to 8.15. Second. So motion made in second. I I do want to call out 8 02 and 8.03 with with regrets. You know, these are uh retirements. Uh again, as I said at the last meeting, kind of a bittersweet statement. Um certainly Becky K with re with all the years that she has applied here. Now we have a year good news. We still have a year with Becky but um from that standpoint
100we we wish her the best and also uh Chad Henderson who has been critically key to us in Vized for so long, but in his case it's this year. So um while we wish them well, we we're sad to see them leave. Yeah. Motion made and seconded. Any questions, comments, and any other personnel matters. All in favor? I post under consent motion for items 9.02 through 9.04. Second. Any questions on the business items? All in favor? I. Any opposed? Under the business office like motion for item 7.02 to 10.04. Second. Okay. Appropriations. Donations. Thank you for the donations for the no watch and all others. It was incredibly generous and um motion made second. Any other comments, questions? All in favor? I any opposed? So moved. And under adjournment like to ask for motion to
101adjourn meeting at 8:29. Second. Anybody want to stay longer? All in favor? Yeah, we have a championship.