001order from April the 6th that we should recessed. Um we have two items on the agenda that we tabled. I think I've talked to Mr. not be with us tonight but he told us to call him if we need him for anything. Uh but I did confirm with him that we would need to amend item 13 discussion of the budget to say discussion and vote of the budget. If I could get a motion from someone to to make that >> I'll make that motion. >> Thank you Mr. Reese. >> Thank you Mr. Perry. Any other discussion about that? Mel >> here. >> Mr. Perry. >> Yes. >> Oh, yes. I'm sorry. >> Yes. >> Mr. Snow. Do you agree with that? >> Yes, I do. >> Mr. Billingsley. >> Yes. >> Mr. Churches. >> Yes.
002>> Six. Yeses. Mr. Chairman. >> Thank you. All right. So the first item is item 11 discussion and or approval of increasing steps for years of service on pay scales that have less than 30 years of service steps. I think Miss Cara sent us some information concerning that as well. >> Yes, I um emailed everybody the increase to the budget if we were to increase the scales that are at 20 currently by two steps. Um, it was my recommen recommendation to do the scales that are at 20 and the scales that are at 25, wait till those 20 year steps or 20 year scales get to 25 and then consider all the scales together at that point. Um, I just think it would make more sense instead of some scale moving to 21 and 22
003and 26 and 27. I just wait till 20 gets 25 and then we'll move from there. And I sent you the budget impact. It was like $10,000 something dollars when it moved. >> Thank you, Mr. Perry. I'll second. Thank you, Mr. Churches. Any other discussion? Mr. Will you call roll, please? >> Mrs. Oaks. >> Yes. >> Mr. Reese. >> Yes. >> Mr. Snow. Mr. Snow, is that okay with you? >> Yes. >> Thank you, Mr. >> Bill. >> Yes, Mr. >> Yes. Mr. Chair, >> thank you. Item 13, discussion and now andor approval of the budget. Also, Miss Wong, you sent us some information about that as well. >> Yes, I did. So, I made the changes from the SEC within um this budget that I sent you guys today. that's also in front of
004you. Um, and then I also gave you some more information on a few changes since the last draft that you've seen in your budget pack. Um, so those revisions were um, and you'll see them next month. You guys had approved the electric bus grant in this fiscal year, but they were not going to be able to deliver it um, at least until October. Um, so and we had talked to um the bus rep the other day for purchasing a diesel bus. We went ahead and was going to get that rolling so we could get that bid out for next year. Um, but we could actually get the diesel bus in this fiscal year and since the electric bus wasn't going to be till October or later, we thought switch the two. Um so I actually
005um included the electric bus revenue which is from the grant and the expenditures for the 90 grant. We would have to be responsible for 10% of that grant and that's for the electric bus charger and the installation. So um that is now in this budget and then we'll talk to at the next board meeting about buying purchasing the theme plus in this fiscal year. Um, also I added one of Michelle Reigns's grants that she had got and that's to cover one time one full-time nurse for three years. Of course, I just put one uh year in this budget. Um, the expenditures were already in there for the nurse. So, this is just going to offset that. Um, I also made the change on TISA to just go ahead and put it down to the funding
006floor. I think you guys requested that at one of the budget meetings and I forgot to do that. So, I went ahead and showed that here. Um I showed all of the salary step increases and I think that's it. So that actually decreases um the overall number by about 97,000 from the last budget you were at. So it's actually positive in this one. >> Could you say that last part again? What was the difference? >> It's 97,141. So it's actually down like we're not going into the fund balance as much by $97,141. So the proposed 2627 revenues do does have those one-year grants, one year's worth of grants included. >> One one of the grants, not both of them. Okay. Not the TCAP one. Okay. I didn't do that one because once that contract gets
007solidified, I don't have the expenditures in here. So I thought I'll just add the expenditures and revenue and that will offset each other for once we get that contract approved. But the expenditures for the nurse within here. So I thought I'll go ahead and add the revenue and it will have this budget. >> And and does it have the bus re the bus grant in this revenue side? >> The bus revenue >> and that's why that the transportation budget was a $351,000 increase. >> Yes. >> Okay. >> That makes sense. >> I mean is it possible to add we don't get the funding for you might >> Yes, we could absolutely get a little bit more. I went ahead and hit the funding floor. So like worst case scenario, >> right? >> And once we
008get our final, I can amend this budget and add in any additional revenue we get with TIA. >> There's on the voucher bill that they're talking about, they're they're talking about that floor being only if those vouchers are used within your own district. If you don't lose students the vouchers, there's no guarantee of keeping that piece of money. >> I didn't think that was true for this. >> Yeah. The way it reads in our formula, like they give us a whole page on it. Um it reads that if your ADM has decreased at all. >> Um and if you hit that low that it's applicable to your district, >> the bill hadn't passed yet, so may not be effective till the next one. That's true. It may hopefully it won't supersede the one we're in,
009but it it could be coming that what she's saying or the I guess the benefit we have may go away is what you're saying. >> Yeah. >> Which there's also the safety net provision which doesn't has nothing to do with the voucher bill at all. So there's actually three provisions in there to not let you fall too fast. There's also a BEP provision in there also. So, they they are trying to help you if I mean because I think most districts are losing a whole lot of students. Um they've got three different ways to try to make it less of an impact as your revenue decreases. So, >> good. >> You guys have any other questions on the changes that were made? >> I've got something off off subject a little bit. You said our
010bus rep >> or just a bus rep. We had some We had International bring a bus and to look at a demo bus. Just one to see if you know we had Mark come down there cuz I think he'll be the one getting a new bus. I think it's his that's going to go out. Could be wrong, but he was down there to look and see um if it fit his needs or whatever. >> Brian could speak on that more. I don't know. Well, and and I've noticed and and this is probably more of a question for Mr. Turner. Do do we do business with anybody anybody besides Midstate? >> Um I don't think we have in a few years. I know we've been going with International. They're on source. Well, um so we don't
011technically have to bid it out. We always bring it to you guys to to include the purchase just because it is a large one. Um, but from what I've gathered from him, um, the customer service can't be beat with them at I mean, you could ask him more directly on that, but >> yeah, bought from somebody else to know. >> He has. >> I mean, not in the last few years. >> No, not in the last few. >> That's questions for you. >> I can't speak too much on the spot right now. Sorry. >> No, no, you're fine. >> I can tell you what I do know or what I hear. I mean, and that from what I gather, I mean, I don't know how long like they've actually just how long it's been where
012they've actually just put a bus out to bid. Um, I think he, you know, tells them exactly what he wants and they build a bus to his needs and they typically fit it within our budget. So, We we told um the rep everything that Mark wanted on the bus and and we told our budget what we had in the budget at the time which was this year's budget but so might be different because we don't have that much in the budget this year but >> Mark for 18 more years >> I hope so >> maybe more places and It's one. So >> now that'll be brought up in May. Is that correct? >> A good idea. Think any of us would go buy a new car. >> Good experience there. You would >> Well, that's
013what I'm saying. That's what Ryan's saying. He's had good customer service. >> Ryan's spending somebody else's money. So that's start by spending somebody else's money. I would not. take it down to other agents. >> Yeah, >> I'm sorry. That's okay. >> No, you're right. >> Any other discussion on any other questions I guess for Miss Cara concerning the the budget proposal proposal yet or not? how and and I know I know um I know you plan for things within that with the numbers and things. How kind of the tie down is are these numbers that you got? >> How much are you sandbagging? >> Sandbagging like how much are kind of have a little fluff in them? >> Yes. Uh the teacher line has a little help in it and that's if we grow we
014we got to have teachers. Um so I do typically put an additional there probably about 150,000 in that line and that's just a precaution. Um most of the others I really have um anything that's not salary I've worked with the supervisors. They literally give me a list of everything that they need. We go over how much it costs. You can ask Miss Terry. She's been through it with me. Um I type in my budget sheets, everything that is typically in that line item, what it looks like, if they have quotes for increases. Um so sometimes, you know, we end up getting better deals or if we get a grant. So I mean, you don't really know exactly everything, but everything that's not salary, I have written down and what they're looking at to buy in
015the next f this year. And of course things go south from that all the time. And then salary line line items. I literally have calculated everyone's salary in this district six times now with every, you know, percentage increase difference that y'all get to see. Um medical insurance that's up in there. I put a 5% increase, but you never know who's going to take it. You never know who's going to drop it. Um we do have the new retirement rates and that's just based on the salary line that's in there. So, if we were to have to hire somebody or if somebody retires and comes in with a new salary that's a lot lower, of course, we're going to have extra there because it's based on the salary that's in here, if that makes sense. >>
016Well, I I see the 20 24. I see budget actual >> and there's there's two giant differences there. >> Which one? I mean I know >> I mean like are you just looking at the overall >> Yeah. >> And the revenues? >> Yeah. The revenues like how is the big difference? >> Yeah. Um well I will say in 2014 it wasn't until 25 26 where I started like I started doing the revenues a little bit different with uh local taxes. I started taking an average over five years um instead of budgeting more conservatively conservatively whenever I started here. And this how Miss Richie did it. She budgeted more conserv conservatively on the revenues and the expenditures. So the revenues were a little down and the expenditures were a little high for the just in case.
