001Good evening everyone. We're going to get started. So I'd like to call the meeting in order. If everyone can stand for the pledge of allegiance, please to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. >> I'd like to welcome everyone. We have a full room here, so we're going to try to move right in so we can get to the special part of tonight. Uh, first up is public to be heard, and we do not have any this evening. Uh we do have our good news portion which Mr. Kesler you're right up on this. So from John Kennedy, Mr. Kesler, our principal, he would like to do a special thanks to Deb Loftess. She's a great resource for helping teachers have the resources
002they need for the excellent math instruction that happens at John Kennedy. She is such a hard worker and we greatly appreciate her. um from John Kennedy as well. Uh [snorts] Jordan Brent, our assistant principal, our third grade team and reading teachers have been working so hard to ensure that all the needs of our students are met during foundations time. Thank you for Thank you all for taking the time to thoroughly come up with a plan and ensure that all means all. Uh we have Mr. Metler who is our SEAL teacher at Betavia Middle School. Mrs. Dunar is completing projects in her art room that has students talking about how much they enjoy going to her class. She also runs an afterchool craft club for teachers which is an excellent way to reduce stress from another
003inerson Mrs. Naro today for Jackson principal Marie Bsby our literacy coach and Anmarie >> our math coach are valued assets to our school. They provide unique opportunities for staff and students and they do a fantastic job. So those are just a couple that we wanted to highlight today. Uh for now a special part of our our meeting, we have some early graduations to acknowledge and honor here. Mr. Smith's going to come up >> come up and say hello to our four graduates along with our personal Miss West >> and we have the diplomas for them along with some special words to share. So I'll let Miss West read those and then we'll share with them the diplomas. >> All righty. So, welcome everybody. So, Jaden Hogan, if you want to come on up. Jaden voluntarily
004attended summer school last year to get ahead on her credits, worked hard this fall to complete what she needed to graduate early. She's applying to Jese Community College, and has a bright future. Congratulations, Jaden. >> [applause] [applause] >> You stand so quick with this rest. >> Who are we looking at? >> Thank you. >> All right. Congratulations. >> Gotcha. >> That's right. A little smaller. a little different. Ellie Elizabeth Jones, if you would come on up. [applause] Elizabeth has overcome significant challenges throughout her high school journey. I'm sorry, I got to put my glasses on. I apologize about that. Meeting each one with resilience and grace, Ellie's determination, natural intelligence, and tireless work ethic have carried her to this moment, graduating with a regent's degree and stepping confidently toward college this fall. Congratulations, Elizabeth. [applause]
005>> Think you should be all set. >> Congratulations. >> All right. Next, we have Kai Den. [applause] Kai has worked diligently throughout high school, especially these last few months, in order to graduate early this winter. They are looking forward to beginning their postsecary journey. Congratulations [applause] >> and then our last graduate this evening is Kamari Wallace. [applause] Kamari has gracefully overcome the obstacles in her path throughout high school. She has never lost sight of her goal to graduate from BHS, which is why she is here with us today. Kamari, we are so so proud of you. [applause] >> Here, let's look at your beautiful family so they can see this beautiful face. Kamari has worked so hard. Girl, we're so proud of you. [laughter] >> The whole district is behind you. Great job, my love.
006>> All right. [applause] >> Get all four graduates up again for one more picture. >> All four. One more. >> Come on. You got that smile. Come on in. Bring it in, guys. Be so proud. Such a big moment. >> Cameras on us here. All the cameras. Everybody this way. Sorry. >> Okay. One, two, three. Okay. Thank you. Congratulations. >> Congratulations. Congratulations. [laughter] Congratulations. >> Congratulations. Congratulations. >> Congratulations. You're okay. >> Oh, great. How you doing? You guys are killing me. Where am I? >> All right, we're gonna keep it going. We have Mr. Naro to give a presentation on Jackson School for us. Hi everyone. Board is yours. >> All right. I'll try to condense this even though I have 27 slides, but I'll make sure that I try to condense it. So, thanks
007for having us. Um, thanks for the opportunity to share an update on Jackson. We will highlight our work as it aligns to our strategic plan and to our professional learning communities and how we support our youngest learners academically, socially, and how uh most importantly, how our staff collaborates to meet our building level goals. Does this work? >> There's no school pictures. >> So again, I'm proud. This is my seventh year as the um principal. Christa is in her third year. I've been in the district for 20 six years. So we work together to make sure that we um support our mission and vision that was created collaboratively with our staff and our shared decision-making team. It reflects our um inclusive and um commitment to a safe learning environment where our kids can develop a great
008character and start their love for learning at the youngest age possible. So just an overview of our school. We got six new students in the last month. We got two more today. So actually >> keep coming. >> It's eight. They keep coming. So we have nine sections of kindergarten, eight sections of first grade. Um we have two 12-11 classrooms and then we have an 813 and then new for um 2526 we have a 612 with six um students, one teacher and two teacher aids. So again our strategic plan, this is something that um everyone in the district [snorts] about. It's on every wall in every room. So my presentation is going to be based off our strategic plan and off the four questions for professional learning communities. Oh yeah, sorry. She summarized these and they
009don't look the same. [laughter] So the slide and the notes aren't the same. Um, so we prioritize student safety and emotional well-being by doing a few different things. Um, we're a team that comes together and we are able to take our mental health team, our CAPS team, which is our counselors and our principles. Um, and we're able to take our support team as well as all of our community agencies and really create the best environment that's for kids. So, we take all of these things and we do what we need to do in order to make it best for them. [clears throat] >> Sorry, we'll switch. So, our strategic plan two is a collaborative culture. We go based off the four questions from professional learning communities. What do we want students to know and be
010able to do? What do we do if they learned it? How do we respond if they struggle? And what do we do if they're already proficient? So, things that we do for professional learning communities, we've identified standards um by grade level. We have multiple measures of assessment and data that we collect. We have flexible what I need groupings for students that need extra support. um targeted retaching in our structured groups for enrichment. And then like I mentioned before when I gave Maria and Amory a shout out because our coaching support that's embedded right in classrooms. So they go right into classrooms. They support new teachers, veteran teachers and they help them um throughout the process of making sure that we're um ensuring that all kids are getting what they need exactly. So professional learning communities
011again it's researchbased um all the programs that we use we use Hagerty which is phonics foundations is decoding phonics and handwriting wit and wisdom is our um connecting reading writing speaking and listening for meaning and then we use math our math modules with Eureka um and we use an acadian screener to place students where they need to be um during math instruction then effective teaching in every classroom um we've been we're in our third year of professional learning communities We attend um the the conferences every year. It started three years ago when we went to Phoenix and we were really excited about what this could look like. It's really a system that we use to make sure that everybody's collaborating. And if I had to use a word to describe um my school, I would
012use collaboration. So all the teachers are now sharing all their best strategies. What are they doing to make sure every student gets what they need? What are they doing together collaboratively? if the kids don't understand it, how can they get them where they need to be to be on grade level um before they leave kindergarten or first grade. So now um fall till now um we meet weekly. So they meet four times after school. They meet twice during their plan time to talk about common formative assessments to talk about how students are doing on those assessments to adjust their structured groups to make sure that students are getting exactly what they need. Um, we're also in year two of doing math win and then we're in year one of incorporating um, ELA into our what
013I need groups for students. So PLC question one, these are the questions that we live by. Um, what do we want students to learn? What does that look like? In the beginning of this process, we looked at all of all of the priority standards, which is difficult in a primary school because everything that you need in a primary school is priority. there's really nothing that you can not do because they have to learn their letters, sounds, numbers, they have to learn how to write. It's really the beginning part of what happens. So, in kindergarten, it's literacy, it's letter sounds, um you know, some examples are math, um adding within 20 with number bonds, and for witten wisdom, retelling stories. So, we talk about what is essential and what is nice to know. So, our teachers
014really look deep into the curriculum and think, okay, does this show up somewhere else? We've actually worked vertically with second grade to figure out how many math lessons we need to do, what's important, what's something that they absolutely have to know before they move on to the next standard. So, um, that's what we do with how how that's how we figure out what we want students to learn and know. Question two, how will we know if they learn it? So, our teachers sit together after school, like I said, every Wednesday, four Wednesdays in a row. They look at the common formative assessments. They come up with the questions. They test the students. They look at the data. They look at all the questions how the kids did on the data. Then what they do is
015they put them in the what I need groups. And students that are missing certain questions, they'll group them together. And then they'll work together to make sure that everybody understands all the questions on the assessment, they don't move on until everybody has it in during math win time. Um I just gave some examples too. Um, we track every letter sound, every foundation's dictation. We have exit tickets um with witten wisdom and oral retell. What's the beginning? What's the middle? What's the end? Um, the PLC team always ask good questions like what does mastery look like? They'll develop the rubric. They'll say, okay, if they got two of these wrong, they can't move on. And they're just collaborating and talking all the time amongst themselves. What does this look like? What do they need? How can
016we help? um they're taking the data and in the structured groups during the classroom um in during the day, they're taking those structured groups and they're looking at data. They're using data and they're making sure that students get exactly what they need. What would we do if students haven't learned yet? So, we really are constantly changing and moving and flexibly grouping kids. If we look at their assessments and we look at their um results and they're not doing well, it can't just be that we just move on. So, we stop. We put them in the small groups, we then can use a tier three intervention, which is for academic intervention where a teacher will pull them out, look at the exact question that they might have missed, retach it, retest them, um making sure that
017they're adjusting the strategy so students can get what they need. Um they decide who needs the support and why. What will we try next? What will we reassess? So, sometimes when we meet, we don't move on. We stop. We make sure everybody has it. And if they don't have it, we might move into that next tier where they're then pulled out for a tier three, which is one-on-one. And I'll describe what tier 1, two, and three are in a little bit. Last question. What do we do if these students already know it? Some kids come in ready. Some kids know other letters and sounds when they come in. So instead of just kind of leaving them in the same mix with everybody that might not have it, what we'll do is we'll we won't give
018them more work. We'll have them do progressions. So progressions kind of think of a ladder. So if a student starts out coming in knowing their letters and sounds, we might move on to have them blend in and tap words. Reading is developmental. So students, there are students that come in more ready than others. So we make sure that we then challenge them. How do we make it more meaningful? How do we keep them from being bored? How do we keep them from um you know making sure that they're not just in a group you know in a structured group not getting what they need? So we want to make sure that we're celebrating their growth and that at this age it's about the educational piece of it but it's about loving school too. So we
019want to make sure that they you have a question. >> What's student voice and choice? >> Student voice means that you might you might show them some books that they might want to read. So, if you've seen any of my Facebook posts, we do a book tasting for Witten Wisdom. It's to get the kids excited. So, there'll be like a book menu and they'll show them the module books and then we'll try to get them excited. They'll have to pick this book interests me. This one doesn't interest me. I think I'm going to like this book. So, we kind of showcase what they're going to learn and give them a voice of what they might think those books are about. Right now, first grade's reading Green Eggs and Ham. So, some of the kids love
020that book, some of the kids think it's silly. So, we just give them um we give them a voice and like giving them choices about, you know, what what they want to learn. So, they stay engaged and they stay interested. >> I've seen some pretty amazing teacher libraries this year. So, when their students are done, they're able to choose from the library to find books that make sense of and things that they get choices with because a lot of their day that they don't get choices with. So, it's nice to be able to have that >> with our structured programs. So, you know, they follow they follow right along with modules or, you know, so that that gives them some voice and some choice. So, um and then, um the PLC team gets together, celebrate
