02/18/2026 Fiscal Management Committee Meeting

001First thing on the agenda is we got anybody for public comment? Good. >> The next thing will be the beard company with >> Are you representing the beard company? >> Michael is >> okay. >> Go ahead, Michael. You got the floor. >> Okay. I brought additional handouts or do you have it on your computers? >> They have uh we should have uh this board docs for you. >> So, Michael has been uh a great partner for our district >> and him working closely with Stacy and Sarah previously and put us in a spot to be thinking about some debt repayment. And so, this document is available to you uh in board docs. Michael is gracious and brought some copies. >> And um >> I got it. >> So, thank you, Michael, for your partnership and

002your work. And I'll turn it over to you and talk talk through the plan with the board, please. >> Okay. Uh so, it's been a while since I've been uh at a board meeting for the district. Mike Clark from Baird. I've been working with the district on debt related issues with the referendums and refinancings and for probably about 20 years now. So, uh I think the district also historically has used the bar forecast model. So, you may have seen that as well. So, but we're here to talk about tonight is the district is coming to an end of its existing referendum approved debt. And so, we worked with the district last fall to determine exactly what the district could levy or needs to levy to pay off the debt. The debt is collable so you

003can pay it off. And what's happened over the last few years, the district was levying at a higher level, a little over $2 million a year, sometimes higher than that for debt. And now this last year, because the debt, you know, much debt outstanding, the district levied just under $800,000. That's all really about all the debt you had. And you only can levy for debt. And once the debt is paid off, that levy authority goes to zero. This will be the last year that you that the district levied. So the district levied part of your fall 25 levy collected the money this January February depending on you credit from 39 and now is in a position to pay the debt off. So um the summary of the repayment really is um let me back up.

004Paying off the debt does generate some savings because you'll be paying some debt off early, not paying interest. Um, actually ends up being about $135,000. We're estimating that's taxpayer savings. So, the plan would be to have the discussion tonight. Um, the uh we we had a discussion a couple weeks ago about this and kind of foreshadowed this. Um then a a resolution would come to the board at the Monday meeting on the 23rd if the board would approve. You you can't just prepay it. Uh there's a call notice that has to be sent out and board action has to make it clear that this is your intent with those dollars is to pay future debt payments. So that's why you have a resolution coming to the board. And then uh there's some filings internally with

005Emma and DTC that as far as paying this debt off early that we'll assist with um and then on April 1st, which is the district's scheduled payment date, the district will not only make its scheduled payments, but make additional payments to pay off the remaining debt is. So that's kind of the process over the next few weeks, couple of months. And then if you go to the next page, um this is kind of the analysis of what's happening. We're looking at your 2012 2016 bond issues. Um the debt is callable and the the maturities that are kind of colored in gray or light blue or whatever looks to you on your computer. Those are the principal payments that we are are we'll be paying off early on April 1st. So the 29 303 31 payment

006on the 2012 issue and then the 27 28 2930 plus 20 yeah 27 28 2930 payments on the 2016 issue. And so those that debt will be paid April 1st and at that time the district will no longer have any uh outstanding debt. And so you so you just drop down the next box. You see those maturities are gone and the $140,000 payment that's scheduled for April 1st that would be made as planned. you have levy the dollars and we don't need to include that in the call notice because that's scheduled to be paid anyway. And then it shows the um reduction in payments of 1.68. I'm looking at kind of the lower right hand corner right now. And then since you've levied for the majority of that, the savings is $113,000. And this has

007been discussed, you know, the district again had been paying prepaying debt at a higher level, defeasing debt, which is a little bit different than calling debt. It's if the debt's not callable, you can fund it, put the money in escrow, and then the escrow makes the payment. The district had done that for several years. Uh but now it's just reached the point where with no new debt in place, you'll no longer have a fund 39 levy going forward. Uh the costs associated with this are just bond council. They'll draft the resolution. They'll draft the call notice. There's no fees on our ends. So it's pretty straightforward. Whereas with the defeasants that we have done in the past, there were escro fees and other things associated, but this is pretty straightforward and simple. >> So I've

008loved this. Is there any downside? I it doesn't appear to me to be a downside. I mean, it's it's it's continuation of savings, right, for for the district. >> Um the um the taxpayers. Now, $113,000 when you spread it over your whole tax base isn't going to be life-changing for anybody, but it's just a continuing effort to reduce the interest cost associated with your referendum approved debt, which I know obviously with the operational referendum, that's a different type of referendum, but it, you know, is still a talking point, I think. to to say that you know the district is debtree and you know any other future levies for facilities related projects would have to go back to the voters. Um and you know you you've accomplished the goal of paying again the district started this

009kind of as a levy management process um to kind of keep their levy at a certain level. Um I know in the prior operating referendum that that levy was a little higher and that was going to drop and kind of offset the cost of that operational referendum. Um still wasn't successful. Um but it's um and so that was part of the intent of paying the debt off early that and taxpayer savings. >> This money is available right? >> Yes. >> To be paid off >> and it's in what fund? 39 >> and it can't be used for anything else. >> That is correct. >> That's too bad. >> When the voters gave you the authority to issue the debt, that authority to levy to make those debt payments was solely for the payment of the

010debt. And once the debt is paid off, that levy authority goes to zero. >> Well, let's do the taxpayers a favor. We do we need any kind of a consensus to say let's put this on for Monday. >> I think Craig had a question. >> No, I was just I was just going to mention that it's as he had mentioned that um it was it's been a strategy that the district has utilized and has to try to um save taxpayers money over a period of time. And it's we we were hoping to um you know combine that with the strategy of uh going to operational referendum and and the taxpayers would not have necessarily seen as much of an increase to the mill rate if not any increase over at the if it was an

011appropriate ask that way. Um and uh for whatever reason that didn't that wasn't successful uh in this event. I do believe there might be um a small uh miller adjustment. Um, >> we we did send over some materials um with this that kind of showed a bar chart with the the tax impact or the operating question and and how this off the fact that this debt is going away, how that offsets it to a certain degree. >> Okay. And I definitely think it's something you can point to in your discussions with with voters and residents that you know you know the districts had been leving much higher for refer improved debt that's now going to be at zero at the same time you're asking for this operating question because obviously the operating questions I think

012not 100% sure if this is the final number I think it was 52 operating questions on the April ballot across the state. That's about one in eight school districts. >> Okay. Any other questions? >> Let's move this to with a motion to move it to the meeting Monday night. >> So move. >> I'll second. >> Okay. All in favor >> say I. I. Very good. >> And I think some documents from the corals may have already come over. >> Yes. >> For the Monday meeting. If you have any questions, anything just reach out. >> Thank you very much for your time. >> Thank you. >> Okay, the next thing on the agenda is the uh future uh ready library plan and common >> common school funds. >> Pardon? >> Prepared budget. >> Oh, where's that?

013>> Item B. >> Oh, yeah. You're right. Sorry about that. >> No, it's we were we were working with other professional on this particular >> forecast model. >> Kyle, are you comfortable getting started? >> Pardon? >> Are you comfortable with me getting started? >> You bet. Go ahead. Um, so as I think we talked about, um, a number of folks, uh, spent some time with a different mayor representative, not Michael, uh, last Friday morning. And, um, I can only speak for myself, but it was a lot of learning. It was a great opportunity for me to learn. Um, and we spent the lion share of our time learning about different inputs that we could put into the bear bottle, making some decisions knowing we can always go back. But that led to the creation of

014these three scenarios. And so, as we continue to think about the future of our district and community, we will engage with Bayard more frequently. Uh this Friday we're going to spend time with the same representative walking through different scenarios talking he he had to leave we he extended his time with us graciously but he had another meeting so we want to talk more about these scenarios and also think through more scenarios and so a lot of learning also will afford us to kind of play with the the different criteria to to create more scenarios and with that I'll turn it over to Stacy you walk us through kind of where these scenarios are coming from, what some of the numbers mean, and then we can answer any questions you may have. Just know that this

015is a work in progress and that we are we're going to lean in heavily into Bear and Stacy and and Beth to do some great forecasting. >> My goodness, as Beth is very familiar with, so um does everybody have it up on their screen? I know it was just in the admin content. Um, so what you're seeing there are three different scenarios labeled scenario two, three, and four because that's how many we actually asked them to four scenarios. And >> because they're reported only set up to show three, they asked us to rule one out. So we ruled out option one. Um, so what scenario two is um is we cut 1.7 million in expenses next school year and then another million the following school year and the referendum passes. Um so looking at that

016first line there September membership um we have that decreasing by 80 students every year all the way out to 203031. Um we have the per pup people increase and the per pupil categorical aid staying flat and we have the tip growth um estimated at 6% for next year and then decreasing by 1% every year till we get out to 2%. And that was just a recommendation from bear. Nobody knows what it's going to be obviously so you have to plug in something. So that's kind of what they suggested. Um fund 10 salaries we budgeted or estimated 2.95 for next year and then slowly decreasing to 2% five years out and benefits um some of that falls in line with the salary increase. We used a 10% health insurance increase which is pretty steep and we

017estimated 10% for every year which obviously is worst case scenario. we don't have to bite that bullet, but in each of the three scenarios, those top six lines stay the same. So, we we didn't monkey around with enrollments or CPI increases or health insurance or anything like that. We just simply ran three different scenarios with all those same um assumptions. So, the lines I like to look at, if you see the line there that says surplus deficit, um that tells you your annual um in most cases here deficit, but um revenues less expenses. We're budgeting actually a surplus for next year simply because we have that 1.7 million in cuts. That's what produces the the surplus there. The next line um shows you what happens to the fund balance. So you can see right now