017Um and last year or yeah last year in 25 well the current year that we're in we didn't really have a choice. I had to put more revenue in there or it's going to be like absolutely outrageous of a dipping into the fund balance. So I have reflected um >> well that was in 256 >> tried yes in 25.6 um to calculate I just did a 5year average because it's really hard to know um and especially with local option sales tax that has skyrocketed and I do a little bit of an increase every year because I don't truly know how much it's going to increase. It just depends on how much people spend. Um, >> so so this is I'm sorry. >> No, go ahead. >> So, um, I know this is probably an unfair
018question, but the revenue and the expenses for 2526, excuse me, you got we have the budget numbers in front of us. How close are we going to be? Do you have any idea? Are we going to be higher in revenue, lower in revenue, higher expenses, lower expenses? >> Yeah. Um we'll be um >> is is the difference going to be less than $1.3 million? >> Yeah, I think yeah, it'll be less than 1.3 >> significantly less. >> I know I know those run question payroll projections. Um and I've went back and forth. I've talked to Charlene whether I go ahead and bring the budget amendments now or just wait because I I do it every year typically in March or April and bring all the payroll amendments and then I have to do it seven
019more times. I have to bring you guys a million more amendments. So, I was like, do I go ahead and do it and do it again or do I just wait towards the end and get a better idea? Um, so I have done payroll projections. It won't be 1.3. Um, just because we've got more revenues, like our outcomes funding was higher than uh what I projected to be and our and what we spent on those outcomes weren't as much. Um, and just little things like that. This was the original budget passed. This was this is not the budget with all the amendments in it. So, I can give you the Well, I mean, you guys get it every month, but the one >> especially the uh ask you I know I know you give it
020to us. That's why I hated to ask. >> Yeah, the the quarterly uh financial statement is really where you can see how much we're over under um at that point being. But we have to remember June is a huge month for payroll expenses. Three months of payroll, so it takes a big hit. Um well we've been over with the revenue all year but um when you do three in one month it it's gonna remove that. So >> you know and I've I've asked this question almost every time or I've made this statement since I've been on the board especially the last three or four years is we do practice very conservatism. I won't say very conservatism anymore. Yeah. >> Um but you know the difference is nearly doubled from the budget of 25 to the
021budget from budget of 2526 to proposed of 2627. You know we went from 1.3 million over spent to 2.5 million. And again I understand there's as Mr. Reese put it well and fluff built in there on both ends but that's a significant difference >> this time. >> Yeah. Well the biggest thing is we're losing a lot of money in funding. But our revenue is dropping significantly and we agreed to keep some of those positions and I know all these and there's potential raises and some that's what's causing >> that. So like the first budget I presented was nowhere near this high because we had removed some positions cuz you know we need to based on enrollment and sustainability but then you guys wanted to see higher rates at all. >> Um so >> I can't
022remember let me see what the very first one I gave y'all were was sitting at. >> Somebody's dead. I have something. >> It's okay. >> Across the board was 2.5. >> Okay. >> 2.5. So with some changes with the bus, you'd be about 22 23. Okay. Good. Yeah, I think the very first one was 2.3, but we didn't have hardly any numbers at that point. And then our funding dropped and the five and a half was 2.5 cuz I had a February TC estimate in the very very first one and then the second five and a half I presented was with the March estimate and the new retirement rates which both went up. So, and I added the switch, the electrical switch. >> Oh, yeah. And the behavior program, a lot of things got added
023into that second draft. The very first, very preliminary. Very first. Very preliminary. >> Yes. Behavior programs 4,000. >> Yeah. >> Between it and switch, we're talking a half a million. >> Yeah. What? Between it and switch, we're talking a half million. >> Yeah. >> Dr. Walker. >> Yes. >> In three years, none of us may be sitting here. >> You're going to be out of money. >> I know. >> What are you going to do? >> I don't know. We're talking about it every day. And well, I was even though I want raises. I really do. I'm just I'm worried about the sustainability. We're going to have to continue to cut positions to meet to match our enrollment because almost all our money is tied up in salaries. That's the only way I see that
024we can sustain is to cut positions and nobody wants to do that. But since our 90% of our budget is salaries, I don't see any way around it. >> Well, there's another way, but nobody wants to hear, especially the county commissioners. >> Yeah. And that's combined elementary schools. And I'll say it because at some point it's going to have to happen from a budget standpoint. >> I know y'all don't like it on the end. >> Never. Never. While I'm a few more months for you, >> at some point you got to be the right two more. I didn't say it's popular, but at some point that decision is going to be made. >> And and I I'm not going to disagree with you, uh, Mr. Churches, there going to be a lot of money spent
025on those two schools between now and then. >> And then none of us will be sitting here. >> That's right. >> But it'll be >> after after that. Yes. No. Y maybe. Maybe two. That's a That is a really long-term >> idea. A lot of overhead save >> several positions, >> you know, and a lot of depends on what enrollment continues to decrease. >> And that's >> I mean at some point you got what's the line? >> Yeah. But what number is it no longer feasible for any school to >> I think it's been 100 years but I think we had 100 students that we I'm looking at you miss Terry did we ever talk about that number years ago. >> What's the question sir? >> Well I'm sorry if if how many kids we
026needed at schools to be sustainable you I mean the numbers that's been a long time ago it could have changed since I got 100 in my mind. >> 100 anytime you get below 100 then you didn't receive funding that was average. Oh, okay. I knew that number was out there in my head for some reason. >> But I agree with Mr. >> I don't think so. >> You don't get to vote on this. >> You get to vote for us, right? >> Sorry to make a joke, but I'll tell y'all after. >> Very good. All right. So, um, good questions, Mr. church is good and I appreciate it and good question everybody on the budget that we've got presented to us. Um >> and I did run enrollment numbers today to bring and I forgot
027we're down to 1359 as of today >> from you remember I know you gave it to us but >> we started out the beginning the year I think 1488. Yeah, I think so. There's almost 1500 there. >> And that's one on my back. So, >> how many do we have enrolled at? >> We have already >> All I know is position. That's all I know. 186 as of today, 160 at Gsby and at Pel Elementary, 298 here, and 405. >> Unfortunately, the the teacher positions will have to be because the buildings are open. It's got to have a certain amount of overhead. It's no matter how many students are here. As you see it, Mr. Church, I agree with you. When as we went through this whole budget process, I mean, we were like, you
028know, the things that we fund with ESSA, we were like, which one of these are we getting rid of? >> Yeah, that's that's >> and we got rid of the behavior program for this reason because, you know, it wasn't sustainable. And >> as we go along, there's going to be more. >> So, >> there will be more of these answer questions coming up as we go along. >> We've got a medical assistant principal. We've got, you know, all kind of things in here that are were brought to light from ESSER. But those are the hard questions that you get to. What What programs are we cutting now that benefit our students because we can't afford it? And another thing that could potentially affect the general purpose budget are our federal programs. There's positions in our
029federal programs and raises like this only make them tighter. And some of those programs, we have to serve the students with those programs. So some of that cost may get pushed on general purpose because it still have to meet those services. So, >> so the whole reason that we're doing this is, and I know everybody up here does, just to reiterate, it's not to give money away. Obviously, none of us wants to give money, but you're trying to keep the people that you've got, the good people you've got. If you need to let somebody go because they're they're not doing a good job for whatever the case might be, or they retire or whatever the case, you've got a better selection of people coming in. And so, so there's wants and there's needs. If if
