001Call the meeting to order. Please rise for the pledge. God, indivisible and justice for all. Good evening, Tian. It sounds like you have got a good news report. >> I'm sorry. >> You have a good news report? >> Yes, I do. >> Good. Let me roll this through. >> Well, um, good evening. after your important work here this evening. Um, as you get through tonight's agenda, then I'd like to remind all those in attendance here and also those watching at home that we will gather out at the Sanford Barn at 7:00 to celebrate 100 nominees and five finalists for the 2026 Dr. John W. Harris Sou Falls Teacher of the Year Award. After hosting the event in our schools since 2020, we're very appreciative of our partners at Sanford Health. They are helping us crank
002it up a notch and allowing us out at the Sanford Barn this evening. Um so we'll be celebrating our deserving teachers who have been na nominated for this award. Finalists were selected by a panel of judges. And our finalists are special education teacher Mary Alex Alexander from Lincoln High School, art teacher Megan Ericson from Eugenefield A+ Elementary, science teacher Shayla Cruz from George McGovern Middle School, first grade teacher Adrienne Leiddasma from Sonia Sotomayor Elementary, and automotive and diesel mechanics teacher Ricky Mcowski from the CTE Academy. And our winner this evening will receive a $4,000 prize from our longtime sponsor, Bernide Motorc Cars. And our four other finalists will not walk away empty-handed. They also will be celebrated by our Sou Falls Public Schools Education Foundation with an award as well. So, we look forward to
003sharing more information about the winner later this evening. We'll be putting that out on our social media as well as our website, sending a press release and just shouting it from the mountaintops to uh celebrate all of our teachers and particularly the one chosen to represent the district as 2026 teacher of the year. And for our second portion this evening, Liz Herbolt is joining us to share some information about our communitywide Everybody Reads uh program that'll be coming up in the month of March. All right. Good evening. As Deianne said, I'm here tonight on behalf of the Sou Falls School District libraries to give you an update regarding this year's Everybody Reads event. For those of you that might be new to the event, Everybody Reads is a communitywide initiative uh designed to encourage reading
004across both schools and the community. Individuals track their reading of books from March 1st through March 31st of every school year. And this year's theme is tales on the trails. So individuals will be reading books that take them across journeys through different types of landscapes. Our collective goal this year is ambitious and it's really exciting. This year's goal is to read 500,000 books collectively across the Sou Falls School District and the participating communities. Last year, just for reference, our goal was 350,000 books read and we actually exceeded that goal and had 49,427 books read. So, that's why the committee thought to up the ante this year even more and see what we can do. Now, again, that reading campaign, it officially begins on March 1st. and then schools and the community. We track and log
005our reading through a dashboard that's provided by Suland Libraries. And so that's really neat because we can see real live updates in real time. Teachers, librarians can share that with their students and then we can build momentum throughout the schools and throughout the community throughout that month of March. Additionally, we are very excited because the program is continuing to grow and so we are having multiple partnerships this year. It's really exciting. First, Reach Literacy is going to be partnering with Hawthorne Elementary this year and they are going to be partnering to embed reading into the school day through volunteers. So through this collaboration, volunteers are going to be coming into the school and reading with students throughout the day just to get them in, get them to see a friendly face, an adult, and we'll
006see how this pilot goes with the hope to potentially expand this into multiple elementary, middle, and high schools. In future, everybody reads yours. In addition, the Sou Falls uh or excuse me, the South Dakota Historical Society donated over 200 books to the Souf Falls School District for this event. And so at the beginning of March, we will distribute those books to the schools and they'll be used as reading incentives for the kids. And then the librarians will also use them in the library to read to the children as well. Then lastly, probably the most exciting part is the uh increase in community engagement that we're having this year in the program. So, not only are we having this event occur through Sou Falls School District, Reach Literacy is going to be joining in this year,