018we're at roughly 20 million and that decreases to 7 million after five years. Um and then you see the referendum line there. And then I just skip down to the bottom line in that scenario and see what happens to the mill rate. So if we look down to scenario three, what we assume there was 2.5 million cuts next year, nothing after that. and the referendum fails. So you look through that produces a deficit every year and by 202930 our fund balance is gone. Then scenario three is the same 2.5 million in cuts of the referendum passes. So, like Jason mentioned, this is and we did a one-hour cram session with the bear on Friday and he's got a bunch of other things I think that he has in mind for us. So, >> yeah, from

019uh from our session with Mark, is it Marqu Marquez? >> Marquez uh he was indicating that uh these are these these would still need to be tightened up a little bit. the numbers that he plugged in for uh the assumptions um were were he plugged it in under service. He didn't plug it in under um staff which wages and benefits uh would ultimately indicate a different picture. Uh and it probably would be a little bit more on the positive side of this if I'm not mistaken. But um >> yeah, he mailed me a couple things over the weekend, too. He's like, "Oh, I I didn't think about this and I didn't think about that." So, I mean, and he did he's deep into it every day. I mean, it just shows you how complicated it

020is. It's >> right. And another thing, too, is he he did seem to feel that the in inflation number, the 2.9% was perhaps a little bit on the more aggressive side. um maybe overly conservative on that number considering right now uh DPI uh the CPI was 2.63. So um I guess I guess um Carl and I and and the team that will meet with uh uh Baron would probably uh request some uh feedback from the committee as far as whether or not they would like to see something like the 2.63% 63% assumption. And then uh when it comes to the the um health insurance increase, we were assuming a 10% increase, which um uh Margaret was very fairly adamant that that that is a realistic increase um for health insurance costs. However, um there may

021be a need for for the board at some point to say the u health insurance cost may not exceed a certain percentage point because we cannot afford to go beyond that particular um in increase. And then and then the school district may the board may decide to work with the insurance provider at some point uh or the insurance uh consultant at some point to say provide us a plan within these parameters you know so that would be the other piece that I think we would want to receive some feedback from the committee on as well. Um any other thoughts? >> Um I just have a question about these scenarios. So you had said that uh year over year you reduced student enrollment by 80. So in these projections did you were the salaries and benefits

022decreased as well? Because one would assume if we go down 80 students there might be a loss of employment just downsizing. >> No, no, you're getting on you're hitting on the um the service where he entered that number under service. >> Okay. >> Um the intention is to have us uh go back in uh on Friday and have them input that information. >> Okay. Okay. so that it's more accurately depicting that kind of a decrease if I'm not mistaken in your question. >> I think that's spot on. >> Okay. Okay. Perfect. >> Marquette has done a fabulous job being um really kind to us knowing that we were all learning. >> So when we got to the scenario part, uh I think he had to go. So >> okay, that's no problem. >> Why we

023rescheduled for Friday? And I think we want to refine as President Warren was saying we have any feedback on what we input those assumptions but then really get to like start playing with more than three scenarios like what does it look like >> if we reduce the budget by.5 million pass a reference you know just play with those numbers I think that's really important for all of us to see >> any other discussion Well, on this health insurance issue, it is a huge cost obviously to the district. Um, have we have we had anybody make recommendation to us about what would be if we decided to go with, okay, this is what we can spend, we can't spend anymore. Give us a plan. Does anybody advise us on that? >> The the board usually, if

024if I'm not mistaken, the board usually happens to have an independent um consultant um assist with with the uh benefit selection and um to take it to the market more or less and shop it around and then approach the board with that information. I'm usually not part of those discussions but I you know just a general overview. >> I think it's important to note that that is on uh benefits are on a calendar year not school year. >> Yes. >> And so I think Margaret starts uh really engaging with our our representative uh August September to get us ready for January one. But so the the short answer is yes, but it's just not align with our school calendar. Yes, Margaret does work with somebody and uh they get quotes. >> Who exactly is this

025party that she works with? >> I think we're self-insured. So, it goes out to like a market car. >> USI. Yes. >> USI works as our provider and USI is the go between >> but it is like a like a marketplace, right? USI had or that's how I understood when Margaret explained it like USI will shop around multiple different providers to give the best rate to the district >> right but from my understanding of the situation um there are a number of different variables that can can um impact the cost to the district >> when it comes to health insurance that that um if if the district wants to stay within a particular range of uh you know to try to keep that increase down as much as possible and that might mean that you

026know sometimes the benefits change then then that that's what was felt in that particular discussion where um where Marquez somewhat felt like 5 I don't know what number he came up with 5.9% increase in health insurance was was appropriate and and uh and then uh it was felt very differently that that wasn't quite at all accurate. >> I you know >> from what I remember from HR this year I think there was a an 8% >> right >> increase to cost. >> Okay. >> So I understand why Margaret would say five wouldn't be enough. >> Right. I think Marquez was saying that typically what he sees is when uh when you approach anything close to 10 then the district would really evaluate the whole program and get it closer to five and Margaret saying the

027trends are not saying that right the trends are closer to 10 and to be more conservative here uh she she was she was more comfortable with that. >> Yeah. when she told us at HR last year that we got this 8%, she said that was unbelievable that we got that and to not anticipate that again. So, um I just want to make sure I got the numbers right. Scenario two was a $1.7 million reduction cuts, right? And then the referendum passes and this is 2.5 for the other ones pass. The first one was 1.7 for next year and then another million on top of that the following year. >> Okay. So 2.7 over two years >> and then yeah then three and four are both 2.5 million next year only. >> Okay. So so roughly

028the same same amount of budget cut just kind of staggered over two years versus versus all up front. That was kind of the the thought between the um because we we still had that that uh need to get down to the $4.5 million ask. You know, that's why that's why um I asked for those those several scenarios. And the reason why the first scenario didn't show up is because uh um he wants I mean Barrett likes to make it nice and conveniently uh displayed on one page. So yeah, you got to be kidding. >> Well, I personally think this is very helpful. I did I listened in on that. >> Sure. >> As you know, and I I agree with you folks. I thought it was extremely helpful. I thought some of the things they

029recommended for us going forward and interacting with them to to get >> input from the bud was helpful. These scenarios, I guess, don't surprise me. um even even with these three scenarios, you know, if you're looking just at the fund balance in um by 203031, we're in trouble. Um and and by the way, I I have run into people over the over the last few days that have said um well, they were actually people that I gave the mailer to, you know, to get input. So we kind of had an every man, every woman input. The the one of the things that more than one of them actually said was, "So you mean this is only for five years?" Because looking at what the data is, we're going to have to do this again in

030five years. So that reality is out there >> and I think the mailer and the referendum material that we have in general shows that. So um I play with the numbers. I don't you know there's only so many variables that we can have. I I I think the 2.95 that we have projected for 2627 under the fund 10 salaries increased I don't think that's realistic but you know I mean given the fact that CPI is 2.63 but um one of the things I've learned on those numbers and when you're talking about it's not a lot of it's not a lot of difference between 2.63 63 and 2.95 ultimately it's not but um you know he's reduced that increase as you go through the next five years. So um >> the the the one one piece

031of feedback that I I would probably ask also would be like you can see in scenario four that's probably what we've kind of been talking about as maybe the best case scenario with a $2.5 million um cut right up front and a $4.5 million successful referendum. uh actually looks a little bit better on the uh scenario number two when you cut basically 2.7 million, right? Um but uh all of these scenarios show deficit spending and dipping into fund balance. Is it the desire of the board to h show a scenario that doesn't involve deficit spending moving forward? >> Yes. >> Okay. So then we have to get creative with uh >> okay >> that situation. >> Well, you you do have to get creative with it and I and I question the reality of it.

032Um I'm not saying that you should ever deplete the fund 10. I mean that would be insane. We can avoid that. >> But it also is real money to be used for legitimate school expenses. So, um, I think we have to be extremely prudent about this, but I don't mind I don't I don't want to drive it to nothing, but I don't mind using it appropriately as we need to. >> No, no, I guess I guess I'm not um I'm not I'm not disagreeing with you at all, but but maybe a a more of a graduated uh cut over time. So, do we do a running like >> um $800,000 cut for a period of time until we get to where where it kind of levels off with the with the um deficit spending? >>

033You mean something like 2.5 million the first year and then 800,000 every year after >> or something like that. Um >> that's a lot. I'm just going to remind everybody that what that means is and I'm not saying it's inappropriate, >> right? But in a school district and every not for profofit you can imagine the place you have big money is in your people. >> Right. >> Otherwise you're just neglect it's you know and >> also maybe maybe the governor will give us some of the surplus back to the school system. Hopefully. Maybe. >> We'll see. I guess I wouldn't hang my hat on anything that the governor is going to do or not do. >> But he was an education. He's just like you. You were an education. You think he'd have a soft

034heart for that? >> Because you know me, I just want to spend everything. >> We're just kidding. But but I guess I mean my my personal view on fund balance is that um once you spend it it's nearly impossible to get it back >> really you know I mean >> yeah but there's a lot of Can I ask what what is the does anybody know the number >> that we because I understand that you don't want it to be depleted too much because it lowers the rating of the district. What is the number for this district that would put us at a place where the ratings gets lower? Does anybody know that information? >> Yeah, it's okay. >> Cuz I feel like we should avoid going past that number, but we should utilize the funds