030we don't need that, then I'm fine with with saying let's not give anybody a raise. Let's all go home and and we're good. We saved as much money as we could by not doing nothing. Just letting that set. But if if we're moving toward a goal, it it cost something. plays on the sports team and and and just need to input everything cost. So I I don't know the issues I always have is you know that we have that $50,000 minimum that we have to meet and that's what caused the 5 and a half% raise last year and again this year for teachers. Um, you know, and I think I've done a poor job of stating that, you know, I blame it on the state's making us do that. Well, the state's not making us
031give everybody a five and a half% raise. That's right. >> I mean, I have no problem with the teachers making five and a half last year and five and a half this year, but they're not forcing us to do that. They're forcing us to get that minimum down or or to to 50,000. So that was one and to say that when we got talking about the other employees and we come up with an arbitrary number which I think is a fair number that everybody ought to think is $15 an hour. That's the only way to be competitive. I mean I for me hiring people the only way to be competitive is is $15 an hour. But again that doesn't mean that we raise everybody's rate. We're not required to do that. That's what this budget
032projects. Um, you know, some people are going to be getting 10 12% raises over a 2-year period. I mean, I'm not saying they don't deserve it. I'm just saying we got to talk about the budget. Uh, you know, I wouldn't care to see the five and a half% across the board. And if you're still not making $15, you move those people to $15. And I don't understand why that's not fair. And that's just that's just because I'm not in the the government world, I guess. But that's my thoughts on it. The the only thing with the five and a half across the board is we're saying with this budget we can't meet this number and we're actually meeting a bigger number five and a half across the board. >> I just don't understand excuse me
033how that could be when we're giving bigger than five and a half. Because you top >> well I know >> but they're a big hit. You give them another two and a half% >> but you talking about top >> but I haven't put those 5 and a half% budget numbers with the changes that I made on this one. So I I don't know you know what I mean like the changes that I've made in this have saved money in different aspects with the revenue that included and things like that. like the bus equipment line item was $455 and now we're only out $40,000 in that. So I mean that was a huge shave. The nurse revenue was a huge shave. So I've saved money in this budget that you're looking at whereas I did not
034put that in the five and a half%. >> But I think the original ones you presented presented us was the same thing. Was it not >> other than the bus? >> Yeah. Yeah. Same >> without the votes and the nurse. >> Yeah. And and I think e either way I'm sorry e either way the long-term problems are still there. They are >> at five and a half we still have problems. >> Right. And absolutely right. And that's that's what I'm saying. Yeah. >> Okay. I think you mean we talk about the one and a half. >> I don't say everybody everybody gets one everywhere. >> Yes. because the steps of something that happened. >> No. No. >> No. Several years ago, >> you missed that meeting. >> A bonus was approved and it's never been
035taken back >> and it wasn't clear if it was approved for one year for every year. >> So, they've got it every year, one and a half on top of whatever we did plus the steps. >> Give it five and a half. It's actually >> okay. So, that needs to be a consideration. Thank you for informing me of that. I haven't heard that before. Another budget meeting maybe a couple of years ago or something. We might have said that. >> And then I think we're going to have to take a hard look at these steps again cuz they make no sense to me. Um some get a bigger increase at five and 10 years. Uh one's at 17 years. Uh all this like it doesn't go much the same in each either percentage or moneywise.
036Did that change with Lean Frog? Yeah. >> Is that what all that changed? >> I mean, the old one's like 17 years. I don't >> That's bus driver. >> I can't speak. >> You're 17 and it's 9 months. >> But yeah, the other ones are different at different rates because we were trying to meet the market around us and other schools. At the lowest, at 10, and at the top of our scale, we wanted to be competitive at all three of those. So some do get higher stats than and it depends on their responsibilities and their position. >> I took her spreadsheet and percentages just make it easy. They might not be. >> Hey, we're not are we talking about this is teachers. The first page is teachers. I mean, they're all everything's >> But
037I mean, the fair thing to do is do either percent across the board or do a flat rate across the board. can't really do a flat rate because kind of the difference in salaries and stuff, but you could do a percentage per step. >> How how are these steps? How are they first created? Who knows? Who knows? That's just been here. I mean now some of the spoke way before my time but I do know we we sort of revamped them whenever we had less and that was whenever I was speaking on when we were trying to get competitive with beginning middle and end right >> so to to fall inside a gap you know you you can't do you know say 1% on every step where it was exceeding at this end or not
038meeting here or not meeting there >> because the lean prog that. Yeah. >> Yes. >> Yeah. So we So that's been three years two or three years ago. >> Been a while. >> So >> and I mean I get a fiveyear having a jump a 10 year having a bigger jump. >> But I can't tell you off some are just crazy. Some of the scales start >> Craig >> 23 24 cents and I run that for a few years and they drop 11 or 13 cents. I mean so what what is I mean is is your concern there fairness or budget? because I mean fairness is never going to >> I mean there's >> we're never going to be two and 3% >> and then it drops to half% or six >> and a lot
039of that based on the lean problem data that some could have been that we had. Yeah. >> Well and and and I agree there needed to be steps might have said that before. Whenever whenever I was driving bus, you know, if you had what they call a regular route, you made $800 a month. If you had a wrap, you made a lot of them out. You know, that was who knows. And if somebody left a bus route, you might not get offered it. They hired somebody in and you're making $1,200. You're making a You're like, "Wow, I've been here I've been here five years and you're making $400 a month more than me." And and and there did need to be some steps. uh you know that was I I ain't saying that I agree
040with with the amount or percentage or anything like that but there there need to be some type of progression or always long distance they're in the same exact position as other but that's and and that's where I have difficulties we're exact same position but are they doing the exact same quality of work that's what always bothers And that's what these steps doesn't take into consideration. And that that's just my personal, you know, understand. I don't the steps are there. I've lived with them for the years I've been on the board. Uh because but you know, I promise you there's people that I've hired that don't get raises. And there's people I've hired that gets more than others. There's people I hired a year ago making more money than people been there 20 years. I mean
041I I don't that's just what I'm trying to do. >> So I I struggle with the steps. >> I hope if I didn't do I wouldn't make you too. >> That exactly sent me home. >> Exactly. To me over bring in a 20ear teacher. You need to know what they're a lot of the others. I mean really a neighbor step don't think so >> I think we I think we agree with that inou somewhere don't we don't we agree those steps in that >> yeah I mean for the teachers yeah >> but I mean >> oh for the position >> a principal brings in a teacher they need to know all right they're 20 year experience this but you bring in a parent start and pays this and then there's no steps it's whatever the
042board approves each year for a case. Well, I I think if the um you know, if the steps are going to be revamped again, it's lower than we have on this budget, I think, >> to do that. So, you'll have >> So, no. And and and it is something needs to be looked at. I mean, if we looked at it three years ago, I'd probably be okay, but it's been five years ago. A lot of things have changed. >> I'll start looking at it September. >> Of course you do. I hope that you won't get a second to that. You a very good discussion though. >> That two and a half million gives me and and it I'm the one that normally doesn't bother but it is a lot bigger this time was than it