021growth. What does that look like? We're working on students tracking their own data and celebrating their goals and being able to um talk about it at home and do a home component, too, so parents can help them with their nonsense words or their or their real words. So this is just this is some of the evidence that we collect. It's pretty extensive. You can click on it. I can't see the click on the board. >> Uh yes. Okay. I kind of I wanted to show them where we go. >> You do that. >> Okay. >> So this is the structure that we use for all of the grade levels. So when they come to their PLT meeting, everything's on here. all the essential standards that they picked. Um, I'll just give you an example of
022in module two. Our PLT groups would go here. Okay. So then they're so they're in their PLT. They already picked their essentials. They already developed. So they they'll come in. This would be what an agenda looks like. That slide was everything made up of that one standard. So it was that standard and then everything associated with it, the assessment, the data, the everything. >> So for example, they would come in, they assign roles, the teachers, they talk about [clears throat] what they need to do during this time, what the questions are that they're going to ask, and then they'll give the here's the assessment. So this would be the assessment facts attend for December. They would they would have already given the students this post assessment. They would have already had all the results in
023the PLT meeting. And then they would have talked about what the data looks like. So this is by class. This is how they did. There's the pre. There's the post. And if all the classrooms didn't get it, they would then stop and move move on. So, that's just kind of a structure that we have in place for everybody to make sure that they're on. Um, and before they leave, they set a new agenda and we do that for kindergarten and first grade. So, we do collect a lot of data. Again, this is just um the RTI model, response to intervention. Tier one is what everybody gets in the classroom, foundations, hagerty, wit, and wisdom. Tier two, um it's guided by common formative assessments, end of unit. Um tier two could be those small structured groups
024within the classroom. So, picture a whole group math lesson. Tier two might be the teacher calls students over to work in a tier 2 group based on how they did on the assessment. So they might say, "Okay, Molly, you missed question two. Chrissy, you missed question two." Calls them together, reviews what was in question two to make sure that they fully understand one-on-one in tier two. Reassess them. If they don't get it, now we're at tier three, which would be a one-on-one. It could be with the teacher, it could be with the teacher aid, it could be with an academic intervention specialist for math or ELA. Um, but it's usually oneonone to make sure that the students get what they need. Again, this is all the data that we collect. It's a lot. Um, we
025want to have a literacy profile by the end of the year. They start out right in preK with um, you know, the dial is for kindergarten screening. They do the dibbles. They do a cadence math. I ready diagnostic. We do decim the regional assessments. We progress monitor off of foundations. We do a word knowledge inventory. Um the middle of the year we do a letter sound. We do letter sound checks for kindergarten. We make sure that they leave knowing all of their letters and sounds. Um repeat some of the same data from the fall. Um and hopefully at the end we have a nice picture of who might need to go to summer school. Um who might need more intervention moving forward. We use this for class placement um going into the next grade level.
026So there's a lot of ongoing data collection for sure. And then each student leaves with a literacy profile. So it starts in UPK. We started this like three or four years ago. They come into kindergarten with um information that we use for placement. Then we put all of their assessments down all the way through. So when they get handed off to John Kennedy, Paul can pull this up and he can see a student literacy profile for every child that comes through based off their scores. >> And then >> any questions? I feel like I just it's a lot. Anybody have any questions about data tier one, tier two, tier three? >> You do have a lot of dial and dibbles and >> Yes. What do they stand for? >> So the dialis is just the
027kindergarten kindergarten ready. >> So we use that um when they come in for screening. >> Um we also use the brigance. Now we've kind of moved away from the D. We're using the brigance that they get in UPK. It's just um school readiness questions. Um and then the dibbles is just um they're just points that we we look and we make sure that they understand where they need to be. Um >> what was the other thing you asked? Dials. Dibble. DESA mini. >> The DESA mini is part of our social emotional learning curriculum. It just um categorizes students that might need more support with play therapy or therapy um from a school counselor. >> That's a mini that's >> collects information about their backgrounds at home and then puts them into a category so that
028we understand them better and we know what we can give them >> for support social emotionally. >> All wellrounded. Um, MTSS, so multi-tered systems of support. Um, MTSS is where we come in where we start to look over things and we start to see kids in the yellow or in the red where we're like, "Okay, we've given you enough time. You've reached um a certain time where we're like, "Okay, you get these supports in your classroom. You're receiving this excellent instruction. Uh, what's happening?" So teachers are able to look at where do we think they're falling down, collect a small list, and then they come in and they meet with our committee. um we meet every bday all day long on students. So they might be academic students that need more support. Um they might
029be social emotional kids who are like okay the teacher is like I feel like they can do this but for some reason they're not showing up and we're like okay how can we support them with counseling? How can we support them um with our check-in checkout system? How can we support them in different ways? Um and it's just nice to be able to have everybody in the same room to be able to give them that. So and everybody has a different perspective. So everybody looks at a kid differently. A teacher looks at a kid differently than a counselor does. They know what they need differently. Um so that system's been really successful in our building, not only to build that collaboration, but to help kids get where they need to be and to be able
030to have everybody in the same room to talk about it. And this MTSS system comes all the way up right right through John Kennedy. The same forms, the same paperwork, the same system to make sure that everybody gets what they need. um extended day and extended year. So, we've been able to run these programs for the past forever. Um extended day is an extra hour where students can have with their teacher based on reading or math. Um and they can get that extra time with them. Extended year similarly, where we're able to catch kids and give them more time because a lot of our students need more time. So, being able to give that to them has been a luxury. It's been great to be able to see kids at school building that community with
031their friends, but also being able to have more time learning. So, that's been really great. Um, Jordan and I ran it together. Where did Jordan go? Ran it together at our building for JK and for Jackson. So, we did K5 over the summer together in Jackson. And I think that we took on that project as like, okay, this is a project, but I think we did pretty good. Oh yeah, male has been running 21st century grand sore. So that's um clubs after school for students to be able to stay and they're slightly academic more enrichment. So both those things. So a cooking club. So they're learning how to cook while using math while working with adults while working with each other while enjoying being at school. So again that component where they're happy to be
032there and they can associate those things. [snorts] So, these are just all the committees that we have. Um, we have our seal committee. Um, just recently we came up with the idea to bring the Betavia High School athletes over to spend time with our young ones. So, we've done um the soccer team raise money and bought books for all of our students at Jackson. We've had the girls basketball team, the boys basketball team. Um, we had football players come over and they come over and they sit with the kids. And what I do is every Friday I do a hot spot. we call it a hotspot check. Um just talking about like a different character trait, you know, responsibility. And I'll have the um high school athletes be on the Google Meet and they'll meet
033with the kids and they'll I'll give them a little script and they'll talk about what it's like to be on a team, what it's like to be responsible, what does that look like? Um we did a we celebrated the Bulldogs. We had the Bulldogs come over. Um and it's been really interesting because the little ones, they think that the older kids are famous. You know, they think that they're like Josh and they think it's really really cute to see them. They're famous, >> but they'll see them on the big screen in the morning and then when they come over to sit with them at lunch, they like can't believe that they came over. So, it's been a really good collaboration with Jenny just to um you know, our our theme this year for our school
034was a team theme. So, they were, you know, the kids are super excited about that. Um we have our shared decision- making team um which just creates things kind of a homeschool connection. Um, I'll just give you a couple examples. We did um an ornament that we sent home for families to show us how they celebrate different traditions with holidays and then we hung them on trees throughout Jackson. Um, we're I know we're going to do a strong female um for women's history month who's a strong female in their life and we'll send a project home. Um, we also do some academic things. We'll do like a reading and math challenge bingo board and students that complete the bingo board bring that back. they have the chance to win a family game night through parent
035teacher group. So, we're always constantly trying to do that homeschool connection. Um, ensuring that um parents know what's going on too, supporting that reading and math. Um, we have some instructional programs. Um, we have egg in the classroom, 21st century clubs. Um, the students really enjoy those. Um, parent involvement. Um, Cupid's Corner, which is in February, that's coming up. We just added some things that are up and coming. We did a trunk or treat this year. um monthly parent teacher group meetings. I have an active parent teacher group. Um we had a carnival in May that had um crazy amount of people. I think there was about 800 people there. >> I was going to say >> about 800 people. >> It was almost our whole school community that was there. So um you know
036the it was great. Yep. And then we have a lot of fundraisers to support kids. So we do a couple Mc Teacher nights. We do a Little Caesar's pizza fundraiser that that pizza truck will come tomorrow for people to pick up their food. We do breakfast with the Easter Bunny. Um, you know, just a bunch of different fundraisers for the kids, an apparel sale. Um, just to try to tie it all in together to build that community of learners. So, yes, it's academic and a lot of academic, but there's also a time that we do have fun with them, too. Um, here's some examples of our family events. Um, potato police department always, you know, gives us donations. Um we have dental clinics that come. Um we go all out for the kids. They love
037it. Want to just go over some of this stuff? >> Yeah. >> So these are some of our strategies that we use for kids. Um we have a lot of systems and support for our kids because we find that systems are what help our students the most. So when they can plan on something all the time. Um so whether it be our day today um or whether it be the specific things that we have for kids. So visual schedules are huge for our kids. Um, and then being able to be proud of the work that they do. So like some kids like our friend here, he has the token board. So every time he's working, you get to play, you get to work, you get to play, you get to work, you get a token,
038and then they're proud of those things. So building that like when you're working and playing and being here and being a part of our school community, you can be proud of that. Um, >> yeah, some more pics of the student athletes. >> Some of our fun stuff. That's part of our carnival. Just our staff. We have a pretty close-knit staff. They show up for our events, which I'm proud of. I'm proud of all the work that my teachers do. They work tirelessly and super hard for our kids to make sure they get everything that they need. So, there's an student athlete up there. Cute. Um, I mean, I had to plug Mr. Smith. >> Oh, my teacher. >> Yep. He He said, "Did you work here before?" I said, "Yep, that was my job in
039high school, and he works at the library." So, I was We were I taught him how to run the drive-thru. [laughter] So, we were running the drive-thru that night, which is a bunch of different, you know, you know, there's the Bulldogs and just everybody, our Bills Days and supporting, you know, just trying to get that community connection. Um, turkey trots right there. Just making sure that we focus on our green choices, red choices. we hear parents talking about red choices and green choices at home, so we know it's kind of stuck through through uh the homeschool connection. And then um I do a monthly parent newsletter. Um I do a weekly rap for teachers every week so they know exactly what's going on. Um I'm going to show you this would be like an example
040of what I put out for my teachers so they know I'm a systems person. So, how to put a payroll claim in, um any upcoming dates, um thanking the the players that came, what to do if you're out, you know, and then we give some staff shoutouts, you know, just things that are coming up kind of. And I do this every week. Every week we add different things to it. Um Okay. So, here if Oh, Chess is blocking it right there. >> Can I move them or sorry? Okay, [laughter] sorry. He's my former student, so I can tell. Um, so this this is my staff. We had a a PLT celebration over Christmas. Everybody working together. We, you know, we just talked about finding the good things and what we can celebrate. So down in