007our Savior's Lutheran Church Community Library is joining as well. Tri Valley School District and Silvin Learning Center. So that's really cool because last year we had Souf Falls School District and then we had two partnerships, one with Augustana University and then one with the University of Sou Falls. So the fire is growing and the excitement is brewing. To end here, everybody reads continues to demonstrate how schools and community partners can work together to build excitement around reading and support students across the Sou Falls School District. And most importantly, the initiative helps students see that reading is not valued just as school, but it's valued outside and throughout the community as well. I look forward to coming back to you in a couple of weeks to be able to show you how the kids were engaged
008throughout the event, things that we did, and whether or not we met our goal. Thank you. >> Thank you. We may have a few questions. >> I have a quick one. Um, in Iowa they do the read across Iowa and then they do the big read and they pick one particular book. Well, it's any book you want to read, but they give a special focus on one or two books. >> And I wonder if we've ever considered that as a way to just tie our community together. Yeah, we haven't done that communitywide, but we do uh focus and highlight the read across America throughout the schools, but that's a good idea to maybe look at community engagement and how could we gather everyone to do that as well. kind of a competition or something to
009pick a few just a a select few books. Yes. >> And then it kind of um that's just a nice way to involve book clubs around the community and just a thought because you I'm noticing all this growth that you have and all these partnerships is just wanted to plant a >> a seed. Yeah. I like how you mentioned the book club piece of it too. So another way to grab another group. >> Yeah. And children's books are fabulous to read. >> Yes, for sure. Yeah. >> All right. Thank you. I'll see you in a few weeks. >> And Deian, thank you for the update on the teacher of the year. A special thanks to all the people that wrote nominations since we had over a hundred. There's a lot of intentional work that goes
010into that. It's no easy task. And um a thank you to our finalist committee um and to our school board member that sits on the right you did this year I think. Yeah. So thank you Elizabeth for doing that and then of course for an ID and the education foundation. Okay. Do I have approval of the minutes from the meeting held on 2426 and 2926? >> So moved. Second. >> All in favor? I I opposed. Those are approved. Did we have anybody wishing to address the board? No. So, we will move on to item number seven. Can I please get an approval of tonight's agenda? >> So moved. >> Second. All in favor? >> I. >> Opposed. We have an approved agenda. Seeing no conflicts of interest, we will move on to our consent agenda
011items. Can I get a motion to approve consent agenda items? Items A through uh looks like G. >> So move >> second. >> All in favor? >> I >> opposed. Cons consent agenda is approved. Dr. Nol, we have a few reports or we have one report of the superintendent this evening. >> We have one because we do have an important place to be by 7 o'clock and so we'll make sure that we manage our time accordingly. Uh the board report that we do have this evening is on early childhood programming and this is uh an incredibly important area uh for the Sup School District. South Dakota is one of six states that does not have some type of a state funded early childhood programming and it's a vital component that helps children uh get up
012to speed and really be prepared for that kindergarten year. And so you will see as we go through this report again how many different uh entities within our community that help support uh children within our community and the Sou Falls School District. So Miss Jay and Gary will provide us that report this evening. So the early childhood report. Miss Jay and Gary. >> Thank you and it's a pleasure to be here and thank you for highlighting the importance of early childhood. It's great to be in front of the board again um just in a month having two different board reports. We're glad to have you back. >> So, who we what did you say? >> We're glad to have you back. >> Yeah. So, who we serve? We serve again just like it says the
013birth to five. So, children's children that from birth if they have any type of developmental concerns at birth and then all the way through age five upon the time that they enter kindergarten. Uh we support children with diagnosed disabilities and then children who have considerable risk factors. Last year during our program year, we provided highquality integrated early learning experiences to over a thousand children birth to age five. We provided 1,400 free developmental screenings, 450 comprehensive special education evaluations for children's uh ages birth through five and services for u more than 100 students birth to three and then more than 300 for our students ages three to five. So when we look at and think about our BERTA um five screening process, we receive screening referrals from a variety of different entities or sources. Parents are