035that are in there uh up to that number with the anticipation of potentially building it back up. We've seen scenarios prior to this one uh that were presented to the board over the past few months where the plan actually built in putting more money into the fund balance. So, it is potentially doable. >> Of course, we don't speak. >> I guess I would say I I do not know the impact on the rating. I'm really excited about an expert coming board really quickly here, right? >> Yes. I would also say that the more scenarios that we can play with the better in my opinion so we can have those conversations and every district I've ever worked in has always thought about fund balance being between 15 and 20%. >> total budget. >> Yes. >> So

036when we get to this bottom line here like um >> so like 13 thou $13 million roughly is closer to 20% of our >> Yes. of our um operational budget. >> I think we have a policy that says 15 as minimum. Correct. I believe >> and so again, every district I work with is always looking between 15 and 20 as being a comfortable spot. >> Again, I am not the expert. >> Okay. But so I'm I'm not looking at all the numbers because do we know what percentage we're currently at? If you just type where our fund is right now, >> the fund balance. >> Yeah. roughly around 35%. >> 35. >> Yes. >> So, >> I think to play >> Yeah. >> I personally think that that gives us some But but but Craig,

037let me mention too, I don't think there's anything wrong when you have something built like this. >> Plug in the worst case scenario you can think of. >> I agree. So, you know, >> I think the more the more scenarios we see, the better, you know, >> agreed. We will do that. >> Any other discussion on this? >> One more thing. >> Go ahead. >> I think one of the most sobering numbers in this whole thing is we lo and by the way, um I think Stacy is the one who had the numbers with fair last Friday. how many students we lost between first semester and second semester and that we're talking about losing 80 students every year. I I realize that's a number that we're using to but at some point that's somebody's saying

038that's possible and and maybe realistic. So that that's a very that's a hard number to deal with. Well, what was also kind of interesting that he mentioned was that they also do uh enrollment projections within within their model. Uh and I think I think we start with the September FTE. Uh I don't know if that's been updated because our headcounts were changed. Actually, that's September FTE. So we we've experienced u more of a decline in our January I think it was a January >> student something like that. >> Yeah. So we're we're just under three,000 students roughly. >> Um so so yeah it's it's significant >> that that's really the driver. I >> I agree, but I don't think we I mean, the city has approved some new developments for housing, so one would hope

039that it could potentially increase the the number of potential students in the district. I mean, we can't, you know, >> Yeah. And the MDR roers report was was projecting that um enrollments will stabilize at some point and make a modest um increase over over time. because uh we do have a a number of housing uh housing opportunities available for an aging population and we and we have a uh a somewhat unbalanced uh population of people aging in place and uh there will be an opportunity to you know for as those uh properties open up for um growth in the community. Um, but that's that's going to take some time. So, what you're saying is that I'm going to die here pretty quick. We're all going to die. >> You're just closer to the exit cup.

040>> Amen. >> The reality is, >> he was joking with me. >> The reality is we've been below replacement birth rate in this state since 1974. And it has caught up with every school district basically significantly. It's caught up in the workforce. It's caught up everywhere. Colleges are closing because they can't find 18 year olds to put in this. It's not just It's not just Wisconsin is been one of the worst over time, but it's across the country now. >> And so that's the reality. And we can fill these, but the people that fill them, I don't mean to be crass about it, but they need to have children, >> right? >> You know, and that read the stuff. The trend is for more and more couples to say, "No, don't want don't want children.

041Don't want to change my lifestyle. I don't want to, you know, and it's very sobering. >> I know I sound like, you know, Debbie Downer and I don't mean to, but I've harped on this for years and so the accusation is why didn't you do something about it? But >> yeah. Yeah. I I I guess I don't it's either that is true. enrollment enrollments are tied to birth rates, but I don't I don't know that um I think that Watertown is somewhat in a unique position where where we could still potentially attract people to our community. >> Absolutely. I hope so. >> Yeah. And and that if anything with a unified school district of our size, you know, there are things that we can do to to boost that over time. I I think what

042I'm saying, Craig, is I don't think that I would change that top number. >> Okay. >> I think I would keep that that 80 students down every year just as a that that's kind of a maybe that's kind of a worst case scenario, but um so anything better than that that I that's really what I was saying. Don't mess with that number. >> Maybe maybe it'd be a good idea to have uh the board approach the reason these these students are leaving. I'm a little privy to that. I understand why some of them are leaving. Can't don't blame them either, but that's for another day. >> Oh, man. We got to go tell us. >> No, I ain't telling you why. No. >> Well, some of it isn't that they aren't It'sn't that they're leaving.

043It's It's like um who's got the most recent kindergarten enrollment numbers? Are they up or down so far? Um, I might actually have those. >> That's very telling. That's what we're out 13 years from now. That's what we look like. >> Just when they get out of grade school, they aren't going to high school. >> I think what this shows we definitely need to get more scenarios, but this shows that the next five years are really pivotal for our district and community. >> Well done. I appreciate that. >> All right. That was an overtime limit, too. All right, here we go. Uh, library plan. >> Yes, thank you. And so, I believe, uh, in December fiscal committee, there was a request to, uh, take a look at the future ready plan and learn more about

044common school funds. And so, my attempt tonight is just to give an overview of the future ready plan, where it comes from. I think the link was not available for the full plan, but it should be now. So, I apologize for that. But, um, we I'll go through the why, what, how of the future plan and answer any questions and I'll talk a little bit about common school funds. Certainly ask any questions. And so, I'm looking at the future library plan and common school funds document. And so, we always think about the why, what, and how. So the first is uh never read things to you but just a reminder that this framework this future ready framework is really provided by DPI right and it's a partnership with uh the organization called future ready and

045DPI and there's an expectation from DPI for school districts to have a library future ready plan and a teaching future ready plan and we have both of those in play and these gears again are provided to us. This is the framework for which they ask us to work with them. And so if you look at page two, um it's it's much of the same, but just a couple reminders that really uh these future ready plans should be connected to student achievement. That's why we're here. The fundamental purpose of this organization is learning. And so that's calling that out in number two. And number three just speaks to how this kind of future ready plan was developed. Our library team worked as a team. They also did some collaborative work at CISA 2 I believe uh

046networking with every uh other library folks in in our CISA and also got feedback from our administrative team teacher group. So was not in isolation. And then number four is part of this future ready plan is the team crafted a vision uh statement for their work and their vision statement is listed there. And so uh going to the bottom of page two on the what it really centered the team really centered on two goals. And the first goal is really centered on increasing uh by 15% at least 15% student usage of resources over a three-year period. And then goal two is around uh kind of uh keeping the the collection uh up to date by decreasing the average age of collection. So those are two smart goals that the team identify. Look at page three

047uh really talks about you know some things and action steps to achieve those goals. And so again, a couple action steps for each of the goals are listed and then the link there should be uh open for you now is the full uh future ready plan that I believe was presented through ED services in the fall of 2024 and then the board adopted. We sent this to DPI thereafter. um questions about uh future anyway. We typically have the library team going to give an update uh May or June. I think we've gone through that services in the past. So, I'm just gonna ask are are we are you asking for a an approval of the future ready plan or is it >> No, there's a request to bring this back and and recount of present

048just to regground us and that's my attempt today. >> Okay. >> Since so many of us didn't know about it. >> What is reliable? >> Where you at? Um, goal two, it says news resources, print, digital, and reliable. I'm guessing that's the pronunciation. I could be wrong. >> So, I don't know what I'm just wondering what kind of source that is. >> Realia. >> Real. Okay. So, what is it? >> It's touchable stuff that you can um, you know, models and that somebody could go in and actually pick up >> like coding things. Coding. >> Okay. or like the board the board we purchased that >> okay okay >> I think some libraries have utilities they can >> well I mean and the part of the reason I'm asking is because I've heard from other

049board members that uh that they desire to see our library and media centers uh be more um you know resource-based when it comes to books like we if we're receiving common funds we should have like library is just packed full of books you know and if that's the discussion that we're that that this is intended to um bring up and if we need to make a modification now is the time to have that discussion Um, and and I believe I was one of the people that weighed in on that. There was a time when we spent $900 a piece on VR goggles and I that was long before I was here and I went on a one of the schools and saw the VR goggles and asked the student that was giving me the tour,

050"What do you use these for?" And she's like, "Oh, mostly we don't use those. Why did we spend $900 on VR goggles and our books in our library are really some libraries are better than others, but if we have all this money, we should be spending it wisely, not on gadgets that nobody uses. So that was the that was the original question that I pointed it at at uh President Wartman. Sure. Go ahead, Tammy. >> I'm just wondering what percentage of the school funds yearly are spent on print books, resources, uh what is the common child magazine highlights or something like that? Like what percentage of the common school funds are spent on actual print material? >> I would have to get that. >> We can see it on the on the variance report that's

051on the monthly report. It' be line 432. I'll I don't know off the top of my head, but I'll look it up here. >> Go ahead. >> It's the variance report. I'll I'll let you know. >> Thank you. >> The uh somewhere in this material I read that there was I think it was part of the goals that they were going to I guess I'll use the word survey because I don't remember exactly what the word was, but that they would assess what the students wanted. So, um, that changes from age to age, obviously. So, I don't know how what kind of information they gathered from students to get $900 worth of VR goggles. >> Well, it wasn't just $900. It was $900 a piece. >> A a piece. >> It was quite a bit

