001Well, I mean, we saw each other >> and I did see her on Zoom. No. >> We can't mute the whole thing because we won't hear somebody tries to talk. At least warm the seat up first before you go. >> Listen, it is when I left it was 92 degrees in my office. >> So, it's warm. I am warm. >> I'm going to warm this seat up. It's going to melt. >> TMI. >> So, we don't So, we don't have the AC on over there? >> No, it's just in the offices. The the machine actually got hail damage. >> Oh. And so I think you know those few things don't happen quickly. >> They can't just send the machine down like that. I don't know. >> It was hot in my room too. And Anna's
002felt like like you could get frost like snot frozen in your face. It was so cold >> and she's right next to me and it was hot in my room. I'll bring I'll ask Jacob said his room was so in my room. >> Apparently I'm not really I got I've got [Music] >> it. Okay. I don't know if you Don't do it. Did you get there? >> It's informational. Doesn't have to be Okay. >> I'm ready. >> All right. I don't have an agenda to write on, just so you know. Is that okay? Okay. Okay. So, you your minutes are Okay. Super important. Okay. Um, I'm going to bring the Gran County School District uh board of education meeting to order. It is Wednesday, August 13, 2025, which is 5:22. We are here at the
003district's office and we also are available via Zoom. Um, all board members are present or I'm sorry, no, Jenna is present, Melissa and Kathy and Dave present, and Laura Lee is absent. And if you will turn your phones to silent, vibrate, or pop, I appreciate that. And let's uh do the pledge of allegiance. >> I'm so I am a habit. What happened? Uh Mich will you lead us? >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. [Music] >> Can you print out? I'm trying to right now. >> I'm having a draw. I know. Right. >> Um, >> okay. First on the agenda is approval of the agenda. I'll accept a motion to approve
004the agenda. >> Oh, let's read the mission statement first. Jenna, would you like to read the Sure. Thank you. >> Our mission is to put each student first every day. Thank you. All right. >> I would move we accept the agenda as present. >> A second. Jer makes a motion. Kathy Williams seconds to approve the agenda. All those in favor say I. >> I. That passes 4 Z. >> All right. On the next section is items for discussion. Um, first up is the shine policy. That's DF. We have the opportunity to review the proposed shine policy. >> Would you like me to speak at this a little bit? >> Do you want to present it? >> So, this is a draft policy of Shine. As you guys know, we've talked about Shine off and on
005for it seems like a long time now, the last several months. Uh this is a model policy from the Utah School Boards Association. It's pretty standard. It just uh the gives you the definitions and then determining eligibility. Uh again, this is mostly out out of out of code. The piece that I think you want uh public comment on and input from interested parties uh the education association, the board, the administration is going to be the final page and that's exhibit A. Um >> right now that is would be just leaving if the board were to go this direction leaving it the same as what it has been under GSSP. So breaking out those educa special education secondary math secondary sciences. Um, and then download there's an allocation statement just stating it's an estimated stipen for
006the 2526 school year and that's subject to change based on qualifying educators and final funding. Uh, earlier this month I went to a training where they discussed shine and they're still having um they're still working through the intricacies of how that money will be will be sent out um and what discretion individual boards have. uh they did open up the options to where you could change that amount by position if you wanted to. So for instance, you could say secondary math would get X amount and secondary science would get Y amount. Um and you could you can break that out. They do want to try and incorporate this now instead of being an end ofear bonus. So in the past with TSSP you would get your payment in you had three options. You could do
007trimester payments, you could do semester payments, or you could do end of year payments. You could get a a the stipenage all at once at the end of the year, three times throughout the year, or one in the middle and one at the end. Um, they're trying to go away from that and talk about it just being more considered in their actual compensation. So, whatever the award would be would then be divided out by 12 months. Um, again, the the logistics of that are interesting as we're already into the fiscal year and making payments to teachers and we haven't been awarded um any anything at this time. So, this is just a preliminary get the door open, let's start talking about it because we we talked about it conceptually um for you to review and
008then, you know, should you like that could get posted for for comment and feedback. Again, it's just a draft policy. Yeah. >> Is there funding from the state? >> Yeah, the state allocates this. They give us an estimated amount of funding. >> So, if we uh if we post this how it is um with exhibit A, then we would have to go in every year and and and change our exhibit. >> So, we are actually required, >> okay, every year to review this to see if we're addressing our needs and make adjustments if needed. So you will be we'll be reviewing that every year going forward under the >> and changing it. >> If if it needs to be changed, it needs to be changed. >> Well, if we say 256 school year, we're going
009to have to >> the exhibit would change. >> Okay. The exhibit would change for sure. Yes. Maybe not >> the the structure of the policy in the first couple of pages. >> That's just language right out of legislation. >> So a biology teacher would not >> a biology teacher would not right now. they weren't under TSSP, but that's where you have the discretion to decide. Um, I did some preliminary just when we when we when I created this exhibit under that group, you have about 20 teachers >> that >> in our district that could be eligible. And so based off of the estimates I'm getting from the state taking it down and then you add benefits into that, it's going to cost right about 6,000 a teacher and that eats up our estimated allocation. for