014probably our number one referral source, medical providers, and then even partnering agencies such as DSS or our part C service providers within the community. We are very fortunate um in our school district to have one dedicated birthto3 screener who provides those inhome developmental screenings with families. She ensures that they are very family centered and supporting that family and even providing them additional ideas or supports on things that they can do to be the child's first teacher because parents we really um implore that that they are the first and the last teacher. We also have a dedicated three to five screener who you know conducts those screenings out at our screen and evaluation office but she also goes into um community daycare providers as they schedule those with us. So our birth to three screeners they
015collaborate just like I said very closely with family. They sit down with families and try to make that connection develop or um you know collaborating with them to um gain information across those multiple domains such as communication, cognition, adaptive physical motor or even some of that social emotional that they may be struggling with. They communicate the results right there in the moment um during either the birth or the birth to three or the three to five um appointment with the family and they do it in a very family centered um you know manner. They provide again families with additional ideas if the child is on track but might have some areas that they could possibly improve. They provide um families with you know community community type resources and information. And then in the event that
016the child may need additional um screening or evaluations, they are referred uh to our birth to five multidisciplinary team where we will conduct um evaluations in the home or we also do them out at our screen and evaluation office and that's typically dependent upon the age or circumstance within the family. We don't want the you know transportation or um to any barriers for the child to receive that that evaluation. They are completed by a um robust multi-d disciplinary team. We have occupational therapists, physical therapists, nurses, school psychologists, um special education teachers who may be part of that uh multid-disciplinary team as appropriate. And then if children are determined to be eligible either for birth to three or that 3 to five, they will receive special education services um in accordance with our regulations. So when
017we look at our birth to three special education um our providers are dedicated in providing supports in that communication, physical, social, emotional and that adaptive behavior. the the team comes together with the family and with the family's input to develop what's called an IFSP or an individualized family service plan or an IEP, an individualized um education plan. And that is delivered right there in the home or in a child care setting. And then we have of course licensed special education teachers and then a variety of other related service providers to support uh that team. Our birth to three program um is guided by the bright beginnings model which again is very family centered. All of our providers are certified in that. It is a requirement within within those um within that program and our birth
018to three program for them to do that. So just to give you a quick just brief video of how important the birth to three program is and the supports that they provide to families. Flip it again. That was a video. Does it? So, this is one of our birth to three teachers right here in the black. And then that is a physical therapist sitting to her right and then the mother is here with her back to us with a child and they're so you'll see that the mother is engaged you know directly in the activity that they are doing with the child. They're playing um you know games or activities of course geared towards education whether the goals might be in that you know communication area or cognition or whatever the goal is of that
019family service plan that has been developed. this mother um provides a a beautiful um you know impact statement about what this team has done. She had children earlier on even older children that were in our program previously and just the supports and the confidence that it gave their family in knowing you know what to do next and how to just take the information that is provided to um to that family during those sessions and things that they can continue to to do to to support that. Are we not able to get volume on for you? >> Is there volume that is not coming on for you? >> Yeah. No. >> Andrew, could you look at the volume for >> I know. Sorry. >> Please you in your home at no cost. Children graduate from the
020program when their goals areated alone either. >> Let's see how well I did. narrating. >> Oh, thank you, Elizabeth. That's a good job. >> Learning doesn't wait. It begins the moment a child is born. If you have concerns about your child's development, you're not alone. And you don't have to navigate it alone either. Birth to Three is a free family focused inhome program for children from birth to age three with developmental delays. Through hands-on support and coaching, families learn how to meet their child's unique needs and celebrate every milestone along the way. >> Early childhood has been beyond helpful. They've kind of continued the process of meeting her needs with PT and speech. We were working towards her being able to get onto a bus. So, that was one of her goals because when she