043was last year. The the one year the actual the prior the the 24 25 year that Mr. Ree pointed out it changed about that much. It changed 2.3. I mean, so it it could could be fine, but it is a significant difference than last year's. I say another million $1.2 million deficit spend. >> I will say the expenditures on the budget natural and 2425 are not too far off. It's just the revenue and I would have to say that's >> yes >> from hard work of our people getting grants. Did they try to find for anything that we have >> that increase in revenue 2425 a lot of that was grants is what we >> could have been grants and also taxes like I said in that year >> very concern conservative there >> got
044you could you change a sales tax approach to that a little bit too haven't you yes okay very good >> everything in this world is going So everything in this has to utilities, diesel, I mean everything you can think of >> that we buy for this school system has went up. >> Expenditures are going up and we're getting way less revenue. That's just the balance. And so we tried to make some changes to start sustaining but without you know >> getting rid of whole programs and multiple multiple people I mean it's going to be slowly trying to reduce what we're spending but we have we have had very hard conversations >> about what the future looks like. I mean, I would say another one that a huge huge expense for us is how much we
045pay on health insurance premiums. >> I don't want y'all to change it because I have health insurance here and I don't want to pay more out of my pocket, but it's one of those things that >> that's going to be a competitive I mean, that'd be something competitively we probably would be very difficult for us to do and maintain a competitive teacher base and employee base. >> I agree. I agree. >> I'm assuming other schools do the same thing. We I'll be good with with the state program. Are not are we not bound to pay X amount of percentages? >> Uh the teachers I think 40 we have to have at least 45% on them. >> Okay. A lot of districts are taking a hard look at the the percentages for the teacher share and
046then our share because it's just getting >> so budget >> somebody >> it is and for the employee whether even if we leave it the same it goes up >> insurance >> it's always a joke whenever worth the state you got a $20 a month insurance. >> Did we shop that around to see if we can get better rates? >> We did. >> It was probably two or three years ago. We did get a bid from another company and it was way worse than um but that was just one. We just looked at one, I believe. So, um we can't >> that second one may have been cheaper >> and it may have been way worse than I don't know. You never know until you got you look at it. >> Yeah. car dealer. >>
047We cut it. I put Jessica online. >> This is going live. >> But you don't just talk about losing people. >> Y'all won't have no problem. Y'all be way old. So I mean one and a half% cost us quarter million a year roughly a little over >> on 18 million. Is that about right on the salaries? 18 million. >> I did it in my computer. I didn't I did actually at when we were sitting in that budget meeting last time and I never ended up telling you because you asked, but >> it I sent you the budget electronically. So, there's a number in there somewhere. One of those shelves. It doesn't say anything. It's just a number. And I believe it was more like 85%. I know we said 90 and I said 90, but
048whenever I did the math it was about 85% so of the budget. >> No, and it was Mr. Billings as explained in the work session. They get that as a one time sum. >> Yes. Everybody gets the one and a half% teachers get the equity and the onesome. That's the 843 that you see on the scale. Um non-certified staff once they've been here three years get $75 per year. That's longevity. um depending on how many years they've been here, they get that and it's split. >> From a budget standpoint, it makes more sense to give a bonus than it does race >> because it's a one time and it doesn't hit you the next year >> if you quit giving it. If you just leave it in there and leave it assume >> then there's
049also the >> he's talking for the war schools I do like that and that gets old. So Mr. really these points there doing good, you get get rewarded. >> You get penalized for the demographics of your school. >> Well, and and and that's that's actually >> you got to look at how schools are made up. Very good. >> And I know this was talked about, but just kind of get the point for us to do something. Who can't live with 2.5? What >> about that? Yeah. Over the overspending. Yes. 2.5. We can't live with that. That's a deal breaker. >> If it's a deal breaker, we need to kick this out. We need to cross border. >> Are you there, Mr. Snow? >> So, what you do do five and a half? >> You got
050to do five and a half teachers. No, >> he said if it's across the board and that's what I'm saying. We don't have to do five and a half teachers. just just to start a teacher. >> That's right. >> As far as requirement goes, >> you do have to start at 50,000 and then you do have to meet years and degrees. >> Right. I understand that >> there are certain steps that you do have to meet. >> Yes. >> So while the whole thing would not be 5 and a half% >> right, >> we still would have to increase other steps because we do have to meet other steps and degrees. And the degrees yes state those >> did degrees did did the requirements for the degrees raise above what we're given now? >> Yes.
051Yeah. I'll check all that. >> I don't I mean I just checked it by like they go like I think it's 10 years 15 years 20 years maybe not even that much. they just they have set up 10 and then so there's a bachelor's, masters and then anything greater than that. So you have to meet all of these like certain steps >> the state mandate >> state mandates it. >> So Mr. bring up a good point. Who who couldn't live with the negative the negative two the 2.5 overspend 2.5 million overspend? I know you talked about this a little. You think there's I'm not going to put you on spot and ask you how much, but you think there's there's probably savings in the expenses and probably short little shortfalls in the revenues as far
052as it's presented here. >> There could be >> it's probably going to be less tradition and I'm going I would say historically it's always less than what we project. I would say more on the end of there's probably a little bit of savings in the expenditures and not surefalls in revenue. >> Yeah. And I know this time that that we did take on some positions that were grant funded you know before and um you know maybe some grants aren't out there that we normally get. So I that that conservatism may not be as strong as it normally is. >> So >> and we can't forget that the city is dropping their sales tax. Just keep on keep on the good news. >> How much did you think that was going to be? >> It was
053like 190. >> That's based on last year's numbers. But if the sales tax keeps increasing, the counties could essentially cover that. But there's no way to know until it happens. It has been steadily increasing every year. though with the drop from the city just doing what they're mandated and then the county if the county continues to give a sales tax because we're going to ask that they do because their contract also expires at this time the city does um if they do continue that their sales tax could cover their portion but they're not legally binded to cover the city's portion because that was >> let's keep dropping so it's not maintenance effort. They're just cutting it down to the minimum 50 cents on >> 50 cents on a dollar. Yeah. And that's what the state
054and that was for building >> on the on the plan everything we've got here. There's a behaviorist and assistant for five years. >> Did take that money go with the behavior classroom we're putting in or is that a whole separate thing? >> Um, yeah. So, we had it at zero to start with and then at the during this year we found out we needed to put it back. So, it was zero last year because we removed that program um within our current year budget and then so we were putting it back. We don't know what teacher's going to go in there. We don't know what assistants are going to go in there. So, that's purely an estimate based on like mid of the scale masters for a teacher. And then I just put like $25,000
055for each assistant because I don't know where they're going to fall at. I don't know if it's a very experienced assistant. Um, so that is purely an estimate. >> Okay. That that number is separate from the behavior classroom that we were talking about doing >> that was >> or is that is coming out of that money? >> Yes. Yes. It it was originally coming out of Esther. We had paid for this program through another grant. It was resilient communities grant and then that also went away. So we thought but we'll keep it and so we kept it for one year and then this year was the year that we decided to remove it. So, we removed it and then we found we made an error. So, we trying to put it back in, >> right?