01020 teachers if all 20 >> apply if all 20 were to apply >> that would that would that would eat up you said all the allocation from the state >> yes >> there's nothing that we can >> and that that would be our intent the reason that's flexible is if more teachers were eligible or if you decided to open that than I'm than I'm estimating or if you decided to open that up obviously you know um as you change that denominator that is going to go down >> so teachers get 6,000 >> 40 would get the 6,000 would include benefits. So the next adding about 45 but then the less the >> Yes. >> So >> is there a maximum though? Like what if you had 10 teachers? What if $12,000 or >> Yeah, >>
011that's that's a question that they haven't answered. Like what if they only have two teachers apply and you allocated space? >> Yeah. >> Does that roll over? Does that >> how does that work? So that's some of the nuances that they're trying to >> and then they must have some formula to decide how many teachers per size of school or something maybe. >> Well, they're I think they're roughly basing it off of what they've done historically with TSS. >> Oh, what the >> So, [Music] but so but with um these teachers, you're saying 20 teachers could apply. Um, in the past those 20 teachers weren't applying because it kind of they weren't it was harder. Correct. >> Well, yes, I do I did have some questions. I looked at teachers that would have been qualified
012on paper but hadn't gone through the process of actually applying for TSSB. Yeah, I can't speak for them. It is I know >> it was a laborious process for them to apply and then the HR representative of the district would certify that yes, this is their schedule and it meets their requirements. send that back and then the state would then send us an aotment memo telling us who they find the final approval. Um, >> but this would be an easier process. this would be an this would be >> because they would apply to us and >> and that's again that's another nuance like it does in in the in the legislation that talks about them applying and having an application process but the reality of it is we should know off the records that we
013have transcripts class assignments um who's qualified and who's not qualified >> right >> so what exactly that looks like is maybe just submitting a name and we can double that that you mean it. I don't not making them do it the documentation they had to do for the state. >> Right. >> So first reading not set in stone out there um you know for us to to discuss to solicit input on and then move forward with it. >> Yeah. It seems like it'd be difficult for this year like if we >> so the date the language in this year is going to be I mean that's in there because that's model policy >> we're going to have to be flexible. So even though it says we're going to you know notify you by September 1st
014if you're eligible >> where the application process and things haven't been ironed out. We're just going to be flexible >> and doing it this year. Is that date set by the legisl is that in step change? >> That that's not that's just the that's just the recommended. >> Okay. >> And going forward change that >> going we could change it for this year. We have to change it next year. going forward. Um that would that's a good time frame so that we're getting that done as well. >> Um is there uh if you're talking about breaking it up in monthly um >> monthly paycheck, would that then um stop the issue of if someone left during the year or would that have to be allocated if they >> No, that that would that would address
015that issue. Yeah. So like you know but that really hasn't been too big a problem in the past because of the limited payments you know half a year they would get it and and whatnot. Uh again that in that training what they talked about is that is the spirit of this change. I don't know if it's the reason they're doing the whole change, but they're saying it's it's our desire to have that be they're not saying it must be um they're saying that that's that's the goal long term to have that just be part of the the monthly compensation. The other thing I would say uh you know I encourage the board and to to get on and and look at other districts policies if you have questions about ours. I think as I review
016those, some of them are taking pretty creative swings and curious to see how it works out. Some of them I think are headed for a train wreck. I'm curious to see how that works out. Um, part of my rationale with just starting here is we don't have to be the test dummy. If if something creative works really well and they get positive feedback on that, that's something that we could adopt as we review this next year. Um again just a recommendation. Okay. >> Peanut gallery to ask questions. >> The peanut gallery. >> Um if you raise your hand, I will recognize you. >> Oh jeez. Thank you. >> Sorry. >> Oh, thank you. Um okay. Can I just ask uh you to define integrated science and how you came up with that? I just see
017this I I I understand that this is state guidance. I just integrated science is actually like a remedial science class. So are you talking about classification? Is it that remedial class? Does it include the secondary science? Does it include the seventh and eighth grade science teachers? >> It would include the seventh and eighth grade science teachers and that's the def that's the definition out of PSSP language. So I can get that for you. >> Okay. It just seems like if I have bi like how do I tell Aspen she's now going to teach biology because if she taught chemistry or physics she'd get the stipen and now she's teaching biology so it's too bad that so sad >> just seems really >> that would be a great public comment >> that's the exact issue that