021went to early childhood, she needed to be able to step onto the bus by herself without any help. Um, and they were great at facilitating that. Um, and she now has gotten practically rid of her walker and is very independent. >> If a child qualifies, the family works with their birth to three team to create an individualized family service plan or parents, caregivers, and even childare providers are active participants in every session, every step. Services may include special instruction, speech therapy, physical and occupational therapy, and other supports, all based on your child's specific needs. Your early intervention team may include a service coordinator, a special instructor, educator, speech language pathologist, occupational therapist, or a physical therapist. All working together with you in your home at no cost. Children graduate from the program when their goals
022are met or by their third birthday. >> I sing these guys' praises. They have helped my daughter, all of my kids immensely. I couldn't imagine like doing this without them. They're invaluable. Like beyond invaluable. They're the best people that I know. >> Birth to three. Helping children grow. Helping families thrive. So then when we so that was the birth to three program that we highlighted. When we look at our 3 to five um age group services are provided only through that IEP or that individualized education plan. children attend either a blended half-day classroom or one of our full day classrooms. And we have both. When we say blended, that is a mixture of students on IEPs and then students not on IEPs. And um we have also special educationon classrooms. Again, these are delivered by
023highly qualified special education teachers and related service providers. And then additionally, we have children who may require advanced interventions. And so they the team may determine that they need a special educationonly classroom and that is called the rise classroom or otherwise known as reaching independence through structured education. Each classroom is comprised of a teacher to educational assistants and a behaviors facilitator. And then we are very fortunate to um receive support from our uh board certified um behavior analyst of ECBA. We are guided through the following um best practices checklist, structured teach principles and then CPRT which is that classroom pivotable response teaching. Again, these are all play-based very handson um working with children through play and meeting them where they're at. and we utilize that AIS curriculum. We also have funding through United Way for
024our preschool opportunity program. It funds 68 children who are on our Head Start entitle waiting list and again we provide three and a half hours um of enrollment um for them for 128 days. instruction is guided by our South Dakota early learning guidelines, our HEG phonic awareness and secondstep social emotional learning. And lastly, our learning adventures program is our parent pay or our feebased program. We have a room for 102 children in the community and it is also guided by that South Dakota early learning guidelines and the Hegerty and SecondStep social emotional curriculum. And just end with one more. This is our three to five. >> Show your daughter how much you love her with this beautiful gift. It says to my >> The Super Bowl School District early childhood program offers multiple pathways for
025children and families to access highquality learning experiences in preparation for kindergarten. We are proud to provide educational opportunities from birth through kindergarten, ensuring that every child receives a strong, supportive start toward future success. Our early childhood program is diverse and designed to meet the needs of a wide range of learners. Enrollment may be free for families who qualify based on federal income guidelines or an identified risk factor. In addition, early childhood special education services are provided at no cost for children identified with developmental delays or other types of disabilities. Please note, access to special education services requires completion of a formal evaluation process. We are committed to helping every child thrive and look forward to welcoming your family into our early learning community. All programs are aligned with the South Dakota Early Learning Guidelines and
026the Head Start Early Learning Outcomes Framework, which highlight essential areas of development, including social emotional development, approaches to learning, language, and literacy, cognitive development, and perceptual, motor, and physical development. These foundational domains are seamlessly integrated into daily instruction to support the whole child and promote school readiness. Our certified educators cultivate nurturing, developmentally appropriate environments where classrooms are safe, supportive spaces that help the child feel secure, valued, and cared for. Through active play and meaningful learning experiences, children build essential skills by engaging in activities that integrate language, movement, problem solving, and emotional development. Our purposeful play-based approach fosters confidence, independence, and a lifelong love of learning. To learn more about your child's eligibility, contact the Sou Falls School District's greeting and evaluation office at 6053678488. We look forward to partnering with you to help your child