052of money. Um, and I didn't know we had them until I took the tour. Well, my question on that is do they do some kind of formal assessment to figure out what the students are and I'm not saying that just because the students ask for it they should get it because we have to filter that. But um do do we do some kind of formal intake to see what they are thinking? >> I don't know if it's formal or more informal of talking to students and what uh what's interesting to them. Uh I know there's some there's a lot of uh collaboration with classroom teachers for sure. If I can get that knowledge as well for sure. >> Okay. Okay. >> Go ahead Dan. >> Um just a point that u there was one board

053member who voted against that and that was Craig when he was >> all for VR headsets. >> Yes. That was >> so a long time ago. >> But um who makes up this library board? Library team. >> Yeah. Team. Yes. >> Yeah. So, we have uh one library professional to high school, one middle school, and that three that cover the elementary school. So, there's five folks. >> Okay. >> That's new this year. >> Okay. So I noticed that in the first goal you talk about um uh interests of students and families and um teachers but then where it says how you just consider students and staff go one. So action step three promote our resources to students and staff. Step two, identify the interest interests of student students and staff. But in the goal itself,

054what you identify um student, staff and family, but family gets dropped out when with the how is that um an oversight? >> Well, I think this is a high level overview and what I point this to is the full library plan and that's something that I wrote down as a followup that I can learn more about. Go ahead, >> D. Um, I know since these college school funds come in and they are extremely designated, we must be able to bring out how where all that money is going, right? Every year. I think I remember back in the fall I asked about how much it was every year. It was well over $200,000. By the way, I did some research and this year the money that's going to be distributed is over $76 million to to

055the schools in to the libraries and the schools in our state. >> So, is it possible for us as a board to see that breakout of the monies that are spent because I'm assuming the library media specialist team you're talking about have great say on how that money is spent, right? so that we can see how it's being spent and the choices they're making. >> Absolutely. >> That's a lot of money. >> It is a lot of money. >> So, >> go ahead. >> Would it make sense if we had a board less on >> to that team? Are you volunteering? >> Not yet. >> That's It's not a bad idea. I'm not raising my hand. Um, but it's not a bad idea. >> We got any volunteers? >> We're saying quiet. >> I'm not

056sure. >> I'm trying to give you guys all a chance to actually talk for once. I take up so much of the conversation. No, I I'd be happy to volunteer for for that as well, of course, but I wanted to give you guys a chance. Thanks Sam. >> I can walk us through common school funds and then answer more questions. So thank you. >> Um this is again just a high level overview for why, what, and how. And then there's some links there that I think are all from DPI. So, uh, as we've kind of, um, alluded to, it's a source of revenue that's really forwarded to public schools and there's some pretty strict guidelines, uh, around what can and cannot be spent. And that's one of the pieces that is linked as a document

057there. Now, I think it's important I underlined under that the bottom page three, it really reduces reliance on local property taxes, right? So these funds are incoming really to no no impact on our local property owners. And then at the top page four I think what I what I earn there or what I underline there is it's it's it's pretty permanent right it's something we can rely on. >> Um and then the how is again there's a group of folks that work together to get some feedback and make decisions. the the graphics there or the pieces that are linked there I think is really important to note again I'll read things but the second one is a link to DPI's website and it shows a pretty comprehensive list of things that are eligible and not

058eligible for purchase through common school funds and the state has a magnificent representative that is very responsive questions. We consult very often about does this fit, doesn't it fit, does this fit? And so that's a part of supporting documents as well. >> So when it first came up, um the reason it came up was because we asked the librarians how we ended up getting the new Zella subscription and she said it was at the end of a budget cycle and it was use it or lose it and that's how we ended up with New Zeal. So, are these all use it or lose it funds? >> No, there there's um what I think about I think about it similar to title funds. And what I mean by that is there's an expectation to spend them,

059right? Um there's an ability to carry over, but there's also an expectation to to uh spend that carryover within three years, >> right? So, it really is it is, but it's not yearly, right? that's kind of rolling. But yes. >> Yeah. So I think that's where we end up with the with the wasteful spending is the the use it or lose it requirement. Um and we want to be careful that we're we're spending it wisely on things we actually need and use. >> Absolutely. And I I do kind of wonder if um again this future ready plan that they're putting forward is an attempt to do that to to come up with a an idea by which how this how these common funds are spent and um you know but that's again one of those

060things where because I'm I'm sure the the administration is looking for some uh feedback over time on what what uh what the board is comfortable with and where modifications would need to be made if the board would like to see those modifications. So >> yeah, right now I wrote down just how do we get input from staff, students, and parents. That's something I wrote down as a to-do list. >> Thank you. You're welcome. >> Yeah. And I think I think uh uh having a board representative would be very helpful because just like the representative to ecampus um and endeavor academy that has been very good for communication back and forth and I think this would also be a good um a good way to do that. So what I have a question about some of

061these funds right so you know some of the areas that we have identified to ensure digital access and data and privacy uh how much of our common common school funds can be used on things like you know our digital infrastructure within our school district >> digital across the district zero >> just it just has to be relegated to our media centers. >> Interesting. >> And that's why I think we need to see what like over this past year, how have we spent that money? >> How have these libraries chosen to spend that money? And as Stacy's saying it's it's segregated, so do we have to track it? >> Okay. I I don't know. Maybe nobody else would like to see it, but I would like to see >> I would like to see the amount

062of funds or what percentage of that pie is spent on print materials. I think if we know as a society that a lot of digital activity for young children do could lead to addictions with children, cause uh disruptions and behavioral issues. Uh, I'm not saying take that away, but there should be a plethora of printed material and children should almost be encouraged to see the book, feel the book, turn the pages to try to get them to engage in the physical and not the digital. >> Yeah. So when I when I visited Sh's library for example um I noticed that the the classic books that my grandchildren loved that my daughter loved those are well worn in that library. They are almost falling apart and we might want to look at replacing those before they

063actually do fall apart and maybe getting a couple extra copies. >> Thank you. That's a real good thought. Looking through the library to see what other things need to be updated or repurchased actually goes a long way because they do wear out pretty soon. >> That's a good time. >> Are we finished with that? >> I think so. >> Clear go. Who's got that one? >> Um I think I can just start us off with Stacy. I think that uh Sarah Duncan brought this idea of clear gov to fiscal. I think there was I think there was unanimous excitement about the opportunity. I believe there was just a a pause and to give the board members opportunity to look at it, play with it. I think I think we're ready. Kick me out of the

064table if I'm wrong, but I think we're ready to go live. If the board is uh Stace, we're ready to go live. If the board is comfortable with that, so we just want to give Paul check. >> No, I think we decided we talked about it in December. I think we decided not to allow commenting on the site. Is that correct? I think that was the only unanswered. >> I think I think the physical committee. >> Yeah. I think that there's other avenues if they have questions or concerns to reach out. So, >> I don't I wouldn't want to give a board member or any member of administration another place to look for community concerns, questions. >> All right. I will contact them tomorrow until we're ready. if can they add a disclaimer maybe on

065there saying questions or concerns please reach out to and maybe they can link like the general email box for the district or maybe even the referendum email at this point right because there's I'm assuming there's just specific mailbox that was created for the referendum >> yes >> if that's a we can also just create a generic one >> we're good with that exciting moment >> yes I agree us with transparency, communication, all of the pieces. It's a wonderful dashboard. I see Beth nodding her head. Right. This is a this is a wonderful thing that Sarah researched and I'm glad that we're able to move forward on it. >> And I think it's timing is great. >> It's a plus going into next couple months. >> If they could provide um clicks or activity or traffic

066or whatever you want to call it, and they said they can. We just have to request it. It's not a standard. >> Is it going to be on the landing page of the district website? >> Okay. Okay. >> That landing page is getting busy. >> We can switch things up, too, as as things become more important over time. >> So, is it So, when's the when's it officially going live? >> I'll send I'll I'll contact them tomorrow. I don't I don't know. It could be tomorrow. >> Okay. Okay, >> I'll let you guys know. >> That' be that'd be awesome. >> All right, Google for education. >> I'll get started off and turn it over to Miranda and David. Um, again, Google for education is uh the backbone of the operation really, right? And um

067they hooked us and now they're increasing the price. That's right. That is the truth. And so we always think about the why. what and how and I'll turn it over to Miranda and David for just an understanding I think for me of all all three components but especially this multi-year plan where we can do a one year or three year I think there's some implications there but Brandon David will talk us through that thank you >> all right so our Google workspace for education plus has changed their model to we used to just have to pay for the students and then they would give us a license for every four students for staff member. Well, now they want to pay per user all around. So, that's our students, staff, and then our room accounts. >>

068So, and then they increased it by a dollar, but with doing the three-year renewal, we would save money um 10% each year, and then that first year we'd get an extra 10% because we are increasing our licenses. So, we're really bringing it to fiscal because, you know, as you see in the three-year uh renewal, it's right around that 20,000. We follow that pathway, then we're over 20,000 the next two years. That is that is uh there's some disc additional discount there but we wanted to talk through and get feedback from fiscal and ultimately hoping that we would bring this to resolution >> and and this would be a contractual relationship that would guarantee these prices for three years. >> That is correct. >> We would be locked to those three years. >> Is there any