056>> But that number is already in if that's what you're after. Okay. >> All the things listed there are within >> and so the things that zero are things we've removed over the years. What if what if we quit talking percentages and go back to dollar? What do you mean? >> So man, if you give everybody under 40,000 or mark, give everybody under that say dollar. I don't mean necessarily a dollar, but use a dollar figure instead of percentage figure. um you'll actually impact the holes on the bottom >> more than you impact those percentage wise. >> And that's why actually whenever you guys wanted the 16 and a half, I ended up doing a dollar because to me that made more sense because I know most of you guys don't like the percentage raises
057because the higher people get a higher raise. And so the $212 was the difference to get to $15. And so I did a flat dollar because to me that made more sense because it wasn't giving a 16 and a half over the all of those skills, but it was giving equal. >> Which brings me to what are you going to do with the top tier? >> But that's not going to change the number a lot. >> But it was less of an impact than a percent raise, >> right? But I don't it's not but when we start dealing with with that salary level, it's not going to change that 2.5 million. So our lowest is $128 an hour. That's our lowest. >> Dollar is seven and a half 7.7%. I'm >> just saying that's what
058>> what it is. >> If you give that lowest one at dollars, that's 7.7%. >> So it wouldn't get us to the 15, but it would get us closer to the $15. going to give every employee to system a dollar raise. >> Need to draw the line somewhere where nobody gets well and that's that's what I'm asking. >> I mean whether we use 40 30 I mean >> I'm not against I'm just trying to understand. So, so, so those on the bottom, let's say we agree upon a dollar and a quart, whatever it is, those on the bottom size get more, but you move everybody the same dollar amount. >> Yeah, I I like it. I mean, I I understand what you're saying. The $40,000 annually, I know, was an arbitrary number that we talked
059about. It's hard. hard to compare apples to apples. We got some people working 180 days, some people working 10 months, some people working 12 months and we were talking about annual. That's why I kind like I think what church is saying I like that hourly talk. It may not be if they're only working 180 days. It may not be a lot annually, but still, you know, that's what it is. I mean, is that's still apples to apples for those hourly people like that, but I don't think that's going to move the needle much on that $2.5 million >> on the bottom side. It's going to be >> and it ain't going on bus drivers like three%. I guess I get Yeah. And >> whereas if you go with 10% like we're talking about, I mean,
060you're looking at $3 increase for them. >> Well, how many was it in 197? >> 18 17 rounds on one full time. >> For the He's got two that are subs that he just hired >> but I don't he's counting his numbers or not. I think you said there was 19 when they were asking that work session. >> I have 17 >> that are just in like the bus driver line. They're on the same scale. But >> so do you have the numbers with you of what the $22 did? I don't have the new reflections, but from the 16.5 to the 212, which was essentially getting that $15 minimum up, and then just doing the flat $212, which may put the end at still a 10% raise, but it wasn't 16 and a half. It
061was like 110,000 less roughly. So, And that was that five and a half for teachers for anybody over first. That's4 million that one and a half%. I mean, I wasn't on the board then, but I doubt it was intended to be forever. >> Mr. Snow said he remembers it. I think he put words in his mouth. He's going to hear himself. I know it's hard for him to hear probably, but u he didn't realize I don't think this state. That was a year they couldn't give raises, so they did that to to try to help is what I think he told us. I didn't get it. So when I calculate everyone's salaries for the budget, I take anything that they get for the year. So the incentive bonus is in here and estimate the one
062and a half% bonus, equity, longevity, everything that they may get is calculated in this. their coaching stop in gets a bonus on it raise on it. >> The coaching stop in based on a state base minimum. So those percentages obviously get a raise. >> Yes. >> Cuz when >> when you say you consider that you add all that together then you add five and a half% on on top of that. >> Uh no you don't get a five and a half on your one and a half. >> Okay. Make sure >> one and a half% bonus is based on your salary. >> Right. I just wanted to make sure that that was it. >> It is calculated on the equity though. What >> it is calculated on the equity? >> The raise is calculated on
063your equity plus your base. Okay. Correct. >> Well, now let me let me ask this. So I was going through the book with the Mr. Robertson ga break >> and he say extra trips for bus drivers. They getting a percent and a half on top of that. No, I think those are flat rates. >> It the the >> supposed to be flat rate. >> The one and a half% is based on just base salary. >> Okay. >> Even for teachers >> well the equity is in there because the equity actually could be in their salary. It's just they choose to pull that out as the 843. I we vote we've surveyed them a couple years ago and they wanted to keep that out as a because at at one time it came down as equity
064that way but then it could have just been added to their salary and so we kept it separated out because that's what they wanted to be >> how they're as far as a long-term um benefit from moving that would be not necessarily for this year but the for budget wise for the following years about the one and a half. >> Yes. One and a half. Yes. >> Would we And you have you said about $250,000. Is that what you said? >> He calculated on 18 million. It's 270. >> Okay. And that's across the board. >> Yeah. >> Even our federal people get it like it paid for it. wherever they're funded. That's >> so this this one we're looking at is uh five and a half% teachers roughly 10% for less than 40 3% for
065over 40 is and then these other assumptions you have. So if Mr. Churches I'm assuming I would think his uh calculations are pretty accurate that would put us down to 2.17 or 2.18 based on these numbers as far as the deficit is concerned. which is not a ton, but it's better. And knowing that we're conservative a lot of times on these knowing that's going to be a benefit in the future. You know, the teachers they they won't get that full because you're giving them that and you're taking away a percent and a half, but that's where that's a cut that helps us in the future as well. If things got better, we could not maybe not give the bonus but continue to give a big raise, you know, in the future if things if our
066population turned around. Just to clarify that 1288 an hour employee, that's 145 they've been getting all these years. >> That is what they get paid out. >> I can talk with them with that. with taking away the one and a half. But but the rest of this right here asked me ago a good question. Who who can't live with 2.5? I'm in it's not a huge difference but looking close to 300 grand knowing that hopefully our revenues might be a little more. Hopefully our expenses are overestimated. That's that's not anything on you. That's a historical fact. Yeah. >> That we've done it that way. Um but still it's going to be a significant and we don't think the 1.3 million is going to be 1.3 million deficit for this year. So we should start out
067with a higher number as well. Whatever that number is >> but still as Mr. Church is has pointed out a lot and is correct. If we keep doing this we're going to be out of money. >> You say it every year. >> I do. >> But you know the good thing is we had one year where we actually had had a positive that 2024 2025 was 500,000. I hope we have a positive again. >> I do. I hope we have positive every year, but that's I I I don't don't think I'm thinking we're going to be positive on this. I do think we're still going to have a deficit spending on this in this uh think we will in the year we're in. Hopefully, it'll be less than a million. I think we will next
068year. I I don't I don't know what the ultimate solution is for long term. >> We did the we did the two $22 That would save us another 110 >> based on the last between the last budgets I did between 16 and a half and 210. So obviously the 10 and 210 won't be as much of a difference because that was 16 and 12% right. >> So I may be lost here. If we do five 5.5 on teacher and we do $212 an hour raise on every other employee in the system. That's going to save it was $110,000. >> That was just 212 on any scales starting below 40 >> compared to the 16 and 12. >> Yes. Compared to the 16 and a half or those scales starting below 40. >> That was three
069for all the scales above. That leaves us. What are we going to do with the top tier? >> Well, there first on this this one has got 3%. So, I mean, we can have a discussion, but I'm just saying that's one cut. If >> you do $22 a hair across the board, >> no tell it ain't going to be that. I mean because that that ain't no that's just me. But I want the corner. >> You thinking they're trying to push you out pushing you out. >> I picked this corner that way. Ain't got no enemies behind. And got on this side, too. >> Do we have a motion in our future? >> What if we go back to dollars? What if we looked at a $150 for all those under on a $128 employee?
