001I'd like to call this special call meeting of the board of trustees. It is Monday, June 16th at 5:00 and I will turn it over to Vice Chair Miss Wooten. Thank you, Mr. Chairman. Let us pray. Dear heavenly father, thank you for today. continue to guide us with your wisdom to continue to do what is best for our students, staff, teachers, and administration and our community in Lexington, too. In Jesus name we pray. Amen. Amen. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right, with no no objections, the consent agenda stands approved as presented. All right, we are now in open session and we are having a board budget workshop and
002I'm going to turn it over to Mr. Warren. Thank you uh Mr. Chair, members of the board. Um I'm going to quickly defer to Miss Strickland as she'll provide an update um on our current uh budget, you know, scenarios and just an update for your consideration and and and understanding. And then of course we'll have open the floor for any kind of questions or comments any board members have. But I'm going to let Miss Strickland first just provide a general update of where we are. Okay. Good evening everyone. The first um scenario we're going to talk about scenario one and um I want to call your attention to page four and under um Thank you. Under additional request, there are five items that have been added to the budget. These were um expenses or um
003quotes items that were received after the first reading of the budget. So, you'll see those listed there and those have been added in both scenario one and scenario two. Also with um the second reading of the budget, I have included the update pro updated projections for revenue and these projections were based on the senate finance version. So version the first reading was based on house ways and means. This vers this um second reading is based on the senate finance version. Okay. Um, and so next you will see on oh gosh I just should have numbered the pages but the next to the last page in both scenarios both budgets are balanced. Okay. So the difference in the two scenarios are the teacher salary schedules, classified administrative salary schedules and the number of meals that it
004takes to budget to balance the two versions. Okay. Um do you want me to discuss the difference in the salary schedules for both of the versions or do we just want to open it up for questions? want a question. So in scenario one, basically what we did was we took the state minimum and started at a certain number. I didn't get the to that page yet. Um I think I have some things out of order here. and had a certain increase to the state minimum up to the point where we were already paying salaries higher. We would have to reduce salaries which we're not going to do. Right. So, um I think it was at 3,000 above the state minimum is what it ended up being as high as we could go and then we
005were higher than that. Um right. So, originally how that that 3,000 came about, I took our current salary schedule at step zero and added $1,500 to step zero to all of the columns except for the the bachelor's plus 18. And that's because the state is doing away with that column. Okay? So, that happens to be $3,000 above the state minimum salary schedule. And if you look at the the printout of the salary schedules, the SK the scenario one salary schedule the the column or the sales in yellow. That's where if I follow the state variance in between steps down everybody with me? You got it. I don't have it in front of me. Way in the back of the packet. Go in the back. Go in the very back of this one. Okay. Yep. I
006think the last one. Give me a minute. Okay. I think I There we go. I got it. I didn't think I had it. The first page with the yellow. That's the That's the proposed scenario one salary schedule. First one should be scenario one. Yeah, that's okay. Add it. Okay. So, what what ends up happening is it's $3,000 above the state minimum all the way down until you hit the yellow sales. Where you hit the yellow sales, we're already above the the um our our current salary schedule is above $3,000 or more of the state minimum except for a few cells. I think four. But how how that was derived is I took that step zero of our current salary schedule, added $1,500 to it, and mirrored the amount of the difference between the state minimum
007how because it drops from zero to one. It's $250, then $250. $250. And I I copied that formula all the way down until we're currently more than what that formula would be, which is the yellow cells. So, I really like the the consistency of it off of the state minimum. I think that's very easy to follow and possibly for f for us, you know, with other budgets in years to come and future boards. I think it would make it a lot easier to because right now our salary schedule is just at random. You know, you might get a a $100, $200 increase one year and then, you know, the next year you might get like a $1,200, you know, increase. So, it's there. Um, I think some districts do percentage between sales. Um, so that
008flows nicely. you know, a certain amount over the state minimum would be an easy way to track and, you know, make some decisions around a salary. Right now, ours is just kind of at at random. So, I like the way it, you know, it it it's based off something and it and it flows nicely and I know it would take us a couple years to, you know, finish it out, but I do really like that. And um we we were reported back to on the um on the salary schedule that we're highly competitive at the upper years and we're after last year starting at the 50 and being one of the first districts to start at 50, we're very competitive at the early years. It's the middle and I feel like scenario one um helps
009with the I mean it gives I mean everybody gets their the in their increases but it really helps um that middle area of the scale or that's what it appears to do um so that we can not only be you know competitive at the upper years and the early years but also in the middle. So these are just some things that I really liked about um scenario one. So I just wanted to kind of just share share that. If you look at the if you look at the page the scenario one step difference within the schedule that shows you the dollar difference in between the steps. So you can compare that to the state minimum and you'll see it mirrors all the way down until I could not continue that process down. So that's 250