041this right corner, these are retired teachers that I had worked with when I started my career back in 2000. Um, I started at Jackson, believe it or not. I was the school counselor at Jackson. So these women contacted me and said, "We want to come see all the things that have changed at Jackson." So they showed up, they walked around, they got to see everybody. So it's Jackson's a special place. So people that have worked there, people that are committed there, people that are invested, um, you know, they wanted to come back and see everything. So I took that as a compliment that they really wanted to come back and see all their friends and see all how how much it's changed. And they had a good time. They loved it. So that was something
042I wanted to share. Um, and then just as a school community, we've all committed at Jackson. We work together with a focus with those are our PLTs. Um, we support one another professionally and personally, which I think is really important. We really try to make sure we have that family feeling and when things don't go well, we're there for each other. Um, keeping students at the center of every decision. I try to build culture. I try to collaborate every single day where it's the norm. If something's going on, we talk about it. Um, and then honestly just creating that early love for school. So like I said, it's it's a balance of students loving school and also having to learn. So we we make sure that we create that balance um because we really believe
043that everybody deserves to have the best school experience. So I just want to close with and I don't know if you've seen this, but um this is kind of just um a day in the life of a kindergartener. Hello. >> Welcome to Jackson Primary, where we are all one big family. Our kindergarteners begin each morning with a warm hello from familiar faces, [music] helping them start the day feeling safe and supported. Inside the classroom, daily routines give our students a sense [music] of structure and comfort. Morning meeting is a time to come together, share thoughts, and set the tone for a positive and productive day. Through engaging stories, hands-on letter work, and group activities, our students begin building the foundation for strong reading and writing skills, and developing a sense of wonder and a love
044for reading. We make learning joyful, and developmentally appropriate for each child. Math in kindergarten means exploring patterns, counting, building, and thinking, and challenging themselves. Our students learn by doing, by working with their peers, using tools, and solving real world problems [music] together. Creativity shines at Jackson Primary, whether through art, music, or imaginative play. Children are encouraged to express themselves, and explore their ideas in new [music] ways. Kindergarten is also about becoming part of a community. We teach children how to be kind, solve problems peacefully, and build friendships that make school feel like a second home. Movement is a big part of every day. Our kindergarteners stay active through recess, physical education, and classroom movement breaks that keep minds and bodies energized. Meal time is a time to refuel and connect. Children practice independence, learn routines,
045and enjoy time with friends around the table. Learning centers give students the chance to explore at their own pace. Whether it's building with blocks, experimenting with science, or practicing new skills in a small group using technology. As the day wraps up, [music] students reflect on what they have learned, pack up their belongings, and head home proud of all they've accomplished. At Jackson Primary, we nurture the whole child academically, socially, and emotionally. Welcome to kindergarten. We are excited to have a great year of growing and learning with our Jackson Primary family. Any questions for me? >> Nice job. >> Are you pleased with um parent square? >> Yes, I do like it. Um I communicate. I can see every single message from every teacher. I I don't read them all, but I do get I do
046get them. But I I um I think it's a good way to communicate. Like just today there was a bus that was late >> just from our 21st century and I was able to put a quick message out. With school messenger before you had to you had to call the number, you had to record yourself then check it. I I like I like that it's instantaneous like that especially because you can get it out like that. But I think that my staff was using Dojo for for points back in the day and they've all really transferred over nicely to using parents. So I do like it. >> I'd be honest too if I didn't. >> I do. >> [laughter] >> Any other questions for me? I know it was a lot, but >> All right,
047>> I do. >> Our next presentation is our community schools project. So, while they're getting it ready, just in terms of context for the board, you may recall um we launched this concept back in the fall. We wanted to tap into our community schools resources that we have and we tap Mrs. Petaro and our assistant principles to kind of come together into our schools uh to tap what you know grant can offer us and to really as you can see strengthen our schools and our school connections with our different agencies in town which marine has some you know very deep ties with. So I'm excited to welcome our assistant principles here and the principles. Thank you. They're going to update you as to what the project contained. The project I began in December, right, Marine?
048It lasted uh mid November through like the end of >> Yeah. So about six weeks of work and pleased to hear and see what they offer. So whenever you're ready to grab my other >> and your team of APs are here as well. So Okay, let me switch gears. Um, so this is just um when I was asked to talk with the middle school and high school just to help them become um more familiar with structures within the community. Um, I was a school counselor for 19 years, so I have connections in the community that run deep and I know a lot of people in all these different types of agencies. Um, so I was able to contact people that I knew and then um get them connected to our EPS. So [snorts] we we
049talked about um PIN stepa again there's a lot of acronyms um but just making sure that the mental health partnerships were strong within the community. So um I wanted to make sure that I coordinated like the network with everybody to get everybody connected. So >> thanks. >> So why do community partners matter? So Betavia is a small community. I mean it it's you know and helping students get what they need. Um sometimes parents don't know what's out there. Um some people that work in schools don't know what's out there and it's ever changing. So, I was out of the loop for a long time, especially with the older kids about how to connect them to what um so I called a couple people that I knew and I got our assistant principles into a meeting
050with everyone in the county. So, that was really interesting and they're going to talk about what what that was too. Um so, the first thing that we talked about mainly with middle and high school was pins, which is a person in need of supervision. Um those are just supports for kids um beyond what a parent might be able to control. Um some diversion services through court collaborations with support staff and administrators and then honestly trying to avoid any legal consequences through early support for pins. Um you know connecting with pins I talked to the assistant principles about attendance data, behavioral data. Um that's when we participated in a countywide meeting and and honestly I I was overwhelmed at how many um partnerships were in that meeting. There was a lot of different um school agencies
051in there, a lot of community agencies during that meeting. Um and they meet monthly which we didn't know about. So now we're on the agenda and now we all can meet monthly if we choose to go for the continuation of support for kids. Um, [snorts] STAP was formerly known as STAR. That was um just an intervention for behav for students with behaviors in middle and high school. I think they go as low as I'll probably help third grade. >> Is it third grade? >> Yeah, they'll do it one day. One day. >> They'll do it one day. Yeah. Um, we actually arranged a driver. Um, some of the barriers were that parents don't have transportation. So, at least we started with a one-day star program, which there's a one day, a 30-day, and a six-month
052step program. So, we arranged a driver to drive kids to a one day star program which starts it's sorry it's not start step which starts at 5:30 in the morning and they go all day. So, um parents were struggling to get their kids there. It didn't that they maybe didn't want them there but the transportation piece is huge. It's hard to get your child there every one day but every single day at 5:30 and it's it's a component of the program. Um the next thing we talked about was SPOA. Um single point of accountability. Really what SPOA is is everybody gets together around the table, mental health, department of social services, probation, school community, and they talk about a case for a child. It might be that the child needs a care manager, the child
053needs um respbit care on the weekend. um everybody gets together and everybody puts their heads together and they decide what would be best to help um students with either behavioral needs, developmental needs. Um and that those meetings are set up through the county as well for SPOA. [snorts] Um just connections with SPOA, just planning together, working together, you monitor the progress. Um, and I think I think we all knew what SPO was, but I think sitting together with everyone in the same room talking about, oh, you offer that and oh, you offer that. So, that was one of the key points that we got out of meeting with with the county um mental health agencies. They talked about what we learned some new things about um what's out there for educators, what's out there for
054teachers, what types of clinics are out there for counseling, for supporting parents, supporting kids. Um they talked about that. The other thing that we got set up was um all those agencies that I talked about, mental health, department of social services, um they came to faculty meetings for the middle and high school and for and to John Kennedy and they presented to the staff about how what does it mean if you think that a child needs to be called into CPS for educational neglect? What does that look like if you're a mandated reporter? What forms do you have to fill out? Um those are things that um the agencies educated all staff about and we made that connection while we were meeting with the county. So they've hit almost every school um for their kind
055of traveling road show to talk to um the schools about what's what's out there. um the systems of support, what how do they align attendance, behavior, discipline, all of these things in a school align nicely with all things in the county, but you have to tap into them. And it's there's so many different programs out there that we just needed to know about. So, I think that um I'll let them talk, but I I definitely connected them with um how to coordinate services amongst the schools. [snorts] So, what's the next step? My goal was to get referrals to these agencies to help support kids and families. Um where you know look look to see why what's the barrier? Why can't they get there? What can we do to help? How do we improve? Who do
056we call? What's the number? Um you know I have a kid that has this what do I do? So every school worked on something individual after we met. So um I'll have them talk um after I finish this. So, the other thing I did was I worked with the district social workers. It started out just working with the assistant principles, but then I got in there and I I don't know, I just needed to figure it all out. So, I had I talked to the social workers about what they needed. I worked with them. There were some funds that were donated um that got into the foundation. We got those funds. All of the social workers got money to um get storage items for their community closets in their respective schools. We got the money
057from the foundation. They ordered coats, boots, hats for kids. So now they're all set up in the in their closet. So everybody um can get what they need. If kids need something, they can go right through the district social work um social workers and get what they need. So that was a really big I think relief for the social workers to be able to actually get what they needed. So we got that done. Okay. So Jordan's up first and I'll have Jordan talk about um what she came up with and what she got out of our partnership. All right. Um, hi everyone. I'm Jordan Brandt. I'm the assistant principal at John Kennedy. Um, so for me, I think you know what I got out of this looked a little bit different than the middle and
058the high school because these aren't resources that we're frequently using at John Kennedy thankfully um with our younger kiddos. So um it was really good though still to see what all of these resources are available. Um, and I think the biggest thing for me that I've taken away from it is as we look ahead to our fifth graders moving into our building next year, these are things that we're going to be looking at more and more frequently. Um, and so it started some good conversations with our CAPS teams um, between me and Paul about, you know, what do these resources look like and how can we best um, plan to support our fifth graders as they transition down well stay with us in the fall, but transitioning fifth grade back to our building. Um, so
059I was able to develop kind of this continuum of behavior supports um and identify um the pieces that we have internally. So our CAPS team, super similar to what Christa was talking about that exists at Jackson um that our counselors and principles meet once a week to discuss those students um mostly behavioral that we're seeing. um our MTSS process. Again, very similar to what Christa was speaking about um exists at Jackson um and kind of bringing some of these supports into those conversations at our MTSS meetings beyond just those academics that we had previously been talking about and kind of delving into how do we use MTSS to support our behavior as well as our students who are struggling with academics. Um and then our attendance policy. So, that's another piece that exists within our
060CAP structure. Um and another piece that you know we already have in place to support these students who might be struggling and might be moving on in the continuum. Um so then the next part would be SWOWA um which Mo was talking about that single point of access um to kind of get all those services you know in one place all those people are on one table to um help that be streamlined a little bit more. Um referring students to the STEP program if we need to. Um we have had one step referral since um this program started. [clears throat] Um and the student did a one day and it seems to have worked and we've seen a decrease in the inappropriate behaviors. So that's great. Um but it's also nice to know that once