069discussion? Well, I don't I I I hate sounding ignorant, but spend much of my life doing so. How how is this is this just everything about Google that is used? Is this Google Classroom? And >> it's Google Classroom. It's our security infrastructure with extra security within our Google platform. There's features that we get with the plus version versus just the fundamental version which is the free cost which includes more features in Google classroom for staff and students and Google Docs and the whole workspace suite. >> And we have data showing that this is used significantly across the district to warrant the the purchase in at any level. Okay. >> Yeah. The entire district is on Yeah. Yeah. >> I don't see a way around this. >> And they're important safeguards. Right. >> Right. Behind >>

070each cyber security. >> Yeah. When I looked at this, yeah, >> I mean, you know, you open up and look at the whatever you call that, what do you call this here, Marina? This box >> waffle. >> The waffle. Thank you. The waffle. The waffle is waffling because of this. That, right? I mean, that's >> right. And the biggest difference and Miranda touched on the biggest difference for us from the lower version or the free version that schools used to run and us using the plus version is the increased security. We have the top level security as well as we have all the features available for our teachers which they do use. And then of course Google's rolling out something almost every week whether it's in addition to notebook or Gemini or any of those

071tools integrating that into classroom. So all that entire that entire um environment or world that Google's trying to build um we have access to completely and and it would be really tough to to go away from it just like it was tough to go away from Microsoft back in the day or whatever. We've been doing it for 13 years now in Google. So with student level >> basically when you start with software on this level your stuff >> and and that's why I say I think it makes sense to do a three-year contract >> take advantage of the discounts >> they're significant so that's where I put money >> and the money's located in the in the teach >> how do you feel >> um I think that it's fiscally responsible to go with the

072three-year contract because it's unlikely that the district would even look into transitioning to something else unless like Google crashed or something and like they're no longer in existence or something. >> So, we don't even have to put it to vote. All people have spoken. >> I think we have question. >> I I just have one question. Go ahead. >> How does summer school play into this? >> This is year round. So, whatever is available to students, staff, parents now is year round. >> Okay. >> This would have to be on Monday's full board for approval, I think, because it's over 20. We're prepared to do that if that's true. It's the will of the group. >> I I think we all What do you think? >> Yeah. I think Yes. Yeah. >> Yeah. I think

073we're all in agreement for three years. Saves us money and this is barrel. There's nothing else. >> Yeah. Take it to the board. >> Yeah. >> Okay. >> Summer work update. >> Yeah, I think that's Mr. Sugo. Um, I could introduce Mr. Suo again, you all know and love. Um, but >> we've had some conversations leading up to today. I think we did some tours of the high school looking at different spaces. Um, I I believe Mr. Sugo can correct me, but we're at a spot where folks are getting bids right now. We just wanted to bring this to the top of our memory because those bids, I think, are on target uh to be brought to you in March. So, we just want to refresh memory, answer any questions you have now and in

074in forecasting for March when we really have been. And so, thank you Kevin for all your work and take her away, please. What is the um really that that's where we're at right now. Um bid plans uh or bid set has been distributed by JB Cullen. They are right now um getting feedback. We have an addendum set up to go out on Friday based on some questions that came back from early bidders. We did a pre-bid walk through uh with some of our um MEP partners that are looking at or some of their MEP partners that are looking on bidding right now. And uh I spent the last half hour researching uh bathroom flushometers because we need to ready our spec for Friday. So, um, right now we're kind of in the holding pattern, waiting

075to see who we're going to get to bid, uh, what those are going to come back. Um, we did, I think last time we talked about the projects that were included in the summer work. There's some work that is we need to do this to make our high school operate more efficiently. There's some work that is um, more geared towards if we're doing some grade level realignment work. Um, the way that this is being bid is as if we're going to do all the work and then we have voluntary deducts that we would take out. Uh, the reason we're doing that is it makes the project more um appealing to biders to bid as if they're going to get all the work and then we would take work away. If we said, "Hey, we got

076this $200,000 project that may become, you know, almost a million dollars." Uh, the amount of people that would bid on that work is probably significantly less. So, uh, JP Colin, uh, was really great at make helping us make that determination as to how to solicit bids. So, uh, the bid package is on the street. We're going to send the addendum out on Friday. I believe bids are due the last week of um February and then uh JB Cohen is going to go through the bids, do some um check up on them, make sure that everybody is bidding uh apples to apples and then we will have um you know the official bid tabs and be able to bring that back for recommendations in March for who we would move on uh depending on what projects

077we move forward with. I got a question. If we would move the uh seventh and eighth grade up to the high school, >> is these is this plan fit into that? >> That's part of the plan. >> It's to make a special place for the seventh and eighth grade. >> That's the contingency part if the reference. >> Okay. And that's part of the contingencies, right? That's part of the uh the what they're calling a alternate deduct. So we're bidding it in, but if we decide not to take that, they know that that's a bid in to be deducted. Um if we choose not to move forward with that, it's based some of that work or a lot of that work is based on conversations that have been have with people uh talking about if seven

078were moved, what we would need to accommodate that. I don't know that it addresses every need, but it addresses some of the needs that we're discussing. >> Can I just >> go ahead? >> Okay. So, I have a question about since we've taken off the table to move the seventh and eighth grade to high school or for a discussion for this coming up calendar year. Um, is it necessary to spend the funds to renovate the high school to prepare for seventh and eighth grade? And I'm looking for administration feedback or you Kevin like I understand I I understand the bathroom, right? I remember taking the tour and we need a ADA bathroom, right? So, I can understand that. >> Yep. >> Um, but all the extra stuff uh that might be added, I'm not saying

079it is. I haven't seen the bids, Kevin. you're aware of that. Is that an expense that we need to incur right now if that is not something we're considering in the next calendar school year? >> I guess I could take that. >> Yeah, the I'm sorry. >> Go ahead. >> There's a health room portion as well. Um that is an immediate need. Um, I guess from a construction standpoint and not anything having to do with the planning and all the guts of that, >> it's advantageous for us to do work. If we're already bringing contractors in to do some work, we would save mobilization and we would probably be able to uh save some money on, you know, like sharing of labor as opposed if we did all of the projects at once as opposed

080to as opposed to doing some work this summer and then we make the decision to do this moving forward and then we bring everybody back next summer. we would probably have to pay a little bit more for the extra mobilization, but it also the way that we're bidding this out, we have the opportunity to say we're not doing this work at no penalty to us as long as we make that decision early enough that nobody has to like go and buy all the stuff. >> Yeah. >> Right. >> So, this this also included um some office space reconfiguration as well, if I wasn't mistaken. Is that correct? uh two different places that offices are being um tinkered with. I guess we would say in the main office uh moving the health actually creating an actual

081health suite where like the sick room and the nursing assistant or health assistant are in the same space as opposed to located in different areas of the main office. moving those or moving the the health area to one location would free up one office space in the main office for whatever administration would decide to put people in there. And then um on the second floor to the bottom um that is um uh talking about taking two classrooms that are or I should say resource rooms because right now they're not full classrooms, they're they're like half classrooms. uh taking those two classrooms and then modifying them to create uh an office suite with three offices and a conference room and that is um viewed as uh supporting student services at the middle school level if we

082were to move that way. But would you would you say though that it still gives us some options for like what to do if let's say um potentially we like um the ESC were to close and we needed to move some some uh resources around and u perhaps they're not the high school's not utilized for the um for the middle school at this time but perhaps maybe um some administrative positions end up at the high school. Um >> that was not a guiding factor in any of the development of these plans. >> S you mentioned the word conference room. Would that conference room be big enough to have a school board meeting in it? >> No, that conference room would be it's sized I think for eight people. That would be more so for like

083um student uh parent meetings with student services or IEP meetings or things like that. >> How could you make it bigger? lower the wall and add on to the south side of the school. >> Well, here's the thing. We could make a boardroom anywhere really. We can make it into We could have a common the commons like we're going to on next Monday or the auditorium or a gymnasium or a cafeteria, you know? I mean, you can make a courtroom anywhere. That's not that shouldn't be a a hindrance for us at least. Just remember you said that >> kind of just just to summarize on on this doc why when how document on the bottom of page one two it it's really speaking of three areas right so the bids are coming in on that

084interior renovation some of those pieces that we spoke of what the second one is really connected the seven or 12 moving that's the second bullet the third bullet is exterior hard spaces And so we're hoping in March fiscal meeting we can see the bids, have the discussion and make some decisions there. >> Anything else on that? >> I guess I'd like to Sarah and Jason, >> what exactly do you think about the plan to do this >> for this? >> I mean the train left the station so >> Yep. And >> so this is something that we have been talking about since I mean even before school started after I had gotten hired was the issue with the restrooms um utilizing spaces differently and it's a need. So what I'll say is on this particular

085um print if you want to can you just show them just with the there we go. There is something called green hallway. Can you just show them where that green hallway is just with your mouse? Okay. That's called the green hallway. That is where usually our CTE, our art, um our egg, all of that is there. Okay. We do not have restroom usage that is appropriate for the amount of students that are in that hallway. Do you want to highlight where those places are? So, where Kevin is showing you are limited. >> Wait, who's doing that? Oh my gosh. I'm sorry, Tyler. Whatever. >> Okay. All right. Thank you, Tyler. Um, these restrooms, which there's one there's one here and then there's one on the side. They do not serve the population that is in