010if we're just looking at bachelors at um actually yeah well bachelors it's up to the you know the the step four and then it goes to 500 except for step um 510 and 19 is where they have the thousand jump but that mirrors the the state minimum and how they did the their steps and then the upper years is more than a thousand because that's where they are right now in their steps. Mr. Hall, having served on several boards, this one of the hardest salary decisions I've ever had to look at. And I guess you're trying to correct some maybe past uh rand randomness maybe is how you described it. But what I I mean other boards I've been okay, that's if you're not basing it on merit, then it's a we're get If you're
011not basing on merit, we're talking about, you know, 3% raise across the board or 3.2% or 2.75. And when I look at either scenario, like scenario one, and I don't have the numbers of teachers that fall in this range, but the average of all the sales is 2.7%. But you got some teachers that'll get, you know, up to a 5% raise and then the more experienced some on more experienced are getting 1.8% raise. That just that just bothers me that it's not that you could have not knowing performance and performance is not part of this that one person sitting next to you is going to get 5% and then and then another person's going to get, you know, 1.8%. And I and with the the cost of living probably being more like I think that
012you know if I read what they're saying it's B you know 3% was kind of the bogey. I think I just have a hard time with people that are doing their jobs and maybe they could be the top person in the school and they're only getting like a 1, you know, 5% raise. I that that's why this was so difficult. Either scenario was difficult. I've just seen most here's our percentwise. But I guess we were trying to go get it closer to mirror the state minimum. So it's just a very very difficult thing for me number to follow and then know how to explain that you know to a teacher that only got a 1.5% raise and and had you know superior you know performance recognized as one of the top teachers been here 18
013years. How do how do you look them in the face and say, you know, the governor says 3%, we're only going to give you 1.5%. And again, I don't know how the numbers that fall in these different cells, but that's what I'm having a hard time explaining why we chose that versus just, you know, make it all 3%, make it all 2.75. And and I know you got some that jump from one grid to the other if they get their masters or reach your certain year. Maybe that's why you do 2.75 and jump it up. and new to the board. I know we got first and second reading, too late to come up with the third alternative, but that's what bothers me with both sets. I just it's just too hard for me to make
014a decision when you have that kind of randomness, if that makes sense. Well, I can give you a little bit of history. Um, so when the state department adds a flat dollar amount to the minimum salary schedule, that throws those step percentages out of whack. So we have to meet the minimum teacher salary schedule. And when you give a flat or even a district gives a flat amount increase, it throws, you know, at some point it's going to throw the percentage. Yeah. 3% of 75,000 is more than 3% of 50,000. I I I get I understand. But if if if that was the board's, you know, desire to get to that, then we would I would have to work on a a salary schedule to get to that um solution. Yeah. I mean, I guess
015it's and I'll turn it just hindsight. I wish that would could have been our first what's our salary decision methodology, you know, to start off with. I wish we could have talked about that. Now we're in a C between a first and second reading and we got scenario one, scenario two and with no input on on the structure of how how this is and that's what what's a little frustrating for me and I look at printing this off these numbers at all and and and that's what just worries me is you're going to have you know some of the teachers is and that's not you know it's it's like that in most businesses though the state obviously did something different. But, you know, the the 100,000 year employee getting a 3% raise gets more than
016the 50,000. But that's how most businesses do do do operate. And I I would have to agree with everything he just said. And and that's the problem I have with scenario one. I I couldn't um I think there's, you know, when we get to scenario two, I'd like to offer a couple changes, you know, but I I just can't in all respect vote on scenario one because I can't go to a teacher that has given, you know, started out at 17,000 and worked the way up. I I mean I was a state employee and you you that's just how it worked and that's where we are and you got rewarded at the end and and they that's what they work forward you know towards you know what they're going to make in the end that's
017what their retirement's going to be based on you know you put your years in and you walk away with you know a great package and you feel good about what you've done and you've had a great career so that's why I would have to go with scenario two with with some changes. Um both of them and now both of these right now you said they're budgeted, they're good, they're balanced. What are the meals? So scenario one calls for capturing 1.4 of the allowed 5.59 mills. And scenario two calls for capturing four of the allowed 5.59 mills. So remember this is reassessment year. So our mills are rolled back from 183.9 to 169.3. So then they would go from 16 in scenario one from 169.3 plus the 1.4 4 to 170.7 and then scenario two 169.3