070That's 11% on a $30 employee. That's 5% 5%. >> That's going to save us a little more money. >> Yeah. >> Compared to 212 was what? >> Yeah. >> So that that does one thing. That moves that bottom one up. Moves them to still higher than higher percent is in the others. I don't have an issue with that. And I think Ron's question was what's that going to do to the top? What we going to do? Is that >> Oh, that's 100%. >> I That's 100% in. If >> I mean, >> if you're going to do under 40, a dollar and a half, what are you going to do if one's over 40? That's what it >> The ones under 40 is getting five and a half at least. That what you calculated? >> I
071mean, your bus driver is the highest, right? 29.91. >> No. per hour. >> Per hour. That's why I was looking at >> Yeah, they did on that one. Yes. >> To make it apples to apples. >> Yeah, it's close to five. >> So, they're essentially getting 5.0 >> 5%. Teachers, we getting five and 5% or higher on that downward trend. >> Yeah. So, it goes 1288 your lowest one. 11.6 >> 5 and a half to 116 depending on where what salary range you're what poverty range you're in. >> We all agree that 1288. >> Yes. >> Not really. >> That's that's not competitive to maintain and attract new talent either. >> And maybe next year we can do the same thing. >> Based on revenue trying to throw another wrench in here, but it's going
072to mess your skills up even more. >> Yeah, it will. moves every scale. >> It will. >> But those top ones are just I mean between your steps is going to get less and less. >> Yeah. I'm just guessing. I mean between the one and a half and that other I mean we're probably looking at close to half million dollars >> plans. Yeah. over what is on that spreadsheet. >> I'm thinking keep in mind that's the reason we raised it up. >> We're giving everybody on that lower end at least 5% somewhere somewhere in that neighborhood. teachers at the five and a half that upper that upper levels it's getting a 3%. So they are getting a bigger percentage of their that's always been the issue with you know 5% to me is um bigger
073than a 5% to one of my tellers and I understand that and that starts turning that around a little bit but you know those those people you know those people in that above 40 range um a lot of them oversee people you know they manage people there's there's differences in jobs u that has to be considered when when as you move up the ladder more responsibilities they have to talk to us they hel more directly to us I know Dr. Walker is our only employee, but we have >> about four Miss Car Miss Car here and deal with us. >> And that's that's a and and that's another really good question I had whenever we brought this up because it got brought up of of supervisors. How many employees can discipline another employee? One. That
074correct? Are you meaning people's direct supervisor like teachers answer directly to teachers? I mean to principles. Is that what you're saying? >> As far as actually >> teachers answer directly to their principles. Is that what you're saying? >> Who would discipline the teacher though? >> You >> the teacher the principal >> because you are the last line of defense or vice principles once we have some sort of authority. The principal is the ultimate one who would do discipline >> because if they appeal it then it goes to her. So she don't need to be involved in the >> discourse. See >> you got supervisor to oversee other employees >> so they can disable them. >> And and and the reason I keep asking this question the reason the reason I keep asking I'm I'm going
075back to government world. You can't discipline me. >> Well, I listen to you. >> Well, I ain't I ain't I I ain't talking to a supervisor. I mean, you know what I'm saying? That's that's everywhere I've ever been. That's the way it was set up. >> That's I mean, I would how well that's working, it's on Dr. Walker to make sure. >> The reason I asked that is because that's that's how it got into the 3%. >> Yeah. >> Supervisor. So that and that's the reason I asked that would drop but that's that's the reason I as >> supervisors have a lot of responsibility though they may not be disciplining people but they have a lot of budgets a lot of programs a lot of monitoring regulations they have a lot of things that they
076are very much responsible for >> we have to have them they have a lot of responsibility on their shoulders >> my fear is and and this is just me that we've got people in this 3% budget that probably by title are in there, but by actually what they do should be in another category, but that's that's a conversation for another day. >> Yeah. Well, I think I think that's I think we're getting real close to micromanaging there. I think that's a Dr. Walker problem if that's the case. Mice, I'm not saying it's not the case. I'm just saying that's a Dr. Walker problem if that's the case that she needs to resolve. >> Well, and I agree. It's just whenever we start dumping categories in. >> Yeah. >> Well, otherwise go eat my sheet and
077say >> that's definitely micromanaging >> propose this. >> That's definitely micromanaging that that's that's what Dr. Walker gets paid to do. We give her the amount of money she can spend that she needs to give it to the people under our guidelines that we're trying to make here tonight. I I mean we all have different opinions on different people. >> So where we at on 1.5 without without a vote feelings? >> What you mean? You mean 2.5 the bonus? >> 1.5 bonus. >> I'm good with cutting it. What we do here? >> I mean I don't think it was intended to be correct. >> I don't I I I do not think it was either. So >> I may be in trouble consensus. Let's >> do >> Mr. We're talking about the 1.5 bonus. Have
078you heard any of that? I don't know how well you can hear on my phone. >> That's fine. >> Does he want to speak? >> Okay, that's fine. >> Does he want to speak to >> Is there anything you need to say, Mr. know I know we kind of talk a lot and I know you and I know you cut off time too and listen it's pretty interesting but one thing I remember for the last 10 12 years to recruit and retain and I know we can't spend money we don't have too much but I think we we need to look at these future employees that are in college right now. So they can come here and be a teacher here. That's not any help at all. That just makes your job hard. But that's
079my thoughts. >> All right. Thank you. >> I would be for cutting one consensus with everybody. >> That's I'm good with that. think we do something all over again. That's that's >> and the on the lower end the dollar 50. Is that what you said? >> That's I'm not putting you on the spot there. I mean that's an over you give us those hinges on >> that's a little over 11% on the lowest employee >> on the upper in that category 5%. I'm back to the ESR page again and I just keep going there. I don't know why. On the professional development, we got 30,000 in there for the amount over the normal budget allocation. >> What what do we use? >> Typically, we keep it around 20,000 and so right now it's at 50.
080And I will say um there's got some money left over this year. So I don't think using all >> we have not spent I've we've none >> I will say Miss Bartman was a big PD person. >> I've cut out out of state trips pretty much completely. >> Why don't we just take that 30 out then? And there's 30 more. >> Can we look at it and see what what's in or do you have what what was in there this year? >> I can look at I don't have it here but I can look at my budget page for the plans with it. Um, and we can discuss if that's >> that's fine. I mean, there's 30 grand >> over and above really. I'd like to take a break for about five minutes. All right.