018we've been dealing with with TSS >> four years in that the equity of assigning schedules and how that impacted your TSSP it would if it had not changed to this it would be the process going forward. I don't know >> how they define indication >> why they why they decided to not include biology specifically. That's one that comes up quite frequently. I don't know why the state decided to not include that. >> So again, this is just basing it off of their past, not making any radical changes and opening it up for discussion. And that's a great discussion. >> Yeah. Okay. >> I would agree. I mean I think that's a good point to what kind of sciences >> like how do they define integrated science? Maybe they include earth science in biology. I don't
019know. >> I know biology is not included. >> Okay. >> But earth science would be >> earth science would be in your seventh and eth grade would be >> when you're lucky to teach your science. >> Got it. >> Um is that maybe going away from like social what is social science? What is that? History >> geography. Is that why that they're >> defining under secondary science? >> Yeah. Something else considers that like anatomy and physiology is is a science, but it's a CTE. >> And so finding a teacher >> may be just as hard for that type of the class, but now it's not a science, it's a CT class. >> Okay. just point out if you're looking at high needs, we've gone through six auto teachers in the last 10 years. >> Are
020we able to put kind of in the policy like a a generic as the as the district determines a high need area? So that >> that's exactly what the the entire policy is our discretion to determine and we just have to set it and review it. >> Right. But I mean without it being a spec saying that it's this teacher could we just put a broad >> we we have to establish up to five assignments. So we can't >> so it has to be particular. >> It has to be particular and we can only go up to five. >> Okay. So we could we could say something based on tradition or number of you. So when you say five, you say main five main and then each main one can have a sub like science
021has three subcategories. That doesn't count as six. That still counts only as three. >> We're counting that as three kids. >> So we could in theory put CTE and special ed is across the district. This K12, right? >> Or preK across the district. >> Is CTE specific enough? No, because then all of your teachers to teach CTE would be eligible and it would reduce the the stipen significantly, >> right? The >> CT automotive would be specific. >> Yes, it would. >> Um do we So this is our first reading and then on next week will be our second reading and we would be posting for um comment days. Do we want to Do you want to think about assignment areas? Do you want to put anything else on there? Should we put biology on there?
022I would I would caution the board, too. And I think Hank would echo me on this. No matter who you put on this list, there are going to be people who are not happy. >> Sure. >> So, just be aware. Just be aware. >> I my I I I feel the science thing. It's a little strange to not have biology. I I would like to >> That's how that's how it's been since TSSP was >> Yeah. And that came down from the state. >> High school graduation. >> But this is not just secondary. >> I know. Well, sorry. It says secondary science. It doesn't say science. It says secondary science. So, I would assume that's just 712. >> Well, secondary is middle school and high school. >> Yeah. Okay. Any other um comments? >> So
023when we do the second when we we bring it back next week for a or next whenever meeting for a second reading >> we can also change it then too, right? So we can give it some thought >> between now and then if we want to add >> this is just first time we're seeing it. Any other ts? >> What does TSSP stand for? >> Teacher salary supplement program. >> And it's been replaced by >> It has been replaced by salary supplement for high need educators. Okay. Never going to get it, but okay. >> Let's make it more complicated. So it's just reading we move on. >> Yep. Okay. Yeah. Cool. >> Um all right. Next is uh USB policies within with minimal changes. And so these policies would be our first reading. And what
024we've included is B, E, and F with only date citation changes and verbiage. Um, so >> those whole folder that's connected. >> Yeah. >> Um, uh, can we print out can you print out a I tried to do this in my office that I couldn't do that. Um, uh, when you go to that folder Can you print out what's contained in that folder? You know what I'm saying? The list, that list view, just the list view. And so that when we read it, we can give a little check mark for ourselves because there's a lot in there. >> Just print that page. Like we can print that page, right? Just print that page. >> That page? >> Nope. because it's just doing what's on the screen. >> Okay, >> that's just a lot. >> We
025have to read every one of those. >> Well, hopeully So, Mike has put um them in the only date citation interchanges. So, this should be out >> should Yeah, D is not in there. >> No, I don't. >> So, there should be It should be pretty >> quick a scan of it. um looking for those red line changes and they should be >> so the ones you guys are reading today are E and F. Mhm. >> So there are policies in there that don't need to be read >> like >> right G and >> A >> the A's are just appendixes. >> C right here C or G. >> How do you tech people know how to print a list? Huh? From that you just want the directory. Yeah, >> but it's really long. you
026might be able to do is just highlight it all and copy it and paste it into a word. >> There you go. Back to the >> plug it in. Unplug it. >> Okay. >> Plug my pay grade. >> Yeah, I could >> copy and paste. Well, no. I mean, well, I'll I'll work on that and then send a list. >> So, this is just Yeah, >> this is just first reading. These are should be very uh minimal to know like date changes, citation changes. So we're just double checking going through >> says only. >> Okay. >> Good. Unless you've read some of them and have a question, but usually Okay. >> Yes, >> I love this. I apologize for bringing back to the first policy, but something just came through my mind that's kind of