018plus the 4 to 173.3 and Scott on scenario one a teacher with 32 years 33 years 34 years what would they get on scenario one well because there's not a step 31 they're at step 30 so they're so there there is no yes there is no step for them to step for a year of experience. Well, let me ask this before we go any further because uh and this is Mr. Keyy's idea and I think it's absolutely great. I do because these teachers have given their lives to us and um if we did on e whatever scenario gets voted through because Craig's right, we've got to bring both of them and then we can amend them at the meeting a little bit if we get to a happy median here. But on both scenarios and
019I really can't imagine anybody not wanting to do what Mr. Key has suggested is that we give a $1,000 bonus, a onetime bonus to all of our teachers that are year 30 and above that are capped. Not a continuing, a onetime bonus of a thousand. Okay, that's that I mean, we can do that. Um, a bonus does not factor into their retirement, right? Um my question would be if we did that and we're sitting right here next year and so a teacher that's at let's say let's say we adopt scenario one just for simplicity. A teacher at step 30 is at $72,599. Okay. We give them a $1,000 bonus. So they're still sitting at step 30. What are we going to do when we're sitting here at this time next year? Well, what would you
020suggest? Because you're the money person. I don't know. I Well, they they got the the $1,000 bonus to get them to $735.99. So, are you going to do a Well, that doesn't change that doesn't change their salary. They're just getting a bonus. Okay. So, I just I just want everybody to understand that's a bonus is a one time, right? And it's not a recurring. Correct. It would we would hope, you know, when we can, we would continue to do that year after year. But we could take it year after year and look at our numbers, you know, and see what we can, you know, we can do each year. Okay. Yeah. Well, I was just going to say the same thing that and I don't think we need to make a decision for this year
021based on what we might do next year or five years from now because it it sounds to me, correct me if I'm wrong, but it sounds to me like we're trying to get all of this in line somehow where it makes some kind of sense instead of being all over the place. And um I mean I guess that's the explanation to teachers or to administrators to say there's a reason there's a disparity is because we we're trying to work this schedule out accordingly. I don't know. But um in regard to what Mr. all said earlier. Um I would really like in the very beginning of this process whenever that happens for you be it January whenever it is to come to us and to say what would you guys like to see not just about
022salaries but programs and everything else. Uh when you presented the the very first time to us about this budget you said we went to the schools and we asked them what they wanted and needed. Well, I would appreciate it if you would ask us the same thing. What what do we want? Um, and then we would have a better starting point as as Mr. said to work our way toward what what seems more equitable to him and also the suggestion that Mr. Key is making. See, we're stuck three days before our vote trying to work these things out. And it seems that we should have worked them out much much sooner than this. Well, I think you know the b the budget process we start the budget process rose February and we start meeting with
023you know department heads and that's when the talk at you know the state house starts happening. Um so it takes time to meet you know there's a there's a timing issue as well you know to meet with everyone and then we have the budget workshop and I can't remember if we had met with everybody by the budget workshop yeah so maybe then I can we can have something together to bring for the budget workshop where we can talk about like all of the different things that the departments are wanting. Well, you know, I really would prefer it to be before that. I would like for us to be one of the one of the people that are talked to at the very beginning. Um, just to give you an example that doesn't have to do
024with with salaries. If we as a board passed a policy that said we want a um multilingual teacher in every classroom, now this is hyperbole. We're obviously not going to do that. Then if we passed that policy, then the job of the administration would be to say how much would that cost and how can we get that in a budget and what do we have to juggle to make that happen? Well, same thing. If Mr. All had said, we just would like 3% across the board for everybody, then y'all would have known that as you were meeting with everybody else that this is what our board is wanting to see happen. How can we make that happen? Um, I feel like even when we had the budget workshop that it was basically you've got number
025one or number two and here's what you can vote on. Um, so I would like for us just to have more early input. Okay. I think that would be helpful because with the salary schedule like everybody's noticed, it's currently inconsistent with the with the steps. There are steps but there's inconsistencies already. So, you know, if if the goal is to get, you know, the other some other districts have done a percentage between, but I mean, they would have had to make that decision at some point in that particular year. You know, how it falls is how it falls. But that's their, you know, they're thinking of the best way forward for their budget overall. Whereas, we're going off the state minimum, which there's still, you know, something to that you're basing it off of. it's
026not just kind of, you know, um out there. But I do love the idea of the um you know, the thousand bonus for the once. So the steps go up to year 30 and over 30 there's there's no other step. So the the I do like the bonus idea for the years over 30 as Mrs. Burquette said, I think you don't have to get that exact number. Is it going to be 2.5%? Is it going to be three? you know, we just have these conversations and we can amend it once we know the exact number from the state, but I just think this is one of the most important things we do as a board and and and having those kind of conversations early on on strategy and I think would serve at least as