027begin kindergarten with confidence and a strong foundation for lifelong success. puts a smile on your face. >> Any questions? >> So, when I think about the difference between the SP >> and the IEP, >> the parental involvement piece, I know is there. Can you help me understand those two a little clearer, please? >> Yep. So the IFSP is that individualized family service plan. So you're exactly right the the parents are the main driving force or they are you know intimately involved in the development of that and again because of the fact that those services are provided in the home with the parents you know again guided with that active participation and having them be that that child's first teacher and then the IEP is individualized education plan. parents. We of course encourage parents to be
028active participants in that as well. And they develop and help create and write that individualized education plan as well. It just looks a little bit different because the services are provided within the school rather than in the home. >> Thank you. Um um just to follow up to Gail's question for um the family based programming, do you offer flex like flexible schedules when you go to their homes just to be mindful of like the working family and all of that? >> Yep. Absolutely. So our providers work directly with the families to find an agreed upon time that will work between the family um and the providers. Sometimes sometimes parents opt to have it if the child's at daycare to to be in the daycare maybe because of schedules or or just just for ease. It
029it just kind of depends on whatever works best for for that team. And >> is there busing provided for some of those early education programs that are inside the schools? >> Yep. We provide busing. Absolutely. Yep. For our our in kids that are enrolled in the Sou Falls School District, the three to five. Yep. Absolutely. >> Very cool. And last comment I'll make is I was at uh JFK at their rise >> um early childhood and the teacher said something really profound and she said um when you've met one student with autism, you've met one student with autism and the work that goes into having you know a multitude of um levels of autism in one room. And I know you mentioned there's three support staff inside the room with different um academic certificates to
030support it and it is truly needed. >> Absolutely. >> Um and so it was just awesome to see them at work and to see like all the time and attention and indiv individualized attention given to each kid. So >> it's really special to >> Thank you. The teams work so hard. So hard. you're welcome in to come visit ours any of our early childhood or early childhood rise >> rise as well. Would love to have you. >> Yeah. Thank you. >> And the developmental screenings are for any child. >> Any child >> any a parent doesn't have to think there's maybe something that they're behind. They can even Yeah. have some assurance that they're tracking where they should be. >> Yep. We get parents that call that say, "I just want to see if my
031child's on track. I really don't have any specific concerns. We we just want to make sure we're doing everything we need to do and we say absolutely come on in. >> So, how many centers do we have >> schools? Well, for the schools, we're in nine Well, actually, um 11 different schools if you count the pop and the um LA. >> So, kids come from all over the district, >> correct? Yep. Yep. >> Yep. We have 32 32 classrooms plus the other ones. That's five more. So, 37 And how are you doing with Do you have a waiting list or are you right at capacity? >> We do. We have a waiting list. Yep. When I looked earlier today, the Head Start was at about 170 on the Head Start waiting list. >> So, no
032waiting list for special education. Yeah, that's I'll ask a more general question, but um the magic wand question. You know, if you had a magic wand, I'm I'm sure you'd take care of those kids on the waiting list, but you know, maybe more specifically um you know, what would you like to see? Mhm. >> Uh well, I would love to see prek in every one of our elementary class elementary schools so that kids can go to their home attendants. Kids can, you know, start to build those connections, build those relationships um with their building administration, you know, clerical, nurses, whoever it may be. Um I I think any principal can attest to that if they have an early childhood um classroom or students within their building, you definitely see the benefits when they go into
033kindergarten. You know, we we serve the most at risk population. Our Head Start, our title, and our special ed are the most at risk. So any sort of you know, head start we can give them um the better off it's going to be. you know, whether it's attendance or just getting those families involved and and working through that. We have such a a dedicated I say we're small, but we're mighty dedicated team that works with these families, you know, all the way from that birth birth to five and just the connections we make and just helping support them get jobs, you know, get their GED, you know, find housing, doing doing all that so that they can be there for their kids and be their kids' first first teacher. Yeah. And that's and that's not