027important. I don't really understand how this applies. So, I think that TSSP, not sure, but was written for schools who have a chemistry teacher who teaches only chemistry. But our chemistry teacher, let's say, teaches one section of chemistry. The rest of their assignment is earth science and biology. Do they qualify for the whole thing if they only have one section of that? Just wondering. under TSSP they would not >> they would not >> it would be prorated on that >> oh it would be prated >> portion of their schedule the portion of their FTE that was in an approved assignment which they were qualified for >> so they were teaching one period of chemistry it would be what 175 I don't know I don't remember the numbers on top of my hand >> okay okay
028so it would be prorated for what they teach in the categories that qualify correct >> that's you >> okay thank you sorry I All right. Next um on the uh agenda is the August personnel list. And this is attached just for um information only. Um if you have questions, comments um about a position that would be okay. Um, but personnel issues, you need to direct those uh to Matt or Mike um in a uh not in an open meeting. And so open positions, we heard this at convocation, but we have is somebody who Mikey, do you want to talk about open positions? Um, I don't have the current list. I think we have two paras that did not show up. Is that what you're talking about? And then we have a special ed position at
029the high school and at the elementary that I am aware of. >> Food service, right? >> We have some openings in food service. We do have this the special education position, teaching position at the at the high school I believe. Um I don't need to go into it. Uh we do have a couple of open parent positions as well. >> Um but pretty >> yes fully staffed with certified teachers. >> No, I have a special ed teacher. >> Special educ. >> Yes. >> And what are we doing? Are is that are we fixing that somehow? >> Yes, we are strategically looking at options. I'm working closely with TI. We've looked at a couple of options, some things um that we hoped came into play, didn't come into play, and so we're still um navigating that
030and have coverage planned in the meantime. >> So, yes, we are on it. It's a short long way of saying yes. >> Okay. Any other questions about open positions? All right. >> Um, next would be open or action items. We have the approval of uh the approval of the Grand Canary School District electronic policy which is FG AE student conduct policies electronic devices. The board approves voted to have the version of electronic devices users usage policy posted for public comment. This policy has been posted for 30 days and has not received any public comment. the board may now choose to approve the policy. Um but this policy is just uh basically the model policy >> that that the state this is the minimum this is the minimum requirement. >> This is primarily the USBA model
031policy that meets the state requirements. It still allows us to have the discretion at each individual campus to put into place procedure um as we see fit and modify that procedure without having to come back to the board for a change. >> So you need a motion to that effect or >> I discuss >> Yeah, we'll discuss it if Yeah, I have a motion to approve it. >> I'll move to approve the policy of Gen. I'll second >> Kathy Williams makes a motion to approve FGAB seconds that any discussion. >> All those in favor say I. >> I. Any opposed? Yeah, that passes one to three with Jenna. >> All right, >> we're done. >> So, we recess until executive session. >> Oh, we're gonna have to recess, right? >> Yeah. Yeah, that'll be >>
032we have to do that time at six o'clock. >> So, I'll accept a motion to recess for 10 minutes. >> Yeah, 10 minutes. >> For 10 minutes. Is there a second? >> Jenna Woodbury makes a motion. Kathy Williams seconds to recess for 10 minutes. All those in favor say I. >> I. That is 40. We'll recess at 5:50 and we'll come back into session uh public hearing >> a public hearing. >> All right, we will fantastic. >> That was introduce her. Yes, my bad. >> During our lovely CI is going to introduce her I'll put her assistant please. >> Sorry. This is Casper. This is Jenna and Melissa and Kathy met at the board meeting. And then Dave, I think I mean at the training. Dave was there but he I think he skipped it
033a little late. >> Right. >> Oh, sorry. >> I was there in time to get my sweatshirt. He was >> this is Tish. Casper. Tish like dish, not Trish. And Casper the friendly ghost. So that's how I keep introducing people. >> Is that is that how it's going to be from now on? >> It's really hard because people want to call her Trish. It's like Trish. >> I just want to express how lucky we are to have stolen her from Tilla County School District. I feel very >> very privileged to have had the opportunity to steal it. So, >> well, thank you for selling me. I'm excited. >> I'm excited that you stole it. >> I'm very worried. >> And we have we do have another board member. She's in Italy. Dang it. So, >>
034zoomed in. >> It would have been late. It been very late. Is it >> all right? >> So we are >> we are >> you guys about 3:00 in the morning. >> It's been delayed or >> you right that last game where he jumped over the fence got the ball and brought him back in two games. >> It came up on my feet. I was like jumping up and down. Yeah, I just want to make sure Yeah, I need you. Great. We're here. I mean just I mean I would But you would say, [Music] >> I mean, I think I I know. >> Yeah. >> Okay. Dave and then 522. >> 522. >> Yeah. >> Oh, okay. Hello. Hi. >> Catherine's in there somewhere. >> I knew your name was in there somewhere, girl. Somewhere.