027a new board member make me feel a lot better voting one way or the other if we got that type of input. But I do have one question to just to put it in perspective of the taxpayers. So, um my understanding then on on mills the owner occupied residences aren't taxed, right? Um they there's a state um penny tax or whatever that Yeah. So, but just say a I don't love the you rental is a little regressive tax, but say a $200,000 uh apartment. What is one meal equal? Yeah. Is that Let me let me kind of talk about that because I did include that in um the second reading of the budget. If you'll flip to page three of scenario one, let's see page numbers. That's go back one. That impact of operating mills
028that right there. I got it. Okay. So your second your secondary legal residence that is taxed at 6%. So the appraised value if the appraised value is $250,000 the assessed value is $15,000. So if you look we're going to increase 1.4 mills. So on that property that secondary legal residence that increases the tax bill by approximately $21 a year. So for a car the appra appraised value $38,000 that 1.4 mills increases that tax bill by $3.19 a year. Commercial property appraised value at $750,000. That 1.4 increase is $63 a year. Thank you. I apologize. I miss m That's okay. No, that's okay. I mean I want to clear up any questions. Um that we have and and then this the scenario two one the this is the one point you said 1.4 four mills and
029I got this I have the same thing in there for um the four mills but if you change on scenario one if you add the lines 30 and above that 1.4 for millage would change, wouldn't it? Correct. If I add any any expense then the mills will change the mills can go up. Correct. 1 something. Depends on how much how much we're going to add. I mean, if if we add, you know, it depends on how much we're adding to the budget for me to balance the budget because that's what I would be balancing the budget with. Um, okay. Can I ask are we where we can like go ahead Christina Rucker asked this but and I've brought a little bit of this last time and I still think that that you could take away
030we know if no teacher leaves no administrator leaves all year long uh then that's a great problem we're going to but we know every year that there's float between one job and the other and you're in this bills, you're budgeting for 100% employment 100% of the year. I just think there's some number you could you could take off. I don't know what the number is and it's probably not a big number, but just some number and be conservative that you could take off this from from the from the labor charges. And I've seen it done, you know, in other places I've been because they know they have 5% turnover, whatever it is. Um, just just throwing that out there before, you know, is something you might we might could amend it. I don't know if
031there's any other items that that can be taken out of the budget, but you know, just seems like we could do something along those lines. Anybody else? Oh, Mr. Bette on scenario one still. Well, so how how many people approximately would fall into the thousand bonus category? Um, the last the last time I counted and I have a stack of papers on my desk for people leaving that haven't been able to get to is 34 people that are years of experience of 31 and above. Okay. So, what we're talking about is needing $34,000 to come from somewhere. Is that what we're talking about? And plus, plus the retirement FICA. Yeah. And I think that that what Mr. all is saying is is there possibly $34,000 in there someplace for people who left that, you know,
032didn't fill out the year, etc. I think that's what he's talking about that if we didn't we didn't have 100% employment the whole year. Uh so is there some number that could come off that could go toward the 34,000? Well, I I can't project right now for next year. We're talking about this year, this current year. Well, this current year, so the way it works with school finance, the current year, you have your revenue less your expenses and the amount of money that's left. Thankfully, it doesn't look like we're going to have to use fund balance, which we projected we would. We're not going to have to, but the money that's left per our board policy, there's a policy that we have to split that with capital projects with the CPIF fund and the general
033fund fund balance. So that's where that money goes to fund balance and the CPIF fund. So then we start next fiscal year building our budget. Yeah. And so so we can't we can't write a policy that says that what we have left over this year we want to pay these bonuses with. I can I can budget for that but we would have to understand that it's using fund balance for that portion because it it's it goes into fund balance and then I'm pulling it back out. But what we're saying worst case is this um the mills from 1.4 might go up. It would go up slightly but it would be very slight to cover you know the 30,000 plus if if that's the only thing we're adding. Right. But there was other things added to
034us with workman's comp and other things changes captured now. Okay. Yes. I've already included that because that's known. Is there any more on qu scenario one? All right. Any questions on scenario two? We need to talk about me. Go ahead. Okay. Because again, I can't vote on taking like Craig said, I can't explain to year 22 how come they're getting 1.8 8 versus your 0 through 15's getting whatever the percentage was. Correct. I can't exactly remember what you said, but in in scenario two, if we changed the the 1,500 to a,000 to a,000. Everybody gets their step plus $1,000 raise. Everybody, there's no trying to get it to the state requirements limit, you know, all that. Everybody understands we appreciate zero to 30 and then 30 and above are now, thanks to Mr. Key with