081We're going to Mr. Snow, we're going to take a I guess we call it a recess for about five minutes. I'll I'll you right back, Mr. Snow. >> Thank you. Everybody hanging in there a little longer. Um, we've had a lot of discussion. Do we Anybody want to make a motion at this point? >> I'll make a motion. We have another meeting. >> We have to have this done by >> end of April. >> We got another two days. >> What What do we What do we want? Do we need it? Do we need what do we need, I guess, to have in front of us to make this that we can't I'm not saying we can't see. I don't care again. I'm just saying we're just going to rehash this again or is there
082other numbers we need to see? >> Well, today we're going to look at that 30 grand for the professional development. You know, I think we got some stuff in this coding teacher. I I don't know how that works for anything else. Um is that something we have to do or is that something we're choosing to do? >> Ask Dr. Walker on that one. >> I think that's just something we started, but I need to check and see if we're meeting some type of requirements. >> We got >> I can check on that. I I will tell you it may be something that's required that GP is just going to have to pick up anyway. I mean that would have had to pick up anyway. I don't know. I have to see if it's a required
083class or not. I'm not sure. >> I never heard it, but it could be. I don't know. >> I don't I know. >> How many kids we got in? How many kids got dual enrollment and nobody has to teach? I mean, >> yes, sir. >> Would you ask everybody to speak up, especially in a motion that might be made? >> I hear part of what saying I'm having some have to guess that. >> All right, we will. Sorry about that. Right now what the discussion is based on do we want to meet again and what do we want to discuss in that meeting if we do. >> Yeah when you're talking I you come in clear but the other I'm right on top of you Mr. No. So, I'm sorry. >> Some of that extra
084money though was dedicated to ESER approved. >> I thought and this was just bill back money. >> This was our plan for that money. >> Yeah. Esser just a plan we had to spend it or y'all had to spend, >> right? But we had to follow that. >> We don't it was just that's what we had planned to do with money. >> This is all back in the general fund now, right? The fund balance. Yes, >> we build it. It's called build back, I guess. >> So, >> what I'm what I'm thinking is we're, you know, we just pretty much everybody agreed to take one and a half% of everybody's pay with that bonus. And sure, we're going to give them back five and a half or five, but it's a net of three and
085a half or four. And if you you know or 11% I mean we're going to start talking about cutting people's pay by one and a half percent. We need to start talking about some positions that are really not needed. I know it's a hard thing but it it's just going to have to be that way. I I I I want >> I mean we've got some positions here that are not needed that we're paying for out of this that we could be you know not paying and you know I would much rather see everybody get the one and a half% as to keep that you know what we don't have to have or don't need. >> Well and and and to clarify that one and a half I'm I'm okay with it depending on what
086we do with this. >> I mean >> Oh yeah. And and and whenever I say that and and and I do get a little confused sometimes I've noticed. >> Well, no, I just we we we you know and the reason I say that they would no sticker shop for this. We left the work session with this being the plan and we come in here now ain't playing. So, and and I guess I'm asking is is what changed? Two and a half's hard to swallow. He knew he was too. I mean, so I know it's hard to swallow, but that's that's my kicker. If you're ever if you're ever going to do something, you you've got to do it. You got to remember why you're doing or if you lose sight of that. that if the
087goal if the goal is to save money and and not build quality employees and put money in in employees pockets, then we need to just go to whack fall back whack. I mean, and you know, if I've worked for the school system before and we didn't get a raise and that and that sucked, but but it is what it is. Well, if we're going to whack, let's let's whack. I mean, I just if if we're going to have another meeting, we need to know what we're doing to that meeting. >> That's that's Do you think Dr. W there I was putting you on the spot there. Are there funds in that? Are there things going on in that extra funds that we could because with with the extra funds, you know, our fund balance is
088still over $5 million, which is excessive historically >> for us, >> right? Um, do you think there's or do would you want more research on that to see if there's items in there that the money could be appropriated elsewhere as Mr. Perry has suggested? I won't say suggested as he's asked about. >> Yes, I definitely would need to research especially about the coding teacher. I'm not sure about that. >> Well, I mean not just that one. I mean what's on >> I I will say we have taken a lot of time. I know there there still may be some things but we have scaled it down. could see considerably. I mean, we have gotten rid of some things. Got rid of the coach. >> So, I I think >> MEP >> I think Mr. Reese,
089I do I do like your approach here that we I wasn't at that meeting with y'all left with this with this budget. >> Um, you know, other questions which I brought a lot of too. Um, is can we get it lower? And the raise is one way or the bonus letter is one way to get lower. Mr. Perry may have a really good idea on how to get it lower as well. instead of or in or in with either way. But but but instead of first if it's big enough so I'm asking what's over >> what is that what's that what's that number we're happy with I mean is it's not a happy number and whenever I say that and and my way of thinking's totally different I mean but are we are we trying
090to bring in good quality employees and keep the employees that we got and keep them wanting to stay here and not lose them to other systems or are we just trying to make numbers? >> In three years, I want to be able to continue operate with have to drastically cut one year. >> In three years, we want to hang on to those those employees as well. Um I I would I'll just tell you when we came back in um from our break, I was prepared to make a motion um to remove the bonus um and leave it just like it is saying here. However, I do like I you know me I'm not the one that likes to meet. I don't like to meet but I think the ESR fund is something that we could
091do some investigation on. Mr. Perry, I appreciate that. So, um I think I always think we want to keep and attract good employees and pay good employees. I think that's what we all want to do. Uh but we do have to do it under certain constraints and we we want as Mr. Church said we want to do it for the next 10 years too. >> Bonuses are good to hear but bonuses don't compound like a race does. And and that's I think that that's what was said in the in the work session. >> So I mean >> and maybe if we cut that then >> maybe we can do another a little bit more on the rates. >> Me me as an employee I would rather have it in my salary. >> Oh yes as
092a bonus. >> Absolutely right. >> And we can cut that any year. >> That's exactly right. >> Whereas once you get it in raise it's there. That's that's that was my feeling on I think I think I said that more or less than that in that work session but that's that's exactly right. >> That's hard for some people to see because you're but >> it's a theme because they do get it in that in the in the one time on some I mean so >> and that's normally right before Christmas too right that >> and and I guarantee you you don't have a whole lot of employees in the system that don't remember that or hitting that bonus. I think they would be very disheartened to have that cut. >> That's that's going to kill,
093right? >> Yeah. >> Well, I'll tell you what they could do potentially offset that a little bit. Instead of splitting longevity, do it in one payment and do it then. >> not everybody gets longevity. The people that ain't get longevity and half%. I'm sorry. The people that is not getting longevity is probably not getting much of that one and a half% bonus. >> I'd say they're probably getting more. >> They're getting nothing. Obviously, they're going to get more. It ain't going to be much is is what? >> All right. So, is there any motion that want to be made tonight? >> Already making >> What was that motion, Mr. Perry? >> We have another move. >> I need to know what you want me to bring back, though. That's what we were just research. >>
094Are there any >> and you you want to do the the 50s for 212? >> You want to keep it percentage? >> If you leave the one and a half in, I think you got to do something different with see if see if there's any money any savings in as Mr. Perry has suggested. Give us what the number would be if we took the one and a half% bonus away. I know we're estimating that just so we can so we can be certain. And you've got the number on $212, don't you? >> Not on the new one, right? >> No, but I can make the >> fix and fix that. Yeah. >> And >> you know, and then we'll see where we're at. is is the and what number I mean what number >> right
095I would rather make the motion I was think it's 2.1 just by our our rough calculations um is is what >> uh 2.1 is where if I if the motion I made got to say or I was going to make got to say it passed I would think it would be about 2.1 million dollars short >> can you send us the breakdown on what the dollar amounts are on that teachers less than 40 and over 40 >> the cost of it. >> Yeah. >> All right. So, >> all right. I'm still trying to wrap my head around something we talked about ago. So, if if we if we leave the 1.5, you're talking about doing something. And so like for the 10% we would bump it down to to 8.5. But then you can't bump