061they complete the one day the doors open for 30 days if we need it to. Um and then after that obviously our final step would be pins. Um which we have not had to use yet at John Candidate which I'm thankful for. But knowing that it exists and how to access it has been really beneficial. >> And I think too there's a lot of new administrators, you know, in our unit. So just making sure that everybody understood kind of the continuum. But Jordan did a nice job doing a visual and they presented this to their staff because then [snorts] everybody understands that we are we sometimes are working behind the scenes, but when you lay it out for them and say, "Okay, this has to happen before this." So they can't go into pins unless
062they've done a one day or they've, you know, it all builds up upon each other. So it's important that your staff sees that there is a continuum of services. So nice job. Thank you. Same thing. >> Oh, I already talked about. >> Yeah, that's okay. Um, middle school if they want to come up and just chat about um what when I when I I met with everybody extensively. um I took time out of my building and sat with them, worked with the principles and worked with the assistant principles and just to talk about what does that look like. So even just having this resource to know who to call and when was something that the middle school decided that they needed to develop. So I'll let them just check quick about what you came up
063with. >> Um my name is Christine Cameron. I'm one of the assistant principles at the middle school. So what we recognized at the middle school was that we um partner with a lot of community resources and with that being said we there are so there are such a vast amount of community resources that we partner with and they were in all different spots. So what we wanted to do was create a live document for our um administrators, social workers and counselors where this document housed the resource, the name and the contact of who we can talk with and if there was a link or a website that housed it as well. And there's five pages of them. So they did their research. They started with, you know, write down SPOA Jennese County Youth Group pins
064like who do you call and why? And then they linked it. So, this was a really extensive document that they worked on. Um, talked about where to go even for if parents needed um outpatient mental health services, like where would they go for that? >> Sure. So, I'm Mike Lang, one of the APs at the middle school, and as we talked before at our presentation a few months ago, we have some really strong relationships with some of these folks um and some of these groups, especially at DSS. If any of you know folks from DSS, there are actually two of them here tonight at that graduation ceremony supporting students. So, that's really awesome to see. That has uh carried over into DSS being in our building more frequently this year than definitely last year and
065and and so in the past. So, it's really great to have their support. STEPP is in our building just about every day supporting one of our roughly 15 students that are in the program. They the leadership over there is really strong. They've done an amazing job supporting our students and our staff [snorts] and um we work with them daily. You know, we have um monthly meetings with Jennese County mental health and probation. And as Mo has said, we want to uh continue to grow those relationships and that that same type of uh meeting and opportunities with more agencies. One of the agencies that's a private agency that we work with is known as Horizons or You Connect Care. Um, Dr. Cry has worked to expand their offerings at our school and we've talked with Jesse
066County Mental Health about doing the same thing. Um, because the needs are are great. Um, I do want to say that uh we also in the last month or so have had um both DSS probation and the folks that are in charge of SPOA in to have proactive meetings and do case studies and say here's what we have. here's what we've done in the past, where we where are we now? Because many times we've done things like call CPS or submit a pins referral. Um, but we're still seeing the same behaviors. And I think that both inside the school and with things such as raise the age and things like that. Um, you know, we're seeing more of what generally was um served in the community put on the school. So, these partnerships are more
067important than ever. So it was it was great to um you know work on this and it's going to be a a resource for the you know for the entire district. >> Yep. So they just a whole system. So if anybody needs anywhere to look it's there. >> And this is Barney the middle school therapy dog. >> Hey high school. Um when I met with them about a system that they wanted to work on they talked about MTSS. Um, an MTSS shouldn't be as extensive as it is at the elementary level because if we're giving them what they need all the way up, then at the high school it should be minimal. But sometimes, you know, it does require um a multi-tered system of support. And um I worked with Mariah and Dan and Jenny
068just to show them what our MTSS looked like and how to streamline it and create a system within the high school to support them. So I can let them go ahead. >> Thanks. Uh Dan Door. I'm one of the assistant principles at uh VHS. Um and one of the things that um you know Jenny tasked me with early on uh was to help uh the middle the high school uh really strengthen their MTSS approach. And obviously our work with MO has been critical for that as well. But basically just finding a system that is clean, efficient, and effective because we don't want to waste people's time. And when you get into an MTSS process, sometimes you feel like you're kind of spinning your wheels. There's not a lot of accountability. Um, and you know, things
069can fall through the cracks. So, it's really important to have a tight system. And we've been working a lot this year on tightening up our systems. Um connecting with our community obviously and our partners out there so that we can support our kids and staff, but also we want to make sure that this is really a valid process for our staff, that they see value in it, that they see progress being made. So we've been we've been diligent. We've been slow at rolling this out because we want to make sure that it's really going to be effective. And we we've asked a lot of our staff at DHS this year with things that we're doing and the last thing we want to do is throw something else at them and then have it fall. So,
070we want to make sure that it's tight and it's efficient and clean. This is just kind of an overview of it. Um, you know, we've been working on again tightening up our system so a team sign up, uh, an MTSS referral form that will eventually be opened up to all staff so staff can refer as well. But for right now, we've been working with our counseling staff, our mental health staff to do the referrals, as well as Mariah and myself. Um, we've got an MTSS parent consent form. We've got our meeting doc that tracks all of our meeting minutes. Um, as well as our actual MTSS student tracking document where we can follow up because we always want to revisit the students that we've uh referred to make sure that what we put in place
071is actually working. And if it isn't working, what do we need to adjust to make it work? >> And I explained, we don't need to reinvent the wheel. You can just take our our forms, switch them over to make them high school friendly, and just everybody can use the same kind of system and same document just to get it up and running. So >> ready Mariah. >> Y So Maria Laspina, the other assistant principal in the high school. So with all of this work and it really truly was invaluable just seeing you know the stuff that Mo her experience in the district the connections um and going through this process thought it would be valuable and this is really something for us to be able to show the teachers too that our admin team our
072counselors we have some kids that we already started through the MTSS process to be able to show what we did the steps we took and kind of lay it out because the last thing we want is it to feel like one more heavy lift for them um that we're looking support them, the why behind it, and kind of the direction we're going. So, this is one of the students that we have been working with. Uh, so 24 behavior referrals. Um, so Jordan, we we blew through your five quickly. [laughter] Uh, failing five classes because we try to look behavior and academics to see what the need is. Uh, absences, you know, to school regularly but late very often. Um, so obviously using that data and realizing this is one of our higher needs and really
073needing to a plan for the student to show them success, get them help, get them support. So the next slide will kind of show the stuff that we have done um for that student. So these are really the steps and interventions taken prior to pins being filed. Uh so you can see there's a lot of steps there. It's not just like okay you have a lot of referrals we're going to send you to pens and really trying to work with the student work with the families figure out is there another program they need is it a different class is is there something at Boseies that will um help support them and kind of going through that piece so you can see some of the steps that exhausted obviously a lot of conversations to start um
074class schedule you know modifications trying to get them in some credit recovery stuff utilizing our wind time to get them extra supportvious counselingvious obviously the consequences where they were needed to be. Um, and then we kind of went through, you know, the STEP process and we had a lot of people from STEP come in often. They're wonderful. And in this situation, it was more of parents on board, but our high school students have a mind of their own sometimes, and you know, if they're adamant that they're not going to step foot in the door, then that's kind of a breakdown for us. Um, so again, we tried all those avenues going through the MTSS process. We tried to have the student do a behavior point sheet to see in classes, are they doing better? Where
075are they succeeding? Is there a relationship with a teacher? Maybe we can try to, you know, use and utilize and and to keep growth happening. Um, and you know, exhausting all these, we did end up filing the pins paperwork. Um, so you can see again pins is a is a process. There's a lot of data to track. uh which we actually had them come in, some of the probation officers to understand what they need, how can we help them, how can we make the process as seamless as possible. They've been great. Um and again, it's just a lot of back and forth and communication to to really try to grow that partnership and getting it all filed, got it not, sent it, the student is in uh you know, it's filed, it's been accepted, intake
076meeting at this point has been had and there are some things happening. Um, so now it's just really, you know, to start keep continuing to monitor and and see progress being made and where we can keep working and helping and and stepping up. So it it's been just helpful again to have the resources that Mo was able to provide trying to get, you know, all the districts, we're all following the same thing, but it just looks a little different at the high school level. Um, we want the kids to be successful, so however we can to support them and and help them get there. Thank you. >> So, I I really enjoyed my time with the principles, the assistant principles, the counselors. Um the resources are out there, but sometimes you just don't [cough] [clears
077throat] you have to find them and and they don't, you know, don't know who to call. So, now we have a really nice systematic way for MTSS. Now, we have connections where um there's people from the community that came in and presented at faculty meetings. So, I really enjoyed my time working with the APs and the principles. Um, and I think that um, the impact was good. We got some kids what they needed, but most importantly, you now have a resource of where you can go or what you need. And obviously, I'm always here if you need anything, but I really did enjoy my time helping you guys out. So, I'm hoping that you found it useful because I definitely did. Um, and I'm hoping that we can continue just, you know, strengthening our community
078connections. >> Time well spent. Thank you, Lauren. Thank you, principles. Nicely done. >> Thank you. Questions? Thank you. >> How does exciting not anymore? There you go. There we go. >> All right, moving right on with our presentations. We have our uh capital project update. We have campus construction management team here to give a presentation on that. And we also have CPL, our architectural team as well. So both teams campus is our construction manager uh team and CPL is our architect. So they work in tandem with the district. So thank you for being here. >> Thanks for having us. Yes. So, I'm Brian Trot with CPL. This is my colleague Hector and uh we're here tonight to present to you um actually I'll let you guys introduce yourself first before I demote. >> Yeah. Um
079Allison Thompson, senior project manager with Campus Construction. And then we have >> I'm Cody Spolski. I'm a project manager with Campus Construction. >> Yeah. So, we've got a very brief agenda for you tonight. We're going to um go through the project progress to date, the schedule, and then the overall budget for the uh project. And later on in tonight's meeting, you'll be asked to approve um the uh bids for phase three, which came in very well. We're going to review those later on the presentation, but it's great news. We're in a great spot with the project. So, fun night to come and talk about this. And with [snorts] that, >> uh yes, so for starters, uh the project progress. So, we did uh something very similar to you guys a couple months ago. Uh so
080for phase one, we're about 95% complete with that. That's the roof scope of work, which we'll talk about. Um and the phase 1A at the high school um as well. Uh that would be able to be broken out, which you'll get to see some cool photos of that being completed. Uh phase two, construction is in progress over at Robert Morris. Um half of the building is taken over by construction. Um the other half uh they are in um instruction in there. And then over the February break, we're actually going to flip-flop over um which will be interesting. Um and then phase three, uh we were able to go out to bid with that and had our bid opening January 14th. Um and then you guys have a letter of recommendation not only for um the
081uh low bid contractors for that, but then also for testing services as well that are rendered for the project. So, it's a very exciting time with this capital project now because we were here about a year ago and we were still talking about all the the the planning that we're doing for the project and now we're actually going to see some progress. We have some photos, construction photos. We're actually seeing things happening. You guys have been in the district, you've seen some of the progress and you see some of the construction that's going on as part of this capital project. This is the uh configuration reconfiguration u uh plan that we have in place where we're shifting students down to ultimately uh get down to Robert Morris and this is why Robert Morris has been