035I learned over the um for you. So I'm just tell We reassess. Are you >> just accept No, no, >> they want to know that you come with Yes. >> I don't know. Yeah. Thank you. [Music] I know a lot. >> But I just [Music] Come here. >> That's a great idea. [Music] Well, I know this Germany because her dad is German. So she's free. >> Okay, I'll wait for you, man. >> We're all waiting for you. >> I'm here. most around like you said there's no way to really do it fairly. So with that integrated studies there are basically five science teachers there science teachers one of the five shut down >> she is she on >> okay >> all All right, I'm going to come um back out of recess. It is 601
036and we are going to go into um our truth and taxation public hearing and budget hearing. Um is this a new recording? So, do I need to state all my stuff again? >> Uh let's do it just because >> Okay. Um, >> the Grant County School, I'm going to bring the Grant County School District Board of Education Truth and Taxation public hearing budget hearing to order. It's Wednesday, August 13th, 2025 in 602. Um, we are here at the district office. We are also here or on uh Zoom. And I mean, I'm not going to do pledge allegiance again. Um, board members that are present are Jenna, Melissa, Kathy, and Dave. And, uh, Laurely is absent. First on the agenda is information items. We have a tax rate presentation. Jerry is going to present that. tile.
037>> Oh, can and if you're here, make sure that we sign. Um, >> we're passing it around. >> You pass it around. Thank you so much. [Music] >> Okay. So, this is the U Grand County School District's truth and taxation presentation along with the fiscal year 26 budget. So, uh kind of what we're going to run through tonight. This is the quick table of contents. We're going to go through what is truth and taxation, the purpose of tonight's hearing. We'll kind of go through the schedule of the general obligation debt bonds that the district has. Uh and then I'll show you a the debt and capital tax rate charts. We'll go through the total districts charts. We'll talk about TNT, show a couple sample of property valuations. We'll wrap up with the TNT portion of
038the public hearing and then we'll jump into the fiscal 2026 budget. Sound fair? >> Okay. So beginning so what is truth and taxation or TNT? So what what is truth and taxation? It is the legal responsibility of a taxing entity, which is the school district, to get public input on a proposed tax increase. So, um I'm going to walk around a little bit. Okay, it's easier. So, on a So, these are the different levies, different taxes that the school districts have to get their revenues. Um some are set by the state, some are set by the board, some are set by um the local taxpayers. The three there with the asterisks, the board local levy, the voted local levy levy, and the capital levy are the three that go into truth and taxation because those
039are the the school board has the power to set those tax rates. Those tax rates have ceilings and they can't in go past those ceilings. Um the reason you'll see the red, the two in red, the capital local levy and the debt service levy, those are the two that I'm going to be discussing tonight. Um, the debt service does not is not set by the board. That is set by the state legislature based on your debt balance. But I'm including that one because I'll show you as we go through the next slides. Okay. So the purpose of tonight's hearing um and the reason of the proposal of the truth and taxation is as we are proposing to increase the capital levy. So, um, as facilities within Grant County School District age, they will be they
040will require increased funding to appropriately maintain, repair, and update. A big example of that is the high school. Uh, it's the oldest one of the oldest buildings on the in the district is in need of some remodel and some upgrades. The district's goal is to redirect some of the funding that is going towards the general debt bond and capture it in the capital levy. Ultimately increasing the capital fund to ensure the district is able to maintain, repair and update buildings, facilities and campuses without going out and seeking new debt or new bonds. This does not include the construction of new facilities. It is only to build, maintain and repair current facilities. So some of the challenges that we face, we have some aging facilities. Um we have facilities that are in need of a lot
041of things. So we want to maintain existing buildings, campuses, keep them updated, safe, meeting the needs of the students, educational requirements and the everchanging technology advancements. So part of that is when we use capital levy, it can only be used for certain things that is set by the state legislature. They tell you we can't use it for ML and other things like that. So um maintenance of grounds, sports facilities, resurfacing of parking lots and playgrounds. Uh some of the other things we need done is replacement of maintenance like roofs, the mechanical systems, the boilers, the HVAC, the big the really big things. Uh renovate and update some of the existing campuses and facilities to meet students needs, ADA requirements, um accessibilities, uh some specific things on there. Grand County High School with um some spec
042specific remodeling jobs and things like that that just liked not new. Okay. Successes that we've had. So this um successes that we've had with the capital levy, this is basically using cash to fund these big upgrades without seeking new debt for the for the taxpayers. Um is the completion of the Grand County High School track and the new ADA access there. One that is ongoing currently where we're you we're choosing to use cash instead of going into debt um is the district is currently making over making a number of improvements on the HMK campus. Um they include a updated and drop off area for student and parent pickup, increased parking areas, greater ADA accessibility, enhanced playground surfaces, equipment, uh shade structures, and remodeling to include the preschool on site at 8. So, those are some