035this great idea, are going to understand we we're going to give you a bonus because we appreciate you coming back and and being with us as long as you have been. If we change that to a thousand and then we changed the classified and administrators where the classified um or the non-certified support staff got two but the administrators got one. If you if you ran that, do you think with with what we've added in that we would the millillage would stay the same or the millillage would decrease? Would decrease a good bit? Yes. A good bit. Um approximately two mills. Okay. But that's excluding the bonus of $1,000 for years 31 and above. So, we would still be adding around 35,000 back into that. Yes. But my question with that is if we're giving step
03630 $1,000, those people will be would be captured in step 30, right? Because right now, years 31 and above are all sitting at step 30. So, if we increase step 30 salaries, they would fall in. Well, I mean, is that okay? Well, I think what we're trying to ask so and and you can explain it to us. We want the ones that So, leave 30 where it is because they actually are getting the step and the $1,000 or $1,500, whatever scenario you go with, right? Well, when you go from step 29 to 30, right? Okay. They get the step. I think what we're asking Scott is anybody that is not going to get a step. So, that would be a year 31 instead of year 30. Is that what we should be saying? You're Yeah.
037Okay. Well, then that's what we mean. Yeah. And since step 30 goes up a thousand, then they would get anyone over 30 that this year would get the thousand. Is that a true statement? Right. Every sale would get a thousand. And if every sale gets a thousand, that means anyone over 30 years would get the the thousand because the step, correct? But what Miss Woot and I hear is because those years 31 and above aren't getting the step. She's wanting the extra thousand for the step. No, we're not doing a step. We're just giving a bonus. They all stay at their same salary. We're just giving a bonus. Nobody's trying to do any because they're they're capped. I mean, that's where the way the state does it. I mean, like, you know, the Department of
038Corrections, you cap at 28. So, you don't make any more money unless the governor gives a straight across raise, right? So, those people are there. We just want to give those people that don't get anything a $1,000 bonus. But they would if the salary schedule on step 30 is in scenario two is going from $74,99 [Music] to $75,99. But I but I'm talking about but somebody that's in year 31, they're on step 30 currently. So when the thousand adds to that sale, they'll get the $1,000 this year. So if you if we have a teacher that has 43 years of experience, that teacher is sitting on step 30 currently. And what does what does that mean for her salary? It goes up with the step every year. Whatever that whatever that step 30 salary does,
039it applies to that person that has 43 years of experience because there is I have nowhere else to put the teacher. She get $1,000. Every all the teachers are linked to the salary. So they technically get a step raise if if you add the thousand on to all sales they will get which I would call a cost of living living because so you're either deciding you know with scenario one it's a thousand or it would have to be a bonus. So scenario one it would be a bonus and in scenario two since it's a th000 in every sale that th000 in year step 30 would be what because they're going off of step 30 so they would so they would get $1,000. We just change that to 30. 30 and above that line there, right?
040Everybody over 30 years would get a,000 per sale. If you're So if you're currently a year if you're currently this year year 29, and you're going to 30's on the scale. So that so that so you're you're getting your step. If you're currently a year 30, then then you're this is your last year on the on the scale. After this year, you technically come off the scale, but you're still on it at step 30. So, I think it's anybody who currently is a step 30 employee, then you get that $1,000. So, you're not it's not a step, but it is a cost of living increase. So, anybody who's currently a year 30 or above or above, they get a thousand, but there is no above. So, if you're currently, everybody's on step 30. I guess
041above makes it confusing. Yeah, that's it. Yeah. Okay. So, it'll still read step 30, but anybody 30 and above gets Yes. Okay. Step 30. Okay. So, so I'm sorry with scenario two, we wouldn't have to recoup it next year. We wouldn't have to Well, you would have to either you would have to add more to step 30 again if we if we wanted it to be a recurring, you'd have to do it again next year. Well, again, we're not we're not talking about next year. And I understand that, but considering that we're all a little confused right now. I'm just asking, is it are we are we saying it the right way? It's a one-time cost of living raise. Are we doing it the right way? Yeah. I mean, the whole schedule the whole schedule
042would increase $1,000. And and the big besides the the the at year 23 on scenario one you quit increasing the sales I think. So I think was if I look at it right and correct scenario two went all the way down with the with the increases that was a that was a a big difference I think in the in the dollars. Am I right? Am I looking at right tell me again what you're saying year 23 on scenario one you didn't up the grid any correct you stopped because it is back to the state minimum correct instead in scenario two you would you kept going with increasing all the sales so that's why the teacher at year 23 or 24 increase is going to be so little in step one compared to step two right
043Well, I think Miss Briquette had a question to I'm just trying to clarify, but so so what we're saying is that in step two, we don't have to give anybody a bonus because if we give everybody $1,000 across the board, then year 37 and 43 are going to get the thousand also. Correct. Okay. And and so next year when we do a budget, we just decide if we want to give out money or not. But right, we don't have to decide any of this. This doesn't have to be a permanent thing. We can just do it this year. There you go. Thank you. All right. I just want to clarify one thing. I'm good. Is that there's inconsistencies in this um in scenario one and scenario two regarding percentages. Good. Is that Yeah. scenario two.