086that hallway. And you guys have been having that conversation for many years. the staff, the students, we've been hearing from them. Our students have to go into a completely different hallway in a completely different wing to use the facilities when they need to because they cannot access that. Do you want to talk a little bit further about those pieces? >> Yeah. So, um, largely what or what's going on is we, uh, we have some special ed areas, classrooms down the western hallway, the green hallway, and, um, we do not have an ADA bathroom in that space for toileting and changing. Uh, the only space that was available to create an ADA bathroom was one of those two bathrooms that Tyler is circling right now. Uh so basically what we had was uh we had a

087two I think two stall male bathroom two stall female bathroom. Now what we did was one of those bathrooms was made into an ADA bathroom for special ed only use. The other bathroom was then made into a a same what do you call it a restroom general purpose restroom with a lock on the door so only one person can use it as a time or one person can use it at a time. Uh this significantly increases the amount of time that students have to wait to go to the bathroom and has become a student management issue for folks that teach down on that side of the school. So that was a a guiding part of this was finding a way where we could make the facilities that were actually created to be a changing and

088um specialed bathroom, not like retrofitting something that was already in place. Um and then also returning the max capacity for students in that space to use. >> Go ahead, Julian. >> It's my understanding that the board has already approved this plan. >> Right. >> I think it was back in I went with you on a wonderful walk through and the amount of walking that we did does not match. But it it was a wonderful tour and it pointed out all these things and it was my understanding that we took affirmative board action >> and and and said to Kevin proceed with it, go get the bids. We we we put all that in place. So >> we we approved the >> you architecture. >> We approved that plan. Go ahead. >> Um, so this this

089seems like this isn't highlighting like bathroom usage, but >> I mean, am I missing that? It's where is it? Uh, >> uh, that's in the various accessibility improvements for specialation classes. So, that area that Tyler is circling right now, the storage closet, that's where the bathroom is being. goting the existing plumbing or really trying to piggy back off the existing plumbing that's in place for those two bathrooms. So, we're not like cutting up half of our floors or anything like that. >> Okay. So, we're we're bringing back online another like a single use bathroom or like a >> we're going to bring back on online two multi-soul bathrooms in the green hallway by creating the single stall bathroom. >> Okay. Especially in the new area >> and that will help alleviate some of the issues.

090>> Okay. >> That's the desire. And like I said, the trains already left the station on this. Um, there's money coming out of fund 46. Is that what the name of the fund was? We didn't know existed until >> and so it was it was 2 million. We can do it for less, right? Uh so with the our highlevel estimate without getting any bids back, but our estimation from uh our construction manager was about a million dollars if we went forward with all aspects of this project. >> And if you do your bait and switch thing, it's going to work for sure. >> Let's hope. >> Don't say that. I didn't. Oh, okay. I guess you call. >> All right, let's go to the cube. Bad >> if you could help us through this. Be

091great. >> It's yours. >> Um, we are looking to replace a Q van for um our nutrition services as part of our fleet program. Um, we had two vans that were purchased in I want to say I got it in here 2011 um that have been serving our uh nutrition. So, one van services, nutrition services, one van works for our maintenance service, our maintenance department and these vans are used for deliveries across the district. Uh the nutrition services van is used for moving hot boxes uh from the high school where food is centrally prepared out to locations throughout the city including our schools, some private schools um that are served by our nutrition services program. I believe some daycarees too. Um uh we were hoping to replace these uh together. Um but in working with

092um we've been working with uh different dealerships uh getting um working with Grimwell Ford um as kind of the designer the main main contact for this uh we had two vans that were kind of lined up and available. Um, as of the basically uh a week ago when we started when I asked uh the administration to bring this forward uh one of those vans got snapped up and um I want to move this forward because I'm I'm not confident that if we have to go these vans are already purchased or the van chassis already purchased and at the outfitter ready to be outfitted with this body. I'm not confident if we don't get one of these that we would be able to bid out a chassis, get the chassis acquired, get it to the outfitter

093and get that built before our budget year end June on June 30th. So, that was kind of the the reason for bringing it as a nutrition services van only and not bringing them together. Um, and the reason that we decided to go with nutrition services versus maintenance is that a nutrition services van is much more mission critical than a maintenance vehicle. Um, if we can't make a delivery, we can throw it in the b throw it in the back of a delivery uh, sorry, a maintenance um, cargo van or something like that. If nutrition services doesn't have a vehicle to deliver food, kids are eating. So, um, we have noticed an uptick in, uh, maintenance issues, and I think anybody would expect that of a vehicle that's hitting 15 years old that's used every day

094as a delivery vehicle. Um, and the other van uh, that nutrition services used was replaced in 2019. So, I think that's a pretty good offset of about seven years that if we were to replace them every seven years, we'd have reliable vans um that we'd be able to uh put on the road. And the best part for me is I'm not paying for it. This is coming out of the fund 50 uh food services budget. So, um you know, uh Sheila has budgeted for this van, has been asking to get this replaced for a while. Um, and I I think the timing is right, the vehicle's right. >> Any questions? >> Go ahead. I'll I'll see Kevin like honestly I think this is this is a responsible way that we have demonstrated the replacement of

095vehicles that we need in in the district and you know try to space trying to space out um you know the the fleet replacement th those types of capital expenses over time and plan for them and um by using a fund that you know potentially we needed to spend some some money down in anyway. Um it seems like that's a logical um uh you know expense and uh I I can sympathize with your situation when you uh when you need two vans but you're asking for one and it's not specifically to your department. >> Well, and and just to clarify, I might be coming back to ask for a vehicle later. Um, I I honestly with our expenditures and the way we have that equipment plan based out, I can't afford to not order a

096vehicle. >> I just need to figure out how to move things around so that we can order a van that I can get in this fiscal year and still fix the equipment in my budget without sinking myself three years down the road because I won't be able to afford something else. So, I'm working on how we can move that number around right now. I feel very confident we'll be able to do it, but I just wanted I I brought this one forward because this one is more of a imperative or more emergent thing that we move on then. >> Sure. >> Thanks for going with a local dealer. >> Appreciate that. Do we have to have a motion on this? Yes. Have I got a motion that we buy this van? >> So moved. >>

097You got questions? It would be a recommendation. Oh, it's not mobile for Monday. >> Oh, for Monday. >> Yeah. >> All right, then we'll move it to the board. >> You can you can take a vote on the recommendation if you'd like. >> I think it's pretty obvious. >> All right. All in favor say I. >> It's going to the board. Thank you. >> Thank you, Kevin. >> I will not use that phrase again. >> All right. Here we go. Next. monthly reports. Have you all looked at them? Any comments? >> Um, I'm kind of curious why we're buying snow pants. >> Why we're buying what? >> So many snow pants right now. What do we do? We have a history. >> I have no idea why they're buying snow pants. Has anybody got an

098idea why they're buying a lot of snow pants? I just came on the Amazon report. >> Yes. Yes. Amazon. >> My the downside of this report, it doesn't have any accounting on it. My guess is it's fun 21. >> Um I might be able to shed some light on that and I'm speaking with very limited knowledge. Please understand. But I was in a school um on a day when the uh the youngsters were able to go out and there were in the hall they were all putting on their snow pants and there were people who didn't have them and the teachers and the aids and stuff were in the hall saying let's go down to the office. We've got things like this to make. So I think what they're probably doing is replenishing the supply

099that they keep available in our elementary schools for students who do who come unprepared for the weather like we had in January. >> So all of our schools have a variety of some mittens and hats and coats um air muffs extra socks of course extra clothes snow pants etc. We go through them. Our children come in sometimes underprepared for the weather and we have to um make sure that they are healthy and that they are warm and that they can access the outdoors just like everybody else. >> Let me clarify. Let me clarify. >> Um when I buy when I buy snow pants and boots for my grandkids, >> I plan ahead and I buy them when they're on sale. >> Well, sure. >> They're not on sale right now. >> No. >> Do we

100do we do that? Well, we always look for deals and we wheel and deal and get whatever we want. >> These are not these are not sale costs. >> Yeah. So, okay. Maybe ignore that. >> Well, we do. We do. Um, we also have a lot of donations that come on in from our community and all of those are used up. >> So, it's just not enough to get us over to hump. >> Yes, it is. Okay. Thank you. And we've had a very cold January. >> I got one a question here. Why are we buying bubble yum? >> And I assume that's bubble gum, right? >> I think it's a brand of gum. >> Um, I'd have to look into it to see exactly why. I had a conversation with Mike Cunningham yesterday. He

101was questioning the purchase of Jolly Ranchers that he saw come through from one of his teachers. He asked the teacher about it. He said, "It's literally part of the science curriculum." I think >> it's part of what? >> It's part of the curriculum. either he said the teacher actually showed him in the curriculum material where they have the Jolly Ranchers. >> Yeah. So, win green lifesavers will give you when crushed they give you what's known as triboluminescence which is when it's crushed it creates light. So, I can I can understand that. >> Wonder what kind of kickback. >> Well, somebody's getting a kickback from a dentist. I'm going to have a serious conversation with them. >> I I do have another question if I may. Um, >> so I had a question from um from

102a community member that I don't know if this is correct, but she happened to notice that we spend roughly 23,000 a month on our Amazon account and she wanted to know if this was a use it or lose it kind of thing. >> No, I couldn't answer that. So, >> can can I make a comment about that? I think Carl and I and others we keep looking at Amazon and the credit card going, "Wow, you know, it's it's 23,000." You know, I'm understanding that um each building or each teacher has a certain amount to spend. Is that correct? Again, >> they have budgets. >> They have budget. They have their own budget. Um, considering the shortfall, considering we have to cut more, is it realistic to think that we should cut that amount at least