043of our successes in with what we're trying what we're proposing tonight. Um, along with some of the challenges that we face that we need additional funding for. So, the debt bond, let's discuss that real quick. Um, the district, we owe approximately $8 million on a general obligation debt. That was the balance as of June 30th at the end of our fiscal year. Um, there is an annual payment on that debt of about $2.5 million. This debt is slated to be paid off June 30th, 2028. So with that, the levy that is associated with that debt bond goes away. But what we would like to do as that debt is being paid off and the principal balance is going down is recapture a portion of that tax rate that's associate associated with that debt levy and
044transfer it to the capital levy so that we can start building a capital fund to um fund all of the challenges we saw on the previous slide using cash instead of um debt. So, what this means as the debt bond suns begins to sunset, the district's goal is to capture a portion of that um and transition it to the capital levy. To accomplish this, the district we're proposing to raise the tax the capital levy by 0.00154 above the rate that's currently there. Um what this means to an individual taxpayer is that on an average um home valuation in Grant County of $475,000 for a primary residence, that's a number given to me by the county. Um that's the average valuation of a home. This will increase your taxes by $37.88. Um but in addition to
045increasing the capital levy just with time, the debt levy will be lowered by 0.0000195. 0000195. So I want to capture a portion of that the difference a little not all of it just a portion of that difference. Okay, >> next slide. So here's just a u a combined debt and capital um chart for you to see. So over time, what I want you to notice is over time from this is from 2019 to 2025 2025 2026 fiscal year. Um the school district and the board have done a fantastic job of decreasing the burden to the taxpayers. Um over this seven-year period, the taxpayers um have seen a 33 little over 33 and a half% decrease just between the bond and capital fees. Um what this what this chart also shows is that last column the
046one on the far right that um that the orange is the capital levy the blue is the bond that is showing the additional tax levy for the capital and you'll still notice that the trend over time is downward. Okay, next one. So, going back to the first slides where we were at um when we talked about all of the different levies that the school district has to get sources of revenue. This is this is just all of those broken out in in bar chart. So, the very top little tiny green, you can barely see it. That was the charter school levy that's set by the state. The purple is the capital levy. The blue is the bond. Uh the green is >> I can't read. >> The what? board of local >> the board local
047levy and then the orange is the voted leeway and then the bottom blue is the basic school levy and that's set by the state. So over time over the past this is just again a trend chart over the past seven years the district has decreased the district's burden to the taxpayers by almost 23%. that's being good financial stewards um and along with um just working with what we have. So um but we need some more cash to maintain our facilities. They are aging. So next slide. All right. So we all got these happy notices in the mail here a couple weeks ago that says here's here's your tax valuation notice. So, this is a tax valuation for a um Grand County resident. We all see what that looks like. I'm going to What you'll notice
048is there's over there, right? Like right here it says change in 2025 tax with the proposed tax increase by the district of $66.51 for this particular taxpayer. Uh let's cruise to the next slide because I kind of bust all that out so that you can see that a little bit easier. So this is that tax information broken down just a little. So this particular resident did not have an increase in their assessed evaluation. Okay, their assessed evaluation remained the same in 2024 as it did in 2025. So it stayed flat. Um the highlighted areas here are the uh school levies and then those down here are also the school levies. You'll see the amount from the first page. It says $66.51. But what I want you to notice is that um with the assessed valuation
049remaining flat, this taxpayer paid 4 thou a little over $4,000 in taxes last year. Um with the proposed increase for the capital levy, this taxpayer will pay three a little over $3,800 this year. So even though the school district is proposing a tax increase for the capital levy, the overall tax burden to this taxpayer without an increased assess valuation is going down by $120ome dollars. So the next slide kind of shows that there you go. So this can you make that a little bigger so you can see that girl? I don't know. All right. So this just kind of reiterates the tax the school district's portion. All right. This person's evalu or assessed valuation stayed exactly the same. If we totaled up all of those school district levies on the previous slide for 2024, they
050total $2743. If we totaled up all the school levies as proposed for 2025, they total $2,620. So overall, even though we're proposing a tax increase on the capital levy, overall all of the levies for the school district are falling and you're saving the taxpayer about four and a half% on average across the board for school district levies. Okay, next one. So the same thing um because Grand County also has some San Juan County we residents that come to our district. Same Sanan County property valuation notice. You'll see there where it says um if increase, keep scrolling. They they lump theirs a little bit differently. Each county does them differently, but it still says this taxpayer saw a $6085 increase um based off of their San County assess valuations. Uh used the same average household income.