044So either way there it's going to be this is not the year there. it's just going to be a flat percentage. You know, either way, it's going to be all inconsistent. One, you're just working towards a system that, you know, whether it be like other districts do a percentage increase between sales or you're going off of the state minimum, you're either working towards a plan for the future or you're just adding a certain amount, whatever that ends up being, to each sale. But this would be the year it' be inconsistent regardless of the scenario. But scenario two is getting it back more consistent because a thousand a percentage on 50,000 is a lot higher than the percentage on a $1,000 on 75,000. So the numbers are starting to get back closer together now. Correct. They
045are starting to your percentages are dropping a whole lot as you go down this scale. Well, with scenario two, we're just given But we're trying to stay even and we keeping pace. Now, with scenario two, scenario two, we're just given the $1,500 increase to our current salary schedule. The amount in between the steps, you'll see on I have scenario two, step difference within the schedule. You see there what the step amount is between the steps. But if we came down to a th00and instead of the 1,500, that would that all changes that would that would you know the amount in between the steps would stay the same. It's just we're given a $1,000 increase instead of 1,500. Well, and it seems like for next year we need to really work look at this step schedule
046and try to get it more consistent or do like Greg is saying a percentage across the board. That's the point of scenario one, right? Yeah. Right now with scenario two, the average is 3.78 and the it goes from 2.7 all the way to is a one is 48, you know. So um and then the you find the same things in the the range is so different you know from the average is 2.71 in scenario one and it goes from 2 1.98 to you know back years ago 4.8 years ago, the state department had from step zero, I want to say in until step 16, I think it was a 1.4% in between the steps. And then when you hit year 17, I think it was 1.1% in between the steps. And then I think is
047that when 2008 happened when you know everything was frozen. I think that's when you know we went through a period of where every all the teacher salaries were frozen and then that's when things got out of whack and then when the state department adds a flat dollar amount the percentages in between the steps get out of whack. Now the history with Lexington 2's salary schedule I don't know I don't know the history you know with the amount of money in between the steps you know but but scenario one at least we had something to say this is why we're the amount of money in between the steps because that is what the state minimum salary schedule does as well that's where I was going with scenario one until I was asked to bring scenario two
048to the table. And we're over the state minimum $3,000 most of the way up and then more than that at the upper part of the scale with scenario one. And I'm just curious, we say possibly fix it next year. Would you bring us anything possibly different next year than than going off the state minimum? is a percentage between sales a better way to go because I would love to start making sense of it this year if possible. To be honest, I looked at that um because I did look at some other districts salary schedules and I looked at that. But you got to start as you know, you know, if you start let's say at 50,000 and do the percent in between all the way down. When I quickly quickly looked at that, it put
049our step 30 way up there. So I put the brakes on that and tried to figure out something different as another data point. Um, Lex one, I know. Thank you, Miss Rucker, for bringing all that data to me on the spreadsheet. But, um, spreadsheet with scenario one, um, the average sale is $2,200 less than Lexington one. And scenario, I mean, $2,900 or actually $3,000. And then scenario two is $2,200. So we're, you know, fairly competitive, but we are, you know, a lot bigger school district. Not trying to say we should be the same, but I feel like that's who we compete against for the most part. So my I think my last question is if we do scenario one with the $1,000 bonus for over um 30 years. um what what how would this play
050out year after year? So basically we would be deciding how much we already over the state minimum. So every year we would just be deciding how much more over the state minimum we want to be that would be the biggest decision every year not trying to fix sales because this would in a way fix itself over as it finishes out the scale. So, can you just help me think of how if we did scenario one, what would next year possibly? Well, we would have to as far as adding that amount over the state minimum, we would have to a see what's approved for the minimum and see what that I I do believe that it's going to be $50,000 for the minimum next year. Um, so was that's a $1,500 increase to that. I don't