096the teachers. >> Can't bump the teachers. No. >> You know what I'm saying? I mean, so >> but they're getting a higher percentage. >> They would they would ultimately if you counted 1.5, they would be getting seven, >> right? >> If if it's 5.5 and we're going to include the and that's what we're talking about. He said he said earlier if we if we leave the 1.5% bonus there then we'd have to do something with the with the the percentages that we've got to to match it out. So technically technically if you look at it that way if we leave the 1.5% bonus and we give the lower end the 8 and a half% raise are really getting a 10% increase even though it's not a raise. Yeah. 8 and a half% increase and 1.5%
097bonus which they're already getting. >> But they're already getting that. >> But I mean, yes, >> we're looking versus cutting it out. >> It would be a 10%. >> Yes. >> Thank you. Thank you. versus cutting it out. But then, you know, the the the teachers are getting seven. >> But isn't that what one of the goals were to get the lower ones higher than some of the percentage in the other ones? It it is, but we're talking versus removing versus staying. Mr. Perry, he said that a lot of employees look forward to that 1.5% there. >> So, and that that's what I'm I'm working I'm trying to wrap my mind around leaving that in isn't as a as a former employee, I would not I would not want that in a bonus. I would
098want that in my bank. That's just me. Didn't we do a survey on that and they wanted it that way? >> That's okay, too. We haven't try to do >> I can assure you as a bus driver I've never seen a survey. >> Teachers. >> Yeah. >> But I can do one on the bonus if you want me to this week I can send it out and see what feedback we get. >> Yeah. And what I'm saying is most of those employees who never lo their a lot of people do. We do have some that don't track. They never did. >> No, I I I don't you know I don't know if getting their their if we get the input then cut it out, you know. >> No. And I'm not saying we're going to
099cut it. I'm just saying if that happens. >> Um >> well, two years they don't want to be the one either. >> That's right. But I but yes, >> if our keeps going down, I don't think we have >> No. time for moving positions. >> So, you have some things you can get get back to us on >> and can you look at everything we I don't know is this a complete exhaustive list of what we pay out of >> the plan that we've got here. >> Yes, that's it. I mean, that's the things that we decided we were going to keep that we started with >> and and there's several things in there that, you know, I agree with. >> Yeah. So there's a middle school assistant principal, >> a coding teacher, >> bus
100assist, >> tutors, which are required by law to have tutor. So regardless if it's NS or not, we got to pay for it. >> Mastery Connect, which is our data, I might be mistaken. >> Is that the one? >> That's what the benchmark said, but know what that's supposed to tell them. >> We test too much. >> You got three standardized tests to give every year multiple times. you can talk about it. >> So the behavior and assistant which we just put back in there we all know that's needed professional development and the incentive bonus. So that's it. That's >> so really the one we've discussed is the coding >> the coding and then the professional development which >> that would be >> right >> that would be about 95. Did you >> I don't
101think they're willing to give >> I know everybody says we test so much but we've gotten lot a lot of teachers count on master connects >> college teachers I guess >> right so do we have somebody you know I don't know that's what I'm asking >> like we've looked at enrollment at the high school is that what you're saying yes >> yeah we have and that we're we removed a teaching position from the high school and we did last year as well. >> Which one are we >> removed or just not replaced? >> Not replaced, >> which typically is what happens. Correct. >> Mhm. >> That position. >> They're not replaced. Which one was that beside the man? >> Can we um can we wait to talk about that? What position was was removed? Okay.
102Thank you. So if you'll get us the numbers, I know we kind of ran through those trying to 90 grand or something like that. Um on potentially when maybe the coding needs to stay, maybe something else, whatever. Maybe we need to keep all this stuff up. But I think Steve's got a good point saying have we went through this and maybe you have and maybe y'all have and maybe we just don't understand it. So it shouldn't be >> we have but we can't again. I I'll just pull everybody together and take a hard look at every single item. >> Use a third of the 270 >> and then if if we can get exactly what the percent raise would would save but not raise sorry. >> Yeah. And then there was I think there was
103third thing. So the incentive bonus that we always hit that max. >> No, we don't use all that. >> You use half of it. Well, >> well, I just took what it what it costed costed what it cost us this year. >> So, it was $110,000 this year. That's what it cost. But we get outcomes funding. So, typically we try to use the outcomes funding for that. But we never know what outcomes funding is going to be. >> But that was that also from the test. >> Yes. >> If every teacher hit the school. >> Yes. had the worst case, but this was actually what we spent. >> Okay. So, is that 75% of what worst case is or >> I told him you knew the worst case scenario. You know what the amount is
104if every single teacher got every single dollar they >> send? Yeah. I I don't know right now, but I could Yeah, I can calculate it. >> I was hoping you said that was worst case. >> But it's also based on attendance. So >> Mr. uh >> I know it's hard >> Mr. Perry has asked of course to recess this meeting again and without any motions to approve the budget I'm going to do that. Anybody want to make I'll give somebody a last chance to make a motion on a budget before we officially do that. >> I will make the motion. >> Okay. So we will recess until >> Yes ma'am. Isn't there amount of testing currently out there as well? >> And isn't there also hasn't there been a bill about decreasing the amount of
105elementary screen time? >> Yes. >> How are we going to I'm just asking as a teacher how are we going to justify master connect because it's not time. So how am I going to allow that time for that test and still be within the state requirements? So I mean it's just those some >> some things to think about as we till we recess. >> So So the bill did pass. I haven't looked too quick since the governor signed it. But all the bill states is that we have to have a policy to limit it. There's no restriction on how much time. It does have to be any screen time does have to be educational. We can't put them on there just play games. But you could use screen time your class if you could prove
106that it was pass. >> Right. It will be up to us to decide what that board can test. >> So they they did back off that. >> So um sounds like we do want to recess this meeting. Does anybody have any dates? >> How long will it take y'all to do? >> That's an even better question, Mr. Reese. Thank you. >> Can you do it? >> I got two days. get you the breakdown of the cost of the different raises very easily. I've already done that. Not the 150 but the other ones that I have done. Um talking about PD, we can come to conclusion on that. How much the one and a half% bonus? I can come to a calculation on that pretty quick. Um and see what else we can talk about. >>
107So it depends on if you want me to do a whole another budget with that dollar. >> So you did the 22? >> Yes, I did. Yeah, that that gets close enough. >> That should be we can run that percentage on what the difference is in 212. >> Yeah, if you'll do a percentage of that, that would be good because it's all so many estimates. >> Yeah, >> this anyway. >> I I can meet next Tuesday again. >> I can do Tuesday again. >> Mr. Hurry, he's looking Mr. No. Would you be able to meet next Tuesday again? >> Yes. It would be fine. But at 6 or 5? >> Hang on just a second. >> It's five o'clock. Okay. With everybody again struggle a little bit all the time. >> I think it might
108be. You know the politicians won't even. They've tried to assure anybody and everybody that they lose any money. Are there anything that that you or maybe Miss Walker uh know that might be some money coming in that we haven't anticipated yet because we're losing numbers and everybody is. So is there any possibility of seeing money come from there? >> We're supposed to maintain this level for the for this for 2026 27 and 2027 28. We're supposed to maintain the level of funding supposedly no matter how many children we may I mean as soon as we lose through 2027 28 Mr. No, but didn't pass that. We don't know. >> That's the budget we're working on. >> Yes. Yes. >> So, do we have Have we asked those questions as far as dollars that we could
109put in our budget? >> Yeah. She's you I think I think you're using that minimum at that TISA number now. Correct, Miss W. She's she's assuming that we're going to get the same amount we got last year even though our enrollment is down. Uh yeah. >> So if is what we got last year, then we're we can talk about that and and see if there's any way to explore what might be available. >> All right. Very good. So next Tuesday, Mr. Perry, >> next Tuesday. >> Five o'clock. >> I do say we need to bring the lunch. We need to solve it next Tuesday. >> I think so, too. We need to get done next Tuesday. Next Tuesday at 5:00 Central time. Bring your computer care. All right. All right. This meeting is recessed. >>
110Could we set the meeting for the regular meeting? Can we go ahead and do that? I get in the paper next week. >> Um, well, let's switch to the first Monday. I mean, what? >> That's fine. May the fourth, please talk here. >> May the force be with you. That's right. >> Yep. May the force be with you. I will ask um if you guys could and I'll have Dr. Walker text you too, but if I send you stuff by email, if I could get feedback quickly, I can have more options read. >> Absolutely not. We like to put you on the spot. >> Like I waited. I'm like, I haven't heard anything, but like I can go to the budget. I was abal.