082a driving force in our capital project and the work that we're doing um for this capital project. So in reviewing the work that we're doing at Robert Morris uh part of the work that we've done as we discussed was the roof replacement which has been done at the A-wing. It's a full replacement. All the uh all the roofs that are there at the at the building are now pretty much less than 10 years old. So the the building is nice and tight in terms of of the roofs. And then um we were able to move some of the work that was in later phase to the phase one which is the playground replacement. And you'll see a photo of this work in another slide. Now phase two work, this is uh where we're doing a
083majority of the work at the building where we're really giving the building a new identity. if you say it, because we're going to do a new main entry uh renovation, uh some gender neutral bathrooms that we're adding. Uh we're putting a new building sign not only on the building itself, but also on the lawn area uh for everyone to see. We're adding uh renovating a lot of the classrooms. Some of them will have um toilet rooms, brand new toilet rooms in there. And then some of the work that you'll see repetitive as part of all the uh schools, all the buildings is what we're calling a phase 2 work, which is um a lot of the the alarm, the PA, the blue light, um, and the IT infrastructure. You'll see that in some of the
084other schools. >> Uh, so here's the fun part of seeing photos. Um, some of you, I think, were actually a part of the community build for the playground. Um, or maybe you've driven by and seen it. Um, but a lot has happened. All the fencing is up, which is great. Um, so it has, you know, as you can see there, the gate that is required for the prek or the little tech to play on that. Um, so everything is ready to go. U for when the weather wants to stop snowing out there to play out there. Um so that is completed which was part of the phase one and then as Hector was saying the roof replacement so not that you really see anything um from the ground but if you were up there um
085the roof was able to get completed which is the wing right by um where the playground is located. It had the big stone ballast that was up there. So we got it um uh up to code into uh weathertight conditions for that. So all that's completed in that phase one portion of the project. That's actually not snow, right? That's a white snow. >> I want to go up there now. You probably slip and fall. But >> um and we're going to show you some of the floor plans that we've been showing in the past, but also part of showing you these tonight is to show you the sequencing that we're doing. Obviously, a lot the level of work we're doing at this building is a lot. So, in in working with campus and the district,
086we had to figure out a way to be the least disruptive to the facility. So what we did is we did uh two sequences in terms of the construction. It's basically almost like a half and half what we're doing. And so phase one sequence one which is what we're currently under uh involves the renovation of the cafeteria and so many adjacent spaces in the lower level. The cafeteria is getting expanded. It's getting fully renovated only finishes. It's going to be a really nice space when this is all completed uh in February. And then when you get up to the uh the first level, the entry, the way that the sequencing works is that we're basically taking half of the sequence, which is the C-wing and the B-wing. And we're doing this work as we speak
087right now. This is close to the district. And then currently, uh the staff is on this side. And then come February when we turn this space over to the district, then we're going to flip-flop and we're going to start working on the A-wing and the gym renovations. >> Yes. which as Hector said, it's all slated to happen over February break. Um we've been working extensively with uh our OACM team or district staff to get staff members on board uh to pack things up ahead of time to move things over to come and unpack all of their stuff um as well. So everything should be up and running for when kids come back after that February break. >> Yeah, we're really excited about just the new identity that the building's going to have. Um when people
088come in here, it's it's going to look like a brand new space and it's just It's going to be really great. Um, on the second floor, there's really not much going on. We do have some chases that we're having to build in some of the spaces in order to get us to the roof to the new rooftop units. >> Uh, and then in here are just some cool photos um of the renovations that are taking place. So, we have stuff that's going on in the cafeteria that's down in that basement space. Um, the renovations to create a different layout for the main office and entry um for that. And then uh renovations and renovations to the OT area. So, all of these is really in that first wing that Hector mentioned. Um, and then from
089there, we're just working on finishes. So, a lot is painting that has already happened. Um, and a lot of these spaces, flooring is going to start um getting installed, tile work in the bathrooms, um, ceiling work that's going to happen. So, that way it's essentially ready to go for that February time frame for all the teachers to move over there, kind of occupy their spaces. So, then we can then take over where they're at now. So some of the work that's happening at some of the other buildings as well, we had a review over this now. So at John Kennedy, uh also as part of phase one, we are doing um roof replacement there and we were able to do some replacement of uh some of the roof access ladders that are up there as
090well. And that that that work has been completed. Uh for the phase two, as you see, we got some of the same the 2A work, which is a fire alarm, PA, blue light, and infrastructure. And then as part of the phase three work, we're doing some exterior renovation work at at the school. >> So really the only work that's been completed for uh John Kennedy is in that phase one as we said which is roofs which are white. Um so there was an extensive roof project there. >> And then moving over to Jackson uh school we're doing face to work which hasn't started yet. again some of the same fire alarm PA blue light IT infrastructure that you've seen as part of the project but we're also doing some work in the back replacing a
091retaining wall that's that's that's uh that's failing and we're doing some pavement work and adding some lighting to to the building for for the bus loop and then we get over to the middle school. So the middle school for phase two again fire alarm blue light IT infrastructure that's part of part of the phase two but some of the things we're doing there that are exciting is uh we're basically doing all the corridors in the original building are getting new new floor finishes and new uh ceilings and then we're adding gender neutral restrooms at various floors um on either side of the I guess you want to call the old um so that'll be exciting um as part of the new the new work and part of phase three we're doing parking lot improvements uh
092and some exterior work uh which um we'll get to right now. Um so part of when we started this planning process, one of the things we know we needed was that we needed to um the parking lot needed to be repaired and needed to be renovated. So when we started to look at this, we we thought at the very least we got to just repave it, right? Um and then when we started to look at how we can do the work, we also realized that there's an opportunity for us to to um have better traffic flow for the for the buses and for the for the parent drop off. And so one of the things we looked at is is this as an alternate during our bidding process and the bids came in very very
093positive for us that we were able to select this as the new um the new layout for the the middle school which is going to be exciting because It's it's going to just help the traffic flow at the at the building in in the best way possible. So, where the parents are going to come in from Washington Avenue, you're going to be able to drop off the students and then just loop back around and the buses will come in through um Walker Place in the back and then drop off the students and then there's no the the parents nor the buses will be in the same, you know, in the same parking lot at the same time. >> How will that affect faculty and staff parking? >> The faculty and staff parking is still over
094here. Okay. >> Yeah. Um we did this layout without losing parking count. >> Okay. >> Yeah. And even so during the design process uh we brought in your bus company as well and even a couple of drivers um to give their experience of what works and doesn't work over there too. Um and making sure that it was going to work for them as well. If we were going to put all this time and effort and money into it that it was actually going to function for you guys. >> Any other questions for this? So now moving over to the Betavia High School. Again, we have some roofs at the Betavia High School. They're at 95% completed. Um they'll be done. As soon as the spring comes along, we get a little nicer weather. Regarding the
095phase 1A work, when we did this project, we were able to basically, if you want to call it, squeeze in another project. Um we had some face some crawl space column repairs that we wanted to do as part of phase three, but we felt the need to address them sooner than later. So we created a phase 1A project to get that done sooner than later. So we were able to get that done and that's work has been completed. Working with the district when we started to talk about this 1A project you know it was brought to our attention that the the main doors at the high school uh doors one the storefront needed to be replaced. There was some issues with the doors. So we were able to add that as part of the project
096and include that as part of the 1A. That work is about 95% complete. Um, and it's got all new all new doors and and new storefront system that's that's going on there. As part of the phase two, again, some of that phase 2A work, the the light, the the fire alarm system, the blue light, the IT infrastructure. And where it gets exciting at the high school is when we get start to talk about phase three because uh looking at a synthetic turf field, we're doing some auditorium renovations and we're also adding some gender neutral restrooms uh at the high school. >> [snorts] >> Uh yes. So as Hector said, phase one roofs um it's not super exciting, but they are definitely need um no but they are needed. Um and need to be completed. Um
097there is a little bit of an area that they didn't get to. Everything is weathertight and weather safe for now though. Um if there are any leaks, the um roofing contractor comes out and fixes anything and they're um are required to you know change any ceiling tiles that get wet or whatnot. But as soon as the weather breaks um in the springtime, they'll come back and just finish the top coat of the roof. Um and then we'll get them closed off for the project for phase one, which is right on time as far as the money situation goes for Andy, which is great for you guys as the district, too. Uh the phase 1A, as Hector said, so the uh crawl space column repairs were definitely needed. Um again, always going to be in the
098project, just looked a lot worse when they started to do their investigative work for design. Um, so all of that work has already taken place and is completed, which is great. And then the main entry, uh, storefront replacement at that main entrance. This is an older photo because you can see the plywood that's around it. Um, we were just waiting for the glazing or the glass to come in for that. Um, which that work has been uh, completed and then we're just working with uh, the district to um, get card access uh, to all those doors for um, security purposes. But everything is good and ready to go um, for there. There's also um inside the vestigle that's there, there's a new walk-off mat that's in there as well. That's more um a better safety
099and uh cleaning aspect for that, too. >> And this is probably one of the more exciting parts that we that I I like about the high school and the work we're doing here is this is the original base design that we had for the project, which is we were adding turf fields to add a baseball and a softball field. And then you can see here the the lighter green is where the turf is and then the rest was grass. As we were having all these meetings and conversations, one of the things that we came up was what if we can fill the space in between and try to see if we can do this in turf. And so we started to have these conversations about how do we how do we work with with the
100project? How do we work as a team to figure out how to find the money to make this work? And believe it or not, we were able to work together and come up with a plan and have favorable bids for phase one and the way phase two came about and how phase three which you'll see later how the the bids came in favorably that we were able to do this multi- uh sports field where we were able to infill between the two softball and baseball so that we can put a soccer field in between and not only that we were also able to add another area of pra what we're calling a practice area of turf. So, this is what is in the phase three bits that you'll be talking about later on. Um, and
101we're very excited that we're able to make this make this happen and uh this will be great for the community once it's all completed. >> Yeah, this was the right design from the beginning. We just didn't think we had the budget for it. Luckily, campus did a great job with the estimates. Bids came in great. So, yeah, success story. We get it. >> And then, uh, last but not least, there is some improvements as part of phase two with the Richmond library. We're doing we're replacing the front doors. We're adding some new study rooms and some new open uh office space downstairs and then various minor exterior improvements to the the front of the front of the building. >> Uh so as far as the project schedule goes, I know we talked about um phase
102one already and hopefully again just looking to close that out in the spring of 26 or at least by June uh for final cost reports for um aability reasons. Uh phase two is trucking along again just at Robert Morris for right now, but uh we need to actually be complete with Robert Morris by the end of the school year. Um so June of 26 so that way um everyone can do the grade shifts and move everyone around um for all of that to work. And then that's when uh phase two we really enter the middle school um and kind of take over during the summertime to do all the work we have to through the school year and then through next uh summer as well. um not only with the middle school for phase two