051know if they're going to do it. I mean, I I'm not going to dare project what legislation is going to do because I have no idea. Um, you know, it all depends on what they do and then what we want to do as a district on how to continue this forward. I can't project what it would be. It would just be evaluating whatever the state minimum is next year when we get to that point. And then like do you want to stay at do you want to stay at $3,000 above the state minimum, then I would take the state minimum, you know, and add $3,000 and see where it falls. And if we're currently paying more, then we got to keep our current salaries where they are on the steps on the schedule. But I
052think that we would have to address that. We would I mean we definitely address. I was just you know trying to think it how you know what it actually does for us to have you know something that that follows. I mean, I know I I know some districts pay a flat percent above the state minimum, and that's what it is every year, a flat percent above the state minimum. So, whatever the amount in between the steps, that's what it, you know, you take the the minimum, add that percent, and that's what the local school district salary schedule is. And currently, we have no formula like that. No, not that I have found. Um yeah, not that I have found. Okay, Miss Pette. Yeah. Could I just ask at one point I think Miss Wooten floated
053the idea of uh administrators getting 1% and classified getting 2%. Did we go any further with that? And and as just a point of clarification, isn't there some category that last year got 3%. We It was 3% across the board. Across the board went 3% last year. We went big last year. Okay. Yeah. So, can we just discuss that a little bit? Sure. So somebody I mean give me some input about why would we go away from the 2%. I mean what was the thought? Well I was just really trying to with what the support staff makes and non-classified make you know that I said at the meeting last time you're talking about 22,000 you know two 2% $440. Well you know I think we you know I think all of our administrators are great.
054I'm not trying to step on any toes, but I think we're very competitive with our administrative, what we pay them, 1% with what they make is still a nice raise. Okay. And that's where I was going. I was trying to kind of whereas with Mr. keys $1,000 bonus. Also make sure that the support staff non-certified got a little bit and our administrators even though we love all of y'all you know that we pay them well and 1% would be nice but I didn't think it had to be 2% and that way I was trying to get the millage down a little bit too. So does that have to be put forward as an amendment? I would you would have to make it as an amendment Thursday night. Okay. Yes, ma'am. Are teachers assistants administrative or
055or they would be the 2%, right? So that that's one thing I have a problem with then. Yeah. What them making 2%? Well, they're making less than that. Yeah. That's just Yeah. You mean what they make? Yeah. Oh, yeah. What they make is horrible. I mean, you could But to give them just 1%. I know. I was They need 2%. I'm just saying you kind of have a broad brush between the CFO and the teachers assistant with the flat rate. You know, the 3% across the board last year that upper they I mean 3% on those upper numbers is pretty substantial. Yeah, I I was thinking about I was more worried about the Me and that's why that's where I came up with the 2% for the for the non-certified support staff, you know, and
056then 1% for the administrative staff. And then and it was difficult for me to say not to give everybody 1,500 but come down to a thousand because we did give we we did you know but I did that. So that would be all the way across the board plus the $1,000 and I'm not going to say it because I always say it wrong when I'm trying to talk about the bonus or whatever we're doing with above 30 because I'll go back to what Mr. um all said and with much respect with what Miss Rucker has said, I I just can never vote and I I totally understand halfway what you're saying, Scott. I'm just not a money per. You know what I'm saying? So, I have to trust you. But I can't look at somebody
057that I know and say, "Oh, I sorry. Our our first year teachers got just off the top of my head a total of 1,800 and you're only going to get 750 because we're trying to get everything down to the where we're in line with the state minimum." And I really don't mind being over the state minimum. I mean, I think that's No, we are. I want to be. I want to be. I'm I'm cool with that. Yeah. cuz that that brings them here. Yeah, it's the right thing to do. And it you're right. It But that's kind of where Yeah. If I made any sense with any of that. Well, scenario one then that's one is going up. Each bracket's going up. Um Oh, you never mind. It was Sorry. Didn't mean that. it. The
0581500 was scenario two. 1,000 was on the first the very first one went up from scenario one 50,000 to um 51 515 five so 1500 on that scenario that's step zero right step zero that's what I mean yes step Z but I just want to make that clear because yeah and and then but what Miss Rucker is saying is everything be on I guess she's saying Sorry, I don't know if you're saying scenario one or scenario two. A thousand scenario two is a thousand all the way across and they still get their staff. Everybody gets their staff. The only thing that that's what I think they were saying. I make sure I hook up is the 30 plus would get the thousand and then the the the thousand bonus. That's two different scenarios. Well, I