103to make some cuts more? Amazon credit card. >> The thing that's hard, we got to figure out a way to make this >> because I'm thinking, okay, safety and academics. A lot of the things on here that look strange could be um like fun 21 like when they do the musical every spring they buy a lot of stuff from Amazon the costumes like that. So a lot of stuff like that looks like what are they doing right but it's it's fun 21 it doesn't come out of the fun 10 budgets it's all based on donations or fundraising or whatever. So, >> okay, some of this is because of fundraising and other things where they have money coming in and I saw that I saw the money coming in part and the money going out and

104I said we're going to go over this from what it looked like to me. >> So, yeah. What do you think, Jason? >> I I would also just uh mention that the other night we talked about reducing our budget and I talked about four kind of buckets, right? elementary staffing, >> middle school staffing, high school staffing, and then the other >> Yeah, >> I think this may fall in the other category and that's something that our team needs to delve into more and we have plans to do so in the next 30 days. >> And so I think I spoke to this example of reducing discretionary funds that's not directly connected to Amazon, but it'll reduce spending, right? Because there'll be less dollars available, >> right? So, >> and you said discretionary funding. I was

105told earlier when I asked about that that there wasn't any. And then you're using the term the other day and I thought, yeah, there is. And this is there's something in here >> about discretionary spending. >> Yeah. When I think about discretionary funds, I think of, you know, schools have a budget, >> right? Teachology has a budget, right? >> Uh curriculum instruction has a budget. So when I think when I say discretionary budgets those those are the budget I'm thinking about right >> and so it's dollars some of them are less discretionary other right like we need Google right >> but other pieces of those budgets are more discretionary funds that will fall in that fourth bucket that our leadership team will talk about the next 30 days. Great. I'm glad to hear that. >>

106Another thing, too, if you look if you look at the credit card report and you see the Amazon line on there, it's only $6,000, $6,800. >> But you look at the Amazon report, you see 23,000. So, that gives you an idea. The 6,000 is does not include fun 21. >> Gotcha. >> So, you know, fun 10 is fun, 180. >> That's really good to know. Thank you for a lot. >> Yeah, that's helpful. Yeah. >> Go ahead, Greg. Um, so we talk a lot about um we talk a lot about our annual um audit, right? Um, but I'm not sure when the last time we've done any type of an internal audit. And um, it might make sense for us to consider that process and uh, examine some internal controls including a requisition process. Um,

107good time to do >> I do think so, especially when it comes to Amazon purchases and credit card usage and things of that nature and see if there's a way to um, you know, make sure that everybody is is following board policy that in that in that whole requisition process. uh specifically shopping for certain items before placing a u a requisition in um which we'll obviously lean on our new business director to help us with that and uh but those are just some of my thoughts. >> Um I don't disagree with you. I will say though Craig an internal off audit is extremely extensive. is not and I'm not opposed to going that route if it's necessary, but I I guess I think that we should at least give the new business director 60 to

10890 days to see what she's looking at to see if that's even necessary or if she feels like she hasn't she could help us understand what we need to see once she gets her feet wet. I would hate to uh thoroughly discuss the topic, potentially engage a company to do an internal audit. Craig, that is extremely like stressful on a business. Let me clarify business. >> There are I I feel very confident that there have been aspects of what an internal audit does that we we have undergone on a regular basis. So um I don't know >> also unlikely Craig I'm just saying because an like in the accounting world an internal audit is extremely indepth any business who does it pays a pretty penny to do it and it's like they look at everything.

109It is a extensive long process. >> Yeah. And I'm not saying I'm opposed to it if if our new business director gets in and thinks that it's necessary, but I I do not think it's something we should even entertain until we get that perspective. >> Yeah. What what Jason said and what you're going to do, I think is the thing to do. You guys are going to do that and I I trust you to do that because you know it's necessary. No, >> I I still I still fall fall in line on especially but looking into into the requisition process very specifically. I I I don't I would really like to see how we can um um do better with some of those internal controls um and or um maybe they're maybe they're okay. I

110mean, sometimes we we look at Amazon purchases and we might scratch our head and and and pick apart some of those purchases and we we don't know. Some of those might be utilized for very legitimate educational purposes. And if if sometimes you just don't know what you don't know until we until we have a closer look at how that process is working. I I'm going to reserve some judgment, but I still think we we need to look into some of that. >> Yeah, >> go ahead. Um, Amazon gets a bad rap every month on board, but um, first of all, it has proven itself to be a kind of it can be both good and bad obviously, but we've had so many discussions about this gang, and I'm not saying we shouldn't do more in-depth

111work, but we've been assured by building principles, by administration, ESC central office here that the the buildings have a budget, the teachers work within that budget, and they buy accordingly. That doesn't mean they always buy the get the best buy on Amazon. But what you get is the convenience of it showing up, especially I'm sure the district has Prime, so it shows up quickly. Number two is these credit cards that we're kind of, you know, a little rattled about. I don't pay I hardly pay anything with cash because it I get like 3% back on my credit card. And I know that somebody brought up recently how much money we get back on the credit card. >> Is that what you were doing? That was you? >> Oh, yeah. I think it was Beth when

112she was here for the interview. >> And you know, it's it's real money, gang. And so I'm not opposed to a credit card per purchase. I do believe there has to be a a requisition process. We've been told multiple times that the building principles are the ones that give the go-ahad on this. Is this still correct? >> So, it comes down again to whether or not our building principles are following the the procedure that's laid out there and whether or not we trust them. So, um >> and and whether we need to at this particular point maybe cut that number. >> Well, yeah. And that's what Jason's been saying the last several days. >> They're going to look at that. >> Yeah. I I I I agree with him on the definition of discretionary. What

113what what is not discretionary for a school district is teachers salaries and benefits, staff salary and benefits and keeping the buildings going. Those those are that's overhead. That's the the heart and soul of the district. But the other things, but I'm just going to remind you, I sound like a broken record. Jason is going to do a deep dive. We're all going to do a deep dive into that. The amount of money that we save on that is not going to be a million dollars. >> No. No. >> I would be shocked if it's a million dollar. >> But but what we and I I agree. What we're doing though is doing something in good faith considering the situation. >> I'm not opposed to it, Dave. I'm not opposed to it at all. But I

114will say this. If it involves that we have to bring in an expensive audit, >> no. I'm not in favor of it if we can accomplish it with our >> our new business. >> We don't need to spend more money to try to save on. >> Go ahead. >> I just want Stacy to clarif I just would like for clarification just for future. So, moving forward, when I look at the Amazon purchases to find out how much is coming from actually district funds and not like PTO funds or FFA funds or the booster club funds, I want to look every month at the credit card statement to know exactly what expenses are coming out of district budgets and not other third party affiliations. >> Put a note on that report that does not include 721.

115>> Okay. Okay. Perfect. Thank you so much. >> We're a board that just likes information that helps us put things in a hole that we can deal with. >> And continuing, I got a question, and this is about you, Miss Monson. Uh the $5,000 that the school district spent and sent to Columbus, what's that about? I believe that was discussed and >> that was discussed. >> Yep. >> And that is not appropriate for an open session. Right. >> Right. >> I forgot about that. I'm sorry. >> It's okay. It's okay. >> But we got two other items here. And I >> One quick thing, somebody asked about library books before, >> right? >> If you look on page three of the variance report near the bottom, there's a line that says library books. And that's

116where those are. Okay. >> All right. You got that? All right. And then on when they buy, and I was involved in this, and I know how this works, but when they buy toilet paper, paper towels, and all that stuff, is that stuff put out on bids? >> I don't believe so. >> Why not? Kevin, >> it will be. >> Well, I'm telling you, when when I had that wholesale business, we just had a 10 15% school district. Yeah, they just paid it. I couldn't believe it when I sent guys in there to get bids and how how they reacted to them. Some of the things that we buy are proprietary to a distributor like only certain distributors are able to sell those products. Uh >> I understand that >> but we we have not

117been our a lot of our consumables in a long time and we're working on doing that for the upcoming. >> Please do that. >> You'll see a big difference. It ain't much a couple thousand here, a couple thousand there, but it helps. Anybody else got any discussion on I see >> the bills. Go ahead, Julian. >> No, >> we're just trying to find what Stacey. So, I do have a question. Since we're talking to Kevin, I noticed Cintas is on there and every factory I've ever worked in that has had Cintas anytime the uh budget got tight. Um the Cintas got thrown out the door and we replaced our own toilet paper. Um, do we have does Cintas have a contract with this? >> I believe we use Cintas for uh restocking our first aid

118cabinets and >> I believe we a towel service. >> Okay. >> Maybe a towel service at one of the district. None of them are held through through buildings and grounds. >> Sure. >> But we do school year. >> Yeah. Thank you. I was just curious since we were on that topic. >> Yep. We actually have one right here at the ESC in the lounge. >> Yeah. No, it's um the wasteful part is when they're used more extensively. So, >> yeah. >> Is there any other discussion on this? Let's go to this detachment issue. Is Brian on? I >> think we have Waterman online to talk us through the process and answer any questions and preparation for our board meeting on Monday at 5:00 pm. So, attorney's here just to walk us through the process and