103um but the parking lot replacements that are happening in phase three that we showed is not this coming summer but the second summer as well. Um so we're uh targeting right on track for phase two to also do final cost reports at the end of the calendar year of 2027. Um phase three uh we're hopeful for you guys to approve our letter recommendation. Um, from there we'll be able to start in March, if not maybe February, um, out here uh, with the fields. Uh, we have a very eager um, site contractor that wants to get going with everything um, and just begin um, the site work that's here. Um, the schedule um, shows them starting at this and kind of just focusing site work-wise at the multi-purpose sports field. Um, we worked with the athletic
104director and department as far as displacing baseball and softball so we can get going here in hopes to turn over the field uh for soccer or at least in early September um for you guys to occupy that space. Uh site work will take a break over the wintertime and then go over to the middle school the second summer just focus on that parking lot reconstruction work. So we didn't want to over um overwhelm them too much uh with doing two major projects in one summer. Um, so then, uh, the other parts with phase three is also just scheduled to close out at the end calendar year of 2027, which we're right on track with that as well. Um, so then when we get down to the numbers, um, phase 11A is coming in right at
105$4.9 million, which that includes all the incidental costs, um, so you know, our fees and whatnot and construction contingency. Um, phase 2 and 2A, uh, is coming in right at $21 million. Um, and all the incidental costs um uh included in that and any construction contingency that we need to use for that. Um this is where it got great where phase three um our bids came in favorably um and including incidentals and construction contingency as well. We're at that 14.9 million. Um so when you add all those up, it does not actually equal the total project budget of 45. Um we have the unallocated at the 3.7 million. So right now that's kind of leftover funds. um just not allocated to one of the phases that is listed there. Um so you guys can maybe
106choose to do another phase um with that money. Um or as we get into more construction of phase 2 and 2A um and is three as well. Um if we get into something there's unforeseen conditions that we have, we can obviously take from that money um to help spend it. But we already have construction contingency built into the phase two and the phase three. So, you're well covered um for unforeseen or maybe district requests or um wants for that as we are moving into construction, but um right now you're just projected to be $3.7 million under budget right now. >> And the biggest risks are the site work. You know, as we start moving the earth out here and getting into the middle school parking lot and bus loop and everything, we don't know what
107we're going to find under under the uh surface. So, that's our biggest unknown. Once we get into those areas and get the demolition done, get the earth out, then we pretty much can um have a good handle on the contingency. >> Yeah. So, I assume because you're in all of the buildings and doing all of this renovation and whatever that there are that there may be other situations >> that weren't actually addressed in this total project even though there's this allocated funds. Yes. >> Are you making recommendations so that if our if there's a building that needs additional um We want to do the project right. Right. So yeah, if there's something else that maybe we should add or look at, of course, we'll vet that through the leadership group and um make sure we
108do it right. So we don't want the last thing we want to do is to leave some small piece behind that we could address >> for the next project if we can do it now and afford it. >> Okay. >> So yeah, realistic, you know, requests like that. >> Okay. >> Um you got a great leadership team. They're going to vet those requests. We also have a building condition survey that was done several years ago that we within that survey there's different priorities. So when this project was put together we got there's priority one priority two priority three you know as we go through and look at those different priorities we we can upgrade some of the threes to a two or or two to one you know after we get through some of the
109site work as well. So, you know, a lot of that is not really like a shot in the dark. It's looking at what our architects have have already identified as a need. I see. >> And we had to prioritize based with the budget and scope. >> Okay. >> Right. >> We always run into unforeseen field conditions. That's the one thing we always talk about. We don't know what's in walls or floors and when we open them up, we find something. You know, we're getting calls from Cody and we're having conversations all the time where we we have find something and we look at it as, okay, we found something that, you know, we we weren't sure was going to be there. How would we know? we don't have x-ray vision. However, now it's an opportunity
110for us to >> how do we make this right and how do we do this as best as possible with with our budget. So, we have great conversations to make sure we do the right thing um moving forward. >> Okay. Thank you both. >> All right. Thank you. >> Thank you guys. >> Have a great evening. >> You too. Thanks for coming in. Yeah. All right. Good luck. >> You too. >> Thank you guys. >> Have a great night. Thank you. >> All right. Last but not least, >> we have Mr. Lang. He's going to come up and give us our 2026 2027 budget overview. Preliminary question. >> Preliminary. Yes. So, uh, yeah, thank thank you for the queue up because that's great. Um, so it is preliminary. So, right now, this is like the
111first draft of the budget. Um, we're going to focus on several areas um of the budget, but again, those areas are subject to change as we develop through the budget process. Um, so again, this is an early on draft. We call it draft number one. Within board docs, you'll see a more detailed budget summary uh that shows by function, by object, um what the first draft of the budget is. Um but this is just an overview. Um certainly there's more detailed information on the sheet that I provided you. Uh but again, we're chunking up the budget into several different chunks so we can kind of focus on certain areas, talk about maybe changes from year to year. um with the ma main talking point um really for this presentation being on revenue. So I'll spend
112some time on revenue um because we do have our our first stab at what we call the state aid runs for the 2627 school year. It's called the executive budget that's released was released mid January and it it's one of our largest um one of our largest um categories of revenue. So, we're going to look at the budget calendar for next year or for this year. Um, for next year's budget, we're going to look at estimated revenue. Um, talk a little bit about uh the maximum allowable tax levy calculation, which is called the tax cap calculation. It is quite long calculation, but I'll walk you through in general what that is and how that's impacting um next year's budget. Um, we'll we'll look at appropriations for next year, which are as the expenditure side of
113the budget. We'll look at central office operations, transportation and debt service. Um and then um we have a current overall draft summary um which ties to the sheet that you have in your and board docs and uh and then certainly answer any questions you may have as we go through. Um so this is our budget calendar. Today we're going to overview again operations, debts, transportation, and revenue. My next presentation on the 23rd, we're going to look at um special education instructions programs and benefits. And again, throughout all of these presentations, there might be some changes to the budget and appropriations as things come up, as more information is provided, but again, this is kind of a a working document. On the 9th, we'll we'll hopefully have a final draft budget that I can present to
114the board of education. Um, on the 23rd, again, we'll have an opportunity to continue to review that final draft just to see if there's any changes either to the expenditure or revenue side. Um on the tw on April 20th um the board will um review and adopt the budget at that point. That kind of kicks off the start of the overall budget vote process. Um once the budget is adopted, a budget adop uh budget documents made available on the 4th. Um there's a a presentation of the budget in the form of a budget hearing on May 11th. And then finally the culmination of budget season, the May vote, which is the 19th this year. um and any other propositions um that'll be on the referendum or so let's look at revenue um on the revenue
115side of actually I'm gonna move CHZ a little bit sorry CHZ just got to move your window a little bit so we can see all the figures go up here how's that >> there we go >> so so uh in looking at estimated revenue obviously the largest form of revenue the district receives on an annual basis is state aid um at At this point, based on the executive budget that was released in January, um we're looking at a an increase of about 8.2%, $2.9 [clears throat] million in state aid. Um a large a portion of that is foundation aid, right around between 8 and $900,000. That's the general operating aid. Foundation aid based on um a long formula that calculates how much general operating revenue the district receives in the form of state aid. The
116other forms of revenue of instate aid are expenditure driven. So for example, building aid is based on um on approved debt service and and debt that we've incurred for capital projects over history and currently. Um transportation aid is based on transportation costs from the prior year. Boseies is based on the Bosey's expenses from the prior year. So etc. Those are expenditured aids. Um so the the larger portion of the increase is mainly due to anticipated addition additional building aid as a result of us incurring debt for the current capital project. Um and then some additional transportation aid as well. Um just transportation costs have increased as a result of our new contracts. We've had two new contracts, one for special education um transportation and one for regular home to school transportation over the past two
117years. that has increased transportation costs um as our rates have increased. So again um on the flip side we'll have additional revenue as a result of increasing those transportation costs. The district receives about 90% of all of our expenses in transportation back in state aid and fier uh real property taxes. We'll we'll dive deeper into this in a future slide, but again, this is our tax levy. For the purposes of this presentation and for the purposes of the first draft, I went with the maximum allowable tax levy cap, which calculated for the 2627 school year to be about a 3.19% increase. Now, we can certainly go down from there. That's the absolute cap. If we exceed that cap, that's when we're required to have a supermajority in order for us to pass that. So um
118you know certainly we would like to ideally stay within the cap um if if you know as we as if if we don't need to exceed it. Appropriated fund balance and reserves. Again this is pretty stable. In accordance with the district's long range financial plan um we set an amount of appropriated fund balance to be about $2.5 million. That's the amount of funds that we use in in in fund balance to support any operating uh loss of revenue in the following year. So we fill that gap with $2.5 million. Um so that remains unchanged. The increase is simply a result of um the district appropriating a little bit more um to cover our overall anticipated um ERS uh costs which we use out of our reserves. So appropriated fund balance and reserves um that that's
119minor amount of increases just as a result of um our anticipated cost for ERS employer contributions increasing for next year. And then other revenue these are fees um pilots payments in lie of taxes um uh sale of scrap refund of prior year expenses. So these are all these smaller minor ancillary uh revenues. They add up to about $3.2 2 million for 2627 and that's a that's a decrease of almost $350,000. The main driver of that decrease is the district had several pilots drop off. So um in prior years we have been receiving payments in lie of taxes for several um uh agreements that we had with economic development corporation and companies and those have since fallen off. so that those amounts reduce. Um those companies go back on tax roll and then they pay their
120fair share of taxes. So overall we're looking at an increase of about 5.18% in revenue which equates uh a little over $3.2 million year. So this uh this slide shows um estimated revenue budget to budget um and in the form of state aid. So again um these are are our our our state aid broken up in the major categories. The top one which you can is can't read right now but it's foundation aid. So that's our general operating aid. That's the largest portion of state aid that we've received. Again I said between8 and $900,000. Um, it's right now estimated to be $759,000 increase in yeartoyear, which is about a 2.9% increase. >> Do you expect that to change? >> It could change. I I expect it to change, I don't know which way, either up
121or down. Uh, >> my my read on it from at least from talking for a lawmakaker, if it does change, it won't be significant. >> Yeah. >> Okay. I don't think it'll go down, but if it does go up, it won't be significant. Again, it's a legislative process as they go through um the state's budget development process. So, um I'm hopeful that it remains unchanged um and remains at least what the uh executive budget proposed. >> Keep in mind, last year, I think the budget, the state budget was late, >> several weeks, right? Yeah. Correct. >> Yeah. Hopefully, it gets passed on time. April 1st is the deadline for the state budget. The second um category right below it is building aid. As you can see, I I did mention earlier that we anticipated an
122increase in building aid. That's just again as a result of the district filing final cost reports and receive receive starting to receive additional aid for either current or past projects. Um transportation aid again as I mentioned an increase about um $190,000. Again, that's as a result of us incurring additional costs for transportation. We settled those we we awarded those two additional contract or those two contracts for new contracts and uh our overall transportation costs have increased. Public private access cost day. These are for students that are um attending private or public placements outside of the district. So students attending Mary Kariola or the Faulk School. Um the district receives a portion of the tuition that we pay to those to those schools. we receive that back and and excess public high cost or private excess