059if you if I I thought that's what she was suggesting on the amendment for scenario two or well scenario okay because I get totally confused. Okay, so what I'm saying is and I don't know how to say it so you would have to say it is that scenario two you want everybody to get $1,000 right? Yes. Correct. Got it. And everybody but all the way through. All the way through. That's it. Yeah. And we're Yes. That's all you got to say. Every sale gets Every sale gets a thousand, but everybody gets a step and the thousand everybody's not getting some pe some people are getting certain amounts over a thousand. Correct. We'll get a Everybody's getting a minimum of $1,000, which they're already doing in scenario one. There were five sales close but that's what
060my question was today because this the step already gave more than a thousand or more. Okay. So scenario one and scenario two, everybody eligible for a STEP is getting a STEP plus whether it's the amount. Let's everybody in scenario one and scenario two by law, everyone has to get a step. The state minimum salary schedule goes to step 28. Lexington 2 goes to step 30. Okay. So once you hit step 30, there is nowhere to step. So when you have 31 years of experience, you're at step 30. When you have 32 years of experience, you're at step 30. The only way step 30 changes is if we adjust that step 30 salaries in the different all the columns. Okay? So, if we're going to adjust the whole salary schedule up $15 or $100, everybody's going
061to receive at least that increase. Then, every everybody eligible for a step will get a step. The people at step 30 will not get the step because they have nowhere to step. Does that help? They stay at a thousand. They stay at step 30. They're getting it that way. Whatever. Whatever the they because normally they would not get if we were given a they would not get it, right? Because there's nothing to step two. If if we were not increasing our current salary schedule and we're only doing a step, those people would not get a step. They would not get an increase. Got it. So, the solution to that is for scenario one, you would say a $1,000 bonus for anyone over 30 years would get $1,000. That could be a solution there. And then
062scenario two, when that $1,000 hits the step 30, then um then any anyone that's currently in step 30 gets another $1,000. Oh, anybody anybody beyond 30 beyond $30,000, which is anybody at 30 or beyond,000. Well, everybody gets $1,000. Well, in scenario Yeah. Everybody get it all across plus their step up to 30. Yes. But this guy's going to roll her eyes at us in a minute. No, no, no. I'm going to throw a cane at you or throw something. I mean, this is it's it's important because what I'm hearing is, are you talking about an additional $1,000 to take the place of a step? I think so. This is what I'm saying. Scenario one with $1,000 bonus for anyone over 30 years. Yeah, I got that. Okay. Scenario two, anyone over 30 years. Either way,
063it's $1,000. Right. For anyone over 30 years, either way, it's $1,000. Correct. So, so I think then who but that would change the mill rates in both of them and to amend if you want to amend it. What you'd say is go with scenario one and pay $1,000 bonus for because they didn't change the steps after year 23 in scenario one. So, um uh so any I think if you wanted a minute you said anybody over 30 gets $1,000. Now, we kind of the ones in 23 through 30 are only going to get the difference in the step, which is you. But in scenario two, you could say instead of starting off with,500, start off with a,000 and just run it all the way all the way down in there. No bonus in in scenario
064two. Correct. Correct. And we're changing the 2% across the board to two and one. Correct. Okay. Mhm. So, I need to get my laptop out. Okay. Okay. Is there any more questions on anything on this? Just I just want to ask just one last thing. I just don't like I just I don't know how many teachers assistants we have. I just just wish they weren't in the but they got 3% last year. Okay. It just seems 2% of you know what that would be a great point too if we want to look at changing that in future for future and that could be something we look at early you know in the tight budget this year it's a tight budget you had a question I was just going to ask about how many workers do
065we have that are over 30 in our district said about 30 30 34 34 the last time I the same I thought you were saying that's teachers You mean you mean everybody? You mean like teachers and I didn't I haven't looked well that would either follow because they would get the percentage. Yeah, I got you. Yeah. And this and this I hate to say this because I'm scared to but you know the steps apply to classified as well. You know they have a they have a cap too. Okay. I just want to throw that out there. Do we have classified over 28 on the salary schedules? But either way, this year it's a percentage. Yeah, it's Do we have classified? But they would get that percentage no matter the percentage. Yes. Okay, I'm good. We
066through. Yeah, I appreciate that extra time. helped a lot. Thank you. Before we go to third, I thank everybody for coming. It really helped a lot. And yeah. Yep. And so I will entertain a motion to adjurnn. Motion to adjurnn. Second. All in favor? Got a second. All in favor say I.