034just you saying that and seeing, you know, seeing what happens when kids get this early education. It's it's proven across the board, right, in research. There's just so much support for for that line of thinking. >> The return on investments there. I mean, it's it's absolutely and we're very fortunate with with the school district, you know, the Sou Falls School District to to support it even with the title dollars. I mean, it's it's amazing. And with the United Way, you know, finding room to put those classrooms and and we're very very very fortunate. I get phone calls from a lot of neighbor neighboring, you know, communities and early childhood providers that we're unique in that we have this blended model and that we're able to do that. So, we're very fortunate. >> Yeah. Very. >>
035Yeah. Well, thank you. >> Okay. Can I please get a motion to acknowledge the early childhood programming report? >> So moved. Second. All in favor? >> Opposed? We have approved your report. Thank you. >> Thank you. >> Okay, Mr. V, legislative report. It's been busy. >> It's been busy out here. >> Yeah, it's been busy, but I'm glad to be back for my third straight week. So, we have the QR code for people looking on at home or here who want to go in and look at our uh our document. We have 12 key bills and that's what I'm going to focus on tonight and try to move it along. We've went through all the bills that were introduced that affected us and uh had the positions approved and going to kind of follow along
036here, but I'm going to jump around with the key bills. Um, first one on the list is 1051, House Bill 1051. It's the governor's state aid bill. It still says 0%. It hasn't been amended. It's just sitting in the appropriations committee waiting for action later. Of course, the governor said he's going to change his recommendation to 1%. Um, our position on that is to amend it up higher to 2.54 I think is the calculation is what it should be if it was the inflationary rate. House Bill 1082 has to do with reduced meals and making them free for all students in the state. Uh, that bill got out of house appropriations today. So that that is still alive and then is actually moving. Um, House Bill 1205 changes would have changed the lesser of to
037the greater of inflation or 3%. That bill was tabled seven to nothing. Um, House Bill and of course we supported that. House Bill 1323 um gives 45 days to refer optouts and other actions to schools, counties, cities. So, it's a bill for all. That bill was amended to go to 30 days. So, we had it we had it as amend to 30 days and they put it on there. So, we've changed it to support. Um, that was just recently Senate. And now we go over to the Senate. Um, oh, and that bill is uh that bill was amended on the House floor and passed. So, it's heading over to the Senate. Senate joint resolution 05 would have been a constitutional amendment to limit valuation increases to 2%. that died in Senate State Affairs today. Um,
038Senate Bill 58 is uh no property taxes at all and replace replace them with state funding, some kind of state aid. We were opposed to that. That bill has died. Senate Bill 85, schools only must have an election to opt out. We were opposed to that. That bill died um few last week I think. Um died on the House floor. Senate bill 96 is the governor's property tax relief plan county option for up to a half cent sales tax to lower taxes in in their county. We are we have support on that and that was on the floor today and I don't know what happened to that one if it got acted on. you know, um, Senate Bill 157 would have averaged fall enrollment. So, you could take the the better of your current enrollment
039or your last two years average. We uh, supported that. That bill has died. It was killed in Senate 4 to three. Um, Senate Bill 218 was a charter school bill. It uh, we opposed that. It died on the Senate floor 1717 and then they uh tried to reconsider it and it got 17 votes again. So 1716, but they needed 18 to reconsider it. So that bill has is is dead. Uh Senate Bill 223 was a kind of a second chance at the Apple to get it opt outs for schools and schools only. It would force uh well it wouldn't force an opt out vote but for like our district with over a 100,000 voters it would take 150 signatures uh and uh add days also to uh I think it's 40 days to to get
040those signed. Um that bill is still alive. Um, we of course like we of course think the like the bill we talked about just a second ago, which is if you're going to change opt out rules, change them for everybody and uh make it somewhat reasonable where you don't have large uh entities don't have virtual automatic optouts by making the the amount required so small. Um, Senate Bill 229 was a bill to for capital ally certificate or certificates or otherwise known as capital alllay bonds. It would require originally was going to require a vote if it was over $50,000. You wouldn't go out for gap all certificates for $50,000. It was changed to calc certificates are 20 years now can be up to 20 years. It the bill was changed so that if it was