123cost aid. Um again, we we're seeing an uptick of that. Um a lot of that is just a result of the district having a few more of those placements than we have in the past. So that's natural that we're going to begin to receive additional aid. Um our share of Medicaid payments, I guess this is the the deduct that our state requires us to have for filing for Medicaid. Um so this is our portion our costs of Medicaid. Um and that's again at flat at um a deduct of $100,000. And then finally our categorical aids um which are textbook, hardware, software and library. These again are expend expenditure driven but based on a per pupil allocation. So for example, each student receives the district can receive up to $58.25 in state aid for every textbook
124that we purchase or every for every student that we have. So multiply the number of students by $58.25 25 and that's our total amount of textbook aid that we could get on any given year. So those are our categorical aids. Again, um a minor adjustment to that. Um a lot of that is basically driven by enrollment. If as our enrollment fluctuates or may decrease a little bit, we might be anticipated to receive a little bit less. Bosey's aid again expenditure driven aid. This is um any of our BOSI service that we have, a lot of our technology services, a lot of our um our our technology itinerate staff that we have. Um so again, as that fluctuates year to year, um we do anticipate and it was uh based in the on the executive budget
125um that we'll receive um some additional Bosey's aid again just based off of what our initial signing up for services for the following year. high tax aid. Um, this is just a uh an amount that is allocated to certain districts. Um, the Davy does receive it. I have not in other districts. So, which is nice, but this amount has never changed from the history that um I can tell um for years and years and years. So, still anticipate receiving $729,993 for that. This is interesting. is a slide that shows so um it compares not budget to budget which is what we just saw. It compares enacted to budget. So what we actually are getting for the 2526 school year to what we're budgeting on receiving for the 2627 because that number is different, right? We're
126budgeting a certain amount. How much we actually get could be different than we're budgeting. So this kind of shows that difference. So in 2526 we budgeted $26,15,050 for foundation and um or that was enacted um and we're increasing it for the 2627 school year to $26.9 million. Again, that's a 3.4% um increase, which means that when we budgeted last year for foundation aid, it didn't come in as much as we anticipated, >> which is fine. That that does fluctuate um when that final formula is solidified. Um same with uh with building aid. Um we were underbudgeted um last year. Um again that's just we received that number from our municipal adviserss and it all is the dependent on um when we file file final cost reports and when we start to receive aid on some
127of those projects. So again that is an estimate um in the prior year as well. Transportation aid again when you compare actual and acted to budgeted it's about a 4.2% 2% increase or about $78,900. And then um excess cost aid. Um again, what we when we compare enacted to budgeted, if you recall, when we go back to budget to budgeted, we only anticipated $875,000 in excess cost aid. But when our actual state aid rate, state aid uh runs came through was about $1.2 million. So again, that's unanticipated revenue, but as you can see, I don't know if we're going to get that full amount this this year, which is why we're budgeting $981,000. No change in Medicaid. Um very little change in categorical aids. Um this is just based on our total amount that we
128actually spent for the categorical aids. And then Boseies, again, we're looking at a significant increase in Boseies when you compare enacted to budgeted. It's just a a chart really to see how, you know, we compared to budgeting um our prior years state aid amounts to the enacted amounts that we're actually going to get. I'm sorry. I'm just going to move you a little bit here again. I'm sorry. Moving around. There we go. So, um this the uh the governor releases like a little narrative about the budget that she's proposing for the state and these are just some highlighting points. Um the budget includes some additional funding for our UPK program which we did see on the state aid runs. Um it's showing an overall 4.3% increase in total school aid but again that's across the
129board across all districts. Certainly our district isn't anticipating receiving a 4.3%. Um the executive budget provided a $779 million or 3% increase in foundation aid. Um we did not see a 3%. It was less. It was about 2.2.8% in total increase in foundation aid. But again overall um the uh they appropriated an additional $779 million. Um, finally, uh, the the executive budget does fund the statute the statutory formulas for all the expenditure driven aids. This has been on the docket a couple times in previous years where they said they may cap expenditure driven aids, but uh, this budget includes like we're going to fully fund all the expenditure driven aids that that districts receive. And then finally, continuation of universal free school rules. So I know there's a lot of this is small print, but
130this is a maximum allowable tax uh tax levy calculation. Um I highlighted the numbers that are really important to really to I just wanted to drive home the fact that um two of the factors that uh lead up to the maximum allowable tax levy calculation are really out of our control. Um one of those is called the taxbased growth factor which is assigned to us by the state based on our region and it just basically says you know what is the state of your economy locally to our district. And then the second one is the infl the allowable undergrowth factor. These are both inflationary factors. The allowable levy growth factor is either 2% or the rate of inflation, whichever is less. So right now 2% is less than the rate of inflation. So they're saying
131that 2% you can use as a calculating as a calculation to kind of increase your tax levy. The only other portion that's kind of important is the capital exclusions. So any local share for capital projects the district incurs um you're allowed to increase your tax levy by that amount because they consider they don't consider that part of the general fund operating expense. Right? It's debt service that the voters have authorized and it's a result of of the building aid and the debt service um not matching. So there's a little local share. So we're calculating that to be for next year about $355,000. So again, that allows you to increase your base um tax growth to be to be a little bit higher. So what that boils down to is the fact that um we could
132increase our 2627 for our 2627 tax le 662,000 or 3.19%. Certainly not saying that we have to do that. That's just for the purpose of this presentation. That's the absolute maximum. Could be certainly less than that, you know, 2% or less than that. Um, but that's something that we'll talk about as we go through the budget of presentations. Just to give you a little history, if we um, this is the tax levy and the percentage increase over a 13-year period, it just averages that out. So, you can see a three-year average taking into consideration a 3.19% increase for 2627 in the tax money is about a 2 and a half 2.6% increase on average. and then 1.9 etc. Um you can see the amounts there as well. That's just a good kind of historical chart
133on the tax levy. So the local revenue as I mentioned probably the the biggest change comes in the form of we did have several pilots about $160,000 worth of pilots fall off. Um we had two separate agreements one for $100,000 and one for um I think 35 or $40,000. Um and then just adjustments to the other pilots agreements because they have schedules. Um that resulted in the $160,000 decrease in pilot funding. Really everything else is relatively stable. Utility tax, um again, that's been adjusted um just based on historical figures. I'm not going to go into a deep dive on utility tax, but it's certainly um we're looking at um prior years to to to project um subsequent years. So again, overall a slight decrease in all the other local revenue sources. And again, appropriated fund
134balance. I already talk talked about this, but we're look we're budgeting to appropriate $2.5 million in fund balance and then $50,000 for our unemployment reserve and $1.1 million from our reserve for retirement. That matches exactly the total appropriations for our um our ERS uh employee contributions. So expenditures. Uh so here are some of our big budget drivers on the expense side. Yeah. And um so health insurance um the district participates in the Genese area healthcare plan which is a consortium of school districts and it's pool financing I guess you could call it. We are what's called a minimum premium consortium which means we pay what claims we incur um without being fully insured. We are call the minimum premium. And so what we are we have seen this year um is an exorbitant increase in
135the total cost of claims and that is coupled with an increased number of high cost claimments which is driving um driving the consortium to basically drain its fund balance. So um we have been living off of fund balance each month to pay the bill um as it comes through. And so, um, as a result of that, uh, in order for us to stay solvent, um, we're looking at an increase of approximately 30% in health insurance costs. That's rates across the board. So, regardless of plan, um, that's PO, that's D2, that's even the high deductible plan. Um, so that's a significant impact in our budget. Um it's about close to $2 million as you can see there year to year just in current employee health insurance costs for the district. So um that's one of the
136big budget drivers. Uh Mr. Smith and several of the lead and the leadership team met with building princip I'm sorry. Did you have did anyone have questions on that? No. >> Okay. So um Mr. Smith and leadership team met with building principles um at each building and um put together basically u a list of their needs in regards to staffing. And so these were included in this draft of the budget. Obviously those can be revisited as we go to go down the path of uh adop budget adoption. But again here is the listing that we kind of gleaned from from all those meetings. So those are included in this budget. um as as it stands right now. Uh the third budget driver which we which we'll talk about and Mr. Smith will probably talk about
137in his um his update as well as the Jennese Valley Boseies capital project. So Boseies is um looking at doing approximately a $42 million capital project. um that project but uh has to be the cost of that project has to be distributed to all school districts component districts there's 22 component districts in Jennis Bambosis and Battavia is the largest so um they divvy up the share of that cost um by Rwata we have the largest Rada so we're looking at approximately $4.5 million is what >> oh Rwata is the calculated um rated Yeah. Oh. Um, uh, weighted average daily attendance. Yeah. Resident weighted average daily attendance. >> Sorry. Um, so has the largest horatada because we're the largest school district in the 22 components. $4.5 million um would be our total cost for this project
138and it has to be it will be spread over the course of four years. The district can receive um aid on that. Uh so we can receive Bosey's aid on that. So, and >> that doesn't seem >> so give them four million and just to get a >> well um well no the the they would use that cash to obviously fund their project. So the other option um there's two options that's called the cash portion or which in which the district would enter into an inter municipal agreement with all other 22 component districts and we agree districts agree to pay this amount of money over the course of four years. Um so it would be >> it has to be unanimous. >> Correct. Yeah. For the IMA. Correct. The other option um which my father
139tells me about because he was he was in it when last time it happened was uh they did a DASE. You um Boseies can issue a bond a long-term financing through the dormatory authority state of the state of New York who call Dazzy. and um then they can basically build the district um a portion of the Rwanda all over the um the course of the debt. So it might be 20 years instead of four years we're looking at 20 years. The the the only thing about that is that the is that all districts and would incur an additional financing fees and interest as a result of that. So >> four years to 20 years I would say. >> Yeah, exactly. So those are really the two options. Um I know I know um uh Bose's
140representatives have been in contact and we've been to a meeting about it. So um >> so this is assuming there's a couple options. I'll talk about in my presentation later on. But what Andy is done he's built in that cost in this year's or in next year's budget. If by some chance the project is is um you know delayed or not voted on that money could be taken out of this year's budget. But that's all dependent on what both she's asked to do. Uh right now we're planning on a vote in the spring by voting the boards in all 22 districts and then the public has to vote as well as as Kevin explained back in October. So uh you know we have incorporated our share of it in this budget assuming that the project
141goes through >> you know that that's one option we have >> both on the expense and the revenue side which is one of the drivers of the increase in Bosey's aid. Um the interesting thing about this is that you receive the aid in the same year you expense the BOSIES which is great because there's you're really only on on the hook for the local share of the difference. >> All right. And then finally uh last but not least um we have made provisions within the appropriation side of the budget in regards to collective bargaining negotiations. We do have two contracts we're negotiating the teachers and the clerical. and we have made assumptions for next year um next year's budgeted appropriations for the settlement of those two contracts. Um what's not on here is u we
142still have to adjust the interfund transfer for the preschool program. So I know we've talked about that before there might be um an an addition to the interfund transfer um based on the general funds funding of that preschool program. So general uh the general support uh these are the administrative components of the district's budget including operations and maintenance central office central store room this is where our utility costs are um but I wanted to highlight because pretty much everything um total wise is you know minor increases here and there minor decreases minor adjustments some small amounts but the large two larger portions I'm sorry Chaz I got move back up Yeah, thank you. There we go. The larger portions right here. Okay. And we can talk about those. The first being the central data processing.