119answer any questions we may have. >> Very good. Thank you. Go ahead. >> Good evening, everyone. Um, so as Jason said, we have a detachment petition that's been filed um for detachment from territory from the district to the Economwalk School District. Um, that petition is for what they call a small territory detachment. Um, so as opposed to a large territory detachment, which might involve an entire subdivision, for instance, um, in this case, the petition identifies specific uh, plots of land um, by the same owner. And so this whole process is governed by statute, specifically statute uh or chapter 117 of the statutes. And um it really provides you with a process that involves um a hearing. So that's what we're going to be doing next Monday. Unfortunately, I won't be able to join you. So

120one of my colleagues will be uh joining you remotely to help you with that. but it involves a hearing um and a decision to be made by the board as to whether or not they're going to grant or deny the petition and that has to happen by the end of February. So, we're timely with that. Um as far as with the uh procedures for the hearing, um notice has been sent out or will be sent out to the parties and there will be an opportunity for both the petitioners as well as the administration to speak regarding their thoughts on the petition um either for or against. There'll also be an opportunity for others who might want to speak, other community members to speak about the petition and then um there'll be a deliberation in close

121session. Um, I'm sorry. I don't believe the deliberation will be in close session. There'll be a deliberation by the board. Um, and that deliberation has to take into account various statutory factors, certain criteria. Um, and I won't go into detail with them now, but um, they will be listed in your agenda and I do want to just kind of summarize them. Um, they include the geographical and topographical characteristics. So in other words, um you know, are there would detachment um create difficulty for um the students who might be on the property um to reach schools? Will it um lengthen their commute for instance or have some sort of negative impact from a ge geography standpoint? Um there also has to be an evaluation of the educational needs of the children residing in the affected school

122district um and how that detachment might impact that. Um will there be any adverse effects on the programs that are currently offered at the school district with the detachment. Um of course testimony and written statements is another statutory criteria that you'll evaluate. um the fiscal effect and the fiscal effect both school districts um both the detaching and the attaching school district um whether or not it'll make any part of the um district non-ontiguous. So we look at ge geography wise will it create an island so to speak um which is frowned upon and then socioeconomic uh level and racial composition is another criteria. In other words, um will this be drawn in a way that might be discriminatory is something that needs to be considered. And then the statute also allows for consideration of other

123appropriate factors. Um so anything else that might be specific to um or relevant to this particular petition should be considered by the board. So then the board will deliberate. Um the board will vote on a motion to either the petition and uh an order by resolution um that the property be detached or um conversely a motion um to deny the petition and a resolution that it should not be. Um like I said that'll be done at your next meeting. So it's done by the March 1 timeline. Um if the uh for instance if you were to vote to allow the petition and allow the detachment and awok did the same um then that uh boundary change would take effect as of July 1. Um if you deny it, if either school board denies the petition

124um the petitioners then have an opportunity to appeal to the um school district boundary appeal board which is a a portion of DPI. Um and so in that case there would be a hearing um and then there's further opportunity for appeal depending on that decision um to the circuit court. And in any event, the appeals board um would look at the same criteria that you guys are looking at. Um and that appeals made up of various um uh representatives from different districts around the um around the state. Um so there is an appeals process you should be aware of. Um and March 15th would be the deadline for that. But I'm happy to field any questions you may have about the process. >> That was chapter 117, right? >> That's correct. >> Thank you. Um,

125I have a question about letter C in this process. I can you explain a little bit more what what is meant by that? >> The adverse effect on on the program currently offered. Is that what you're talking about, Craig? >> Yeah, >> sure. So, I mean, there's there's not a lot of guidance, right? Right. There's not a lot of uh um case law that interprets some of these uh criteria. Um but we want to look at would it have some if you take kids out of the district and and I will say let me back up for a second. Not all of these might be applicable to a small territory determination. Right? So um if you pull kids out of a program for instance, this is the effect might be minimal with regard to a

126small territory versus a large territory. If you were to pull those kids out of a district, put them elsewhere and it might mean for instance you know the um lower enrollment in certain programs or um you know not allow the ability for the district to be able to provide them. Um so that's really what they're talking about is you know what impact is that going to have on the program. So we look at both the impact on the kids but also the impact on the programs offered by the districts as well as the fiscal impact >> is okay. So so is kind of related to letter E but not quite is what you're saying. >> Yeah, they're just varying impacts on the districts, right? So is it going to negatively impact programs that are offered

127such that you couldn't offer them because too many kids um are leaving the district? That's probably not going to be an issue here, right? because we're talking about small territory, but all of these or I should say most of these uh address the impact on either the district or the students. >> Okay. >> Can I ask is it are all these lots do they currently have the houses built on them or are some of them still lots purchased but no homes on them at this point? So I think I think the purpose of this agenda item tonight is for uh process and you will be hearing more about those details on Monday as as it's attended. >> Go ahead Lori. >> So um uh sticking with process but I think I had almost the same

128question. >> Um say this is a developer with lots Right. And so as it relates to uh uh cutting the programs, future programs, because apparently this this developer is pitching to families, uh I would assume, and those families will have children in our district who would potentially fill programs that wouldn't be cut because um we have enough kids for each of those programs. In fact, we talked about the programs this morning in Ed services that had enough kids to to go forward with program. Would that apply here because these kids are not born yet? >> So, you're saying future impact, >> right? >> Yeah. I I don't know that we have a clear-cut answer on that from the case law that's out there. Um I do, you know, I would certainly if we if there

129was an appeal process involved, we would certainly make the argument if we needed to one way or the other depending on how um the board votes. But um my you know, I will say that I think that the argument one way or the other is stronger when it relates to current students that might be on the property rather than potential. >> Anybody else? So, we're not supposed to consider potential. I'm I'm I'm not clear. >> Yeah. I'm not saying you're not supposed to consider it. I'm just saying that the impact of the argument is much stronger when you can point to individual students who are in real time are going to be impacted. But I think both of those arguments are fair game or both of those considerations are fair game. >> Okay. Thank you.

130>> I have followup question. Does does the DPI have any history of ruling one way or the other in these scenarios? >> No. And and it's really I can tell you from experience, it really matters who is on the appeals board, right? So, because the appeals board is made up of representatives appointed from various sizes of um of uh of school districts around the state, um depending on who you get um and and how they view some of these factors, um you can get very different results. So, there's there's no trend one way or the other that I've recognized. And again, just to reiterate, if there is a, you know, when you're talking about the petitioner appealing to the appeals board, then again, if the appeals board gives a decision that's not favorable to the

131district, the district also has the opportunity, not just the petitioner, but the district has the opportunity to appeal to circuit court. >> Okay. Sounds like you answered another question in your in your explanation. So that's good. Any other questions? Thank you. >> Thank you. >> Thanks, Brian. >> Okay, what do we got now? Future agenda planning. What do we got? anything >> not at this time other than you know like monthly reports we'll have uh Mr. will bring those bids next month. Um we'll continue to work with Bayard right and bring some scenarios some things that I think >> Beth will be on boarded at that point. So she will be um functioning in her capacity as the business manager and so there may be things that she um would be bringing to you that

132we do not know yet. >> Thank you for spending your evening here but I appreciate it. >> All right. Action items. >> So, I have um the the debt prepayment resolutions will go to the February regular board meeting. Um I have that Stacy will reach out to ClearGV uh to uh so they can go live and then we will be putting Cleargov on the landing on our main web page. Um we'll have a resolution go forth for February to purchase um the renewal for Google for education and then we'll have a resolution to go forward as well for the purchase of a Q van. >> Any additions, subtractions? >> Uh we were going to ask the board to uh for a representative to the library committee. >> Okay. >> I thought we had a volunteer

133in SAM. >> Well, yeah, but we got to do it at the whole board level too, right? Well, then we'll put that on the put that up to the board then. >> Put that on strategic discussion, >> right? >> Or when >> uh for February, you want to do that in March. >> How's the agenda? >> ASAP. >> We Well, we have a preacked agenda on >> It's not like there's a lot of debate on here. How about how often does the library board meet? >> Like when's our next meeting that the library >> team is going to get together and >> they're meeting all the time. Um but I meet with them once a month and today is it. So they would meet whatever. I think we're on the same cadence. So March 18th.

134>> Let's do it now. >> Yeah. Since Sam's not here, I think we just nominate him. >> Well, Sam is here. He's online and he already said he would. >> I agree. You should nominate me since I'm not there. >> You are nominated. >> Well, you want to go through a formal >> I don't know if we have to. Craig, can't we? >> Just put it on the agenda for the full board. >> Yeah, put it on the agenda for the full board. >> I mean, it's going to be a slam dunk. Yeah, I think Craig is saying we don't need to since we're all here right now and are making that decision and it's >> okay. >> No, I I think if the committee if the committee recommends that Sam is the the liaison,

135then bring it to the full board and then we'll make that I don't know. I I don't know if there's a formal formal uh >> I don't think there'd be a >> resolution for that sort of thing. >> You don't know. How should I know? I think for the eCampus and endeavor governance board we brought to the full board started at services brought it to the full board through strategic discussion we did not have a resolution >> so we can put it on Monday for strategic >> I mean it's just like a little >> we'll just keep it yeah >> okay very good >> okay we got to enter close session right >> y going to take over then >> if you want me to >> yes okay need to journ here first >> yeah

136we We got to make motions. >> We got to >> right the committee. >> Yes. >> Right. >> So move to adjourn. >> Second. >> All in favor? >> I. >> We adjourn. We go to close session. You take you take that over. I don't know what that is. Okay.