051That's what the San County individual that told me to do. So, kind of a wrap up and conclusion um of the tax. So, the district, we're we're in a really great place right now to be able to capture um a little bit more money and put it into our capital levy as that bond is sunsetting without increasing a tax like a burden to the taxpayers because that bond is going to expire anyway. We could capture more, but we're only capturing what we need so that annually that can um build upon itself. So, right now, we're kind of in a really great spot as one is going away. We're just going to capture a portion of what's going away and put it into the capital levy to build up our cash reserves so that we can
052do those um remodels and upgrades to the facilities. So, we're trying to be both good stewards to the taxpayers in keeping their tax burden at a level that is manageable, but also good stewards to the students, staff, and um employees of the district and keeping their facilities maintained and upgraded at a level that's acceptable to them to teach in every day. So, um, overall, uh, I think those tax rates charts show that the school district has been good stewards to the and fiscally responsible for the taxpayers of the county and I'll turn it over to the chair for comments and thanks Jerry. Um, does the board have any um, questions? >> Just just what does that equate to as far as money to bring in that? So changing the transitioning the the levy from debt
053to capital would put about $500,000 in the capital levy. >> And what could we have done if we would have gone full >> almost 800,000. So we did about 2/3 not >> so we gave back >> Yep. So we we g we still we did not take the maximum that we could just what was needed. >> Okay. I am going to um since this is a public hearing I'm going to open that it up to the public. Uh if you are here to speak to the board, please state your name. Um and then we will give you three minutes um to um speak and we might have a timer around there. >> Okay. >> I got a timer. >> You got a timer? >> So if you want to if you want to speak to
054the board, please raise your hand. I'll call on you and then you can state your name. supposed to show up. >> Yes, >> I'm from Thompson Springs, the only house in the canyon. And I'm just wondering why the market value and the taxable value have just about well more than doubled. >> Why is that so high? And so that would have to be you would have to go to the assessor's office. We don't we don't assess here. We just set our tax rate. So, the assessor's office at the county courthouse >> um sets those property values and um that is a very good question for them. >> We don't have any any say on how much things are worth. We just set the the tax rate number. >> Yeah. Because absolutely nothing has changed and
055all of a sudden it's double more than double. So that's Debbie um sees >> her sees. >> Yeah. At the assessor's office. >> Okay. >> Um >> I think they have a process you can go. >> Yeah. There's a board of equalizations. There's a process. I'm not but that's through the county. Thank you. >> In in the um tax change information section where you were briefly going over that um if the proposed budget change is approved then the amount goes up accordingly. >> Yeah. And it's because your assessed valuation has gone up. So that you if you so that's why it's because the the levies that the school district has are a percentage of your taxable value. So if your taxable value has gone up, then all of the levies listed there are a percentage
056of that taxable value. I see. So >> yeah, I was just pretty shocked to see I I think Yeah, agreed. >> Yeah, >> definitely. And I understand you need to keep up schools and all of that. I just have a question that maybe doesn't directly have to do with this, but why is it that when schools are built, you come in the front door and then there's open space like two or three stories that you have to heat and wash the windows and everything and there's a lack of classroom space. Why didn't you make the floor a little bit longer and have more space? >> That's a that's a great question and if you want you can come visit me here in the office and we can discuss the the uh nuances of that because
057it's it's a it's an interesting question that is quite popular in the state right now. So feel free to come by and visit with me and get you a business card um before you leave and we can go from there. >> Okay. Thanks. Yes. >> Any other uh people want to talk for public comment? Showing one. Okay. I am closing the truth and taxation public hearing. >> You have to close it. >> Comment. >> And then we have a resolution that will pass on this. Um, and then okay, Jerry, yeah, another information item is the school year 2526 original budget. >> So, this budget was originally proposed and um passed internally at the end of June. Um, absolutely nothing has changed in those budgets since the end of June. The only thing that's changed is