041over 10 years if it was over 10 years then it would have to go to a vote. If it was if it was 10 years or under it wouldn't be subject to a vote. That bill died today on the Senate floor uh with 16 yes votes. So it was fairly close but it didn't make it. Um so those were the the key bills. I was trying when we started today there was seven left alive but um my count one two three several more died today. Two or three. So um is there any that's all I wanted to do because I know we were trying to keep them keep it short. I would stand by for questions on anything else. Otherwise I'd just like you just to acknowledge the report. Thank you. Quick question on House
042Bill 1323. Did it did it only change from 20 days to 45 or did it also change the jurisdictions that have to comply with it? >> Uh 40 the Senate House Bill 1323 applies to municipalities, counties, and school districts. Yeah. Uh, I don't think it applies to but it might but I I don't know that it applies to like rural districts or rural rural fire districts or ambulance districts. But actually I think it does because it just the statute had amended there's one that that has to do with schools on opt outs and then there's one that has to do with um everybody else. So I think they they were in the everybody else but then they also did some things where like we have some actions that are referable like for instance when we
043the board changed to go to to four-year terms that was referable and uh that changed that that bill would change that to 30 days and it did that for municipalities and their ordinances and it did it for counties and their I don't they're not called ordinances but county actions as well. So, it affected everybody equally and plus you need a 5% Yeah, you need a 5% uh opt. Oh, it did add a third notice for an opt out because the time is longer today. Currently, we're required to do two all of us, but it added a third kind of final notice on opt outs. That was the only two things that one did is is move the days from amended from 50 or from 20 to 30 and the notification that you had to go
044from two notifications to three but it didn't change the percent correct. >> Yeah, this percent is still 5%. >> It's >> and it's 2 days to 45. >> No, it went from 20 days to 30. >> Yeah, it was 40. The original bill was 45. It was now that bill has been amended so it's 30 days. >> Okay. It's the Senate Bill 223 that changed the percent and changed the days. That's Senate Bill 223. So we obviously that one we would uh continue to oppose >> of course. Yeah. Senate >> bill 1323. >> Senate bill 223 will be heard on Wednesday morning 7:45 to 9 somewhere in there >> in the House ED committee. Right. >> House ed committee. the Senate Bill 96, it said on 220 the Senate deferred to another day that passed.
045So I don't know the date of that next hearing. >> Um okay, bear with me. Uh what's what's the rate of CPI that the state aid index factor is supposed to be based on? What's the current one right now? >> It's 254. >> 254. Okay. Um and current law states when it comes to state aid education funding, the CPI or >> inflation, whichever is less. >> Okay. >> Or CP CPI or 3% whichever%. Sorry, not >> okay. >> So by law it would be at a 2.54, >> right? >> But we know certain I'm going to skip that thought. So the governor originally proposed 0%. >> Y >> now he's verbally said 1%. But we haven't had any action on that. >> No. >> But what would a 1% do to do to our budget?
046Well, yeah, it'd be significant. Uh it'd be a significant help with our budget. Uh we we still have to pay our staff even though if we we get a 0% we have a formula, but it's like we don't when it gets really low, we we don't take them down down with the formula going down anyway. So, um, you if you raise that up to 1%, that's going to be, you know, a a good chunk of money and something like $18 million, something like that for the district. And it'll raise up our salaries from one and a quarter to 1.75% for our staff. So, we get 1%, they'll get uh 1.75. So, it helps everybody out and it closes the gap on our negative uh you know expenditure into the fund balance by a good chunk.
047I don't have it exactly in my mind. I don't want to say it with I don't want to guess it. >> And if we were getting a 2% >> 2% would be very good. um because our then then our salary formula for calculating salaries for the staff would match at 2% they're equal two to two to three and a half% that they they go up the same. So that would that would mean we would be our salaries and benefits which are 85% of our general fund would be matching up with over 90% of our non federal revenue in the general fund which is where you want to be. Thank you. Sorry to make you do that on the spot math in your head, but I know you're good at >> Thanks for the question. >>
048Thank you, Shelley, for updating the spreadsheet constantly. >> It's a lot of extra for you, but it's appreciated. Thank you. Okay. Can I get a motion to um acknowledge the legislative update report? >> Second. >> All in favor? >> I opposed. >> We have approved that legislative report. Excellent. And now we're going to head to the teacher of the year at the Sanford Barn. >> We'll see you all there. >> But first, we'll adjourn. >> Can I get a motion to adjurnn? So moved. >> Second. >> All in favor? >> I. >> We are adjourned.