058if the board chooses to change to um resolve the tax rate. This budget was based off of the capital levy going up just a little bit. There isn't nothing has changed. Uh happy to entertain questions or show you but um I've presented it twice. Happy to present it again but stay the exact same. Anybody >> any questions for >> this was it was presented in June. >> All right. Um All right. Next on that's I guess there's the public action items. So there's a motion. Is there a language? >> Is it on there? >> It's on the top of that paper. >> You should get this one. She has to do. >> I think Mich has Oh, you didn't put that. >> To approve the property. >> I move to resolve. >> Yes. Okay. I
059will make a motion. >> I will resolve. >> Make a resolution. to resolve. >> I will move to resolve the following property tax rate and revenue for the year for the Grand County School District 2025 26 as presented uh was just presented by Jerry. >> Okay. >> Do we vote on it >> or do we don't have to say numbers or anything? >> Second. >> Okay. Kathy Williams makes a motion to seconds to um approve resolution >> the resolution that the governing body of Grand School District you are we doing separate ones >> you are yeah >> I'm going to >> do we vote on >> we do both right >> okay we'll do >> oh >> should I just start over I u move to resolve that we approve the following property tax rate
060for grand or for um San Juan County uh Sanong County for the Grand County School District 2020 in 2025. So that's one and >> and then I'll do the I'll do the Okay. And then I will move to um approve the resolution to approve the f the property tax rate and revenue for 2025 for Graham County for the Grand County School District. >> I'll second. >> Okay. Kathy Williams makes a motion. Derite seconds to uh approve the resolution of Grand County School District in Sanong County and Grand County School District for the property taxes property property tax rate and revenues for the year 2025. >> Any discussion? >> All right. All those in favor say I. >> I. Me opposed. That passes 4 Z. Uh, next would be >> Oh, right there. >> Yes. >>
061Was it there? >> There. There's a paragraph. All right. [Music] >> You just have to look. Um, do we want to change that? >> Okay. That's great. And it does have the race on [Music] Thank you. >> Okay. >> Thank you for coming. >> Do we need to state that right though? That's what I'm wondering about right. Okay. I I think you're okay. >> You need a motion to adopt the budget. >> Yep. >> I would move we adopt >> uh adopt the school year 256 Grand County School District budget. >> Is there a second? >> I makes motion. Jenna Woodbury seconds to uh adopt the Grand Cany School District School year 2526 budget. Any discussion? All those in favor say I. >> I. That passes 4 Z. Um I'll accept a motion to close
062the truth and taxation and and budget meeting. >> I move to closeation budget meeting. Second. Jenna Woodbury makes a motion. D5 seconds to close the public hearing truth and taxation and budget hearing or meeting. Um all those in favor say I. >> I. That is 40. We're closing this at 6:28. We are back in regular board meeting. >> Thank you. Yes, she was with us. >> Just in case. I'm gonna title and all that. >> Thank you. [Music] Are we ready? All right. We are back in uh the regular board meeting. It is 6:29. And we are at the end of our agenda, but we do have an executive session that we need to meet with. Um, but I'll you can do a quick recess if we get everybody. I'll accept a motion to recess.
063I'll make a motion to recess. Second, Kathy Williams makes a motion to second or recess at 6:29. I'm done. >> I live in Oh, that's right. >> The only house out there. What? >> I drive. >> I mean, I'm a passenger princess, so my husband drives it most of the time. I >> But yeah. No, it's great. We could have never bought a house here >> in town and we already like Where's your house behind? >> No. So, if you're coming from Grand Junction, like back to Moab, just look like before you like it's like about the sign that says that there's um the exit in like a mile. Just look, right? >> Yeah. I'm literally at 191. >> Us on one side of the freeway and my aunt. Yeah. >> Oh, you're you're on
064the north side of the >> Yeah. So, they're like down the street. >> Yeah. My husband's family homesteaded there when they moved here. And so that gas station used to be a cafe and gas station was there. Wait for my daughter. That was theirs. >> Look how good those packets look, >> dude. Right. My fingers. Like, you can still see the indents on my fingers. >> Oh, yeah. Those little those little rings. They look great, though. They turned out good. >> They're all pretty clean. >> They're printed pretty good. Good. >> Yeah, I know. [Music] You want me to close everything out? Mr.