143So, in past budgets, um what I've noticed is that the district was budgeting a lot of its um central data processing in 263490 which is um educational technology. Um how we're built by Boseies is we're build based on this central data processing and that's like our connection our connection all of our infrastructure all of our like support staff through edgeitech all of those were coded to 2630 we are pulling those out of 2630 and putting them into central data processing although that looks like a large number that was actually budgeted in 2630 and you'll see a significant decrease in the 2630 amount Okay. So that is just us shifting appropriations from um a 263490 code to a 1680 490 code where it really is build to us through both these buy. >> Okay. So it's
144a wash. >> It's a wash. You'll see you'll see a large decrease in 2630. Correct. And then um but the the the second highlight is the um most administrative costs. This is the cost of that capital project. Um so uh we anticipate that to be between 1.4 $1.6 million increase in yeartoear. So again we do see the estimated offset revenue for Boseis but this is also subject to change because there may be some reduction in the overall scope of that project Jason if I was >> correct. >> Yeah there might be some adjustment as well. So again, this number is going to be adjusted as we go through the budget process. I wanted to make sure that >> it's in I wanted to make sure to get it in here now. Um if we need
145to adjust it or remove it, um we can certainly do so at a later date. Transportation. Again, um we do see about a $200,000 increase in year-to-year for transportation. 5 a.5% increase. Um that equals 5 a.5%. A lot of that is just based on um the to overall contractual costs. So, we have rates that were defined in our contract. I literally take those rates for the 26 27 school year and apply them to our current runs. They're they're divied up by hours, however many hours those runs go on. And then I just uh move it forward. So again, this is based on our actual contract and our rates that we have. Um but again, right around a $200,000 increase. Again, the district receives about 90% of this back in transportation aid the following school year.
146Debt um and interf transfers. So, uh, the district's, uh, debt service is, um, the total amount that we pay for our outstanding bonds and bands that we have for capital projects. And, um, again, these figures are given to us based on um, our municipal advisor and we uh, budget for the anticipated filing of final cost reports and the so we'll have additional uh, additional debt service. So again, this is just related to our ongoing capital project and also the 2020 vision capital project. So these are all of our debt payments um added up. Um so again, principal and interest, we pay on those uh annually and we have a debt service schedule that we follow in fund transfer. Um you'll see a reduction in the inner fund transfer. Uh if you recall last year we
147budgeted for an increase of $460,000 for our inter fund transfer. Um we use that this year to um transfer transfer transfer it to our capital project and use cash on hand instead of having to borrow it. Um that does a couple a couple things for us. One is it reduces the overall amount that we have to borrow for that project which we save interest on. The second is it stabilizes our tax cap. So, it allows us to say that $460,000 is local share and um it allows us to kind of um increase our tax levy as a result of that local share. So, it's really a mechanism to try and flatten out any of those subtle in or those large increases or decreases in our tax cap. Um we don't foresee having to do that
148right now. The only thing I'm going to say about the inter fund transfer to capital is that um we went to a meeting Friday and um the accounting for the Boseis capital project instead of it falling in that uh 1680 code that we saw in general support we might be able to budget for it in the inner fund transfer code and actually have the project run like a capital project um that we have. So that's something that we're looking for. I don't want to it's in the weeds with the accounting, but I just want you to know that there might be a change after we work with our auditors on how to best account for that capital project moving forward. Okay. So, overall, this is the overall budget summary. We're showing a picture of uh
149total expense and total um total revenue. So, as you can see right now, I'm showing an expenditure increase of about 11.19% year-toear. Um, certainly something that uh we'll probably need to look at closely as we go through the budget process and hopefully we're fine. Um, that's a little over $7 million increase year-to-year. Um, we're looking at only an increase of about 5.18% on the revenue side or about 3.2 million. So, 7.08US 3.2 28 is 3.8. So right now we have a gap in our budget between revenue and expenditure of about $3.8 million. So that's something that the administrative team will certainly look at closely and and the board as we go through the budget development process to to see if we can how we can revise that down. And then finally just a little budget
150summary again. Um the total amount of the current draft of the budget 70.3 million almost $7.4 million. That's a budget budget increase of 7.08 and it's 11.19% overall increase. Tax levy would would would be increased by $3.19% or 21.4 million. Again, that's at our allowable tax levy increase, but it can go down as we go through the budget development process. We just if we exceed it, it would have to be based on a supermajority vote. Any questions? >> All right. >> CHZ. Did he have questions? >> CHZ, you have any questions? >> I'm good. >> Yeah. Yeah. So the question I like the board to to at least think about maybe not answer you now is one of the factors we have some control over is the can you just go back a slide. Oh
151yeah to the tax lovey no that >> bottom number on the right is 3.19% the question for the board I'd like to think about like you think about now or later is you know what your current level we can go to the cap we've gone to the cap before it hasn't been this high I'd like to look at the budget in terms of what levers you want to pull so there's various leverage keep the le 3.19% we can look at um some of those new titles that Andy shared that the principles have asked for. We can look at those and or we can look at how we want to allocate reserves. I will caution the board and we caution you a couple years ago to to be careful that we don't want to rely on
152our savings account to pay our electric bill type thing. We don't have we don't really have a lot of control of the rest of the revenue except for the tax levy increase or looking at changing the amount of the reserve. So, we can go back and look at the expense side. the Bosey's um project is still somewhat up in the air, I'd say. >> Yeah. Yeah. Timing wise. Yeah, certainly. >> Yeah. You know what? We have time, but just kind of in between now and next week, think about the tax increase. Like I said, 3.19 is is that the cap? Doesn't mean we have to do it. Um so this that's my talking point for you. >> I actually do have a question. >> Sure. Hey, do we have the numbers on uh how the
153effect for the both sees for we do the four years or that 20 year difference? >> Yes, we do. Yeah, we have we have uh amortization schedules for both. >> Okay, I'll look at it. >> Yep. Yeah, I can we can we can distribute those. >> Yep. >> Absolutely. So obviously I think my initial thought it is to to look at that tax levy increase. I mean I I think the 3.19 yes it's the the cap but I'd like to see that reduced. Um one way or another what what we can have before February some sort of ideas suggestions you guys have. Um there's a lot of uncontrollables that 1.9 million in insurance costs and we've talked previously on how there in the past was cheaper plans for the district but they've kind of all
154met now and and everything's expensive >> um with the health insurance. So there's some that are out of our controls. Um, I think by February we should have a better idea on on some of these contracts that we're we're negotiating now as well, which could also help uh make some necessary adjustments if we need to with with some of that. >> Absolutely. Absolutely. >> Anyone else have any >> I just make one other comment. And if you could just go back Sorry, if you could just go back to the staffing slide. Within that staffing Yep. So within that staffing slide, I kind kind of task each principal with prioritizing. Obviously, this is their wish list. Within the wish list, I don't have it all memorized right now, but I have notes on within the wish
155list. They have identified priority items. So I can go back to them. Um you know, for example, with the music teachers working with with Mela Quesan, she's done schedules for two teachers. She's done for you for one new teacher. So there is some flexibility there. Um and like I know at the I don't want to speak out turn but I know one of the principles has you know has identified the school psychologist as a need. So within that list we have certain priorities that we can go back to the drawing board with as well. >> Okay. Well, it it just appears to me in this um um staffing requirements is we had a pretty comprehensive report from Morin Naro about all of the services that the county provides and um how to help our students
156um socially, emotionally, however. So, why would we even consider um additional counselors and things like that when we could use those services to help our students? Right. And not to say that there that we don't have issues that could be taken care of well in the school if we had a a new counselor or whatever, but um you know I just don't see the I at this time with the cost of living as we all know um going up and whatever 3.19 is a is big >> those resources are there. should realize. >> Yeah, I think that, you know, I understand that there's a wish list. There always is one. And uh but I just think that um we don't have a super rich community and 3.19% would be asking too much for that. So,
157you know, however we can reduce it, however it is in whatever line items we have, I think we need to look at those pretty um severely. Okay. Okay. All right. Thank you. Thank you. >> Thank you. >> Step ahead of you here for um unfortunately Eli couldn't be with us today because of the rescheduled meeting. He got double booked. So he did send over his report that Mrs. Anderson's going to review for us. She volunteered too. >> Um, all right. So, Eli says this. Anastasia rehearsals um have begun for the musical. It's coming up in March. Mr. Battavia, which is one of my favorite things um in the high school. Initial production has begun set for show day of March 27th. So, definitely put that on your calendars. It's a great fundraiser for the community.
158Orchestra concert. Um the high school orchestra has their first concert on February 5th. Corral, the high school corral has a concert also on February 5th. Uh Wintergard February 7th will host Betavia Fantastic Visions. It's a home show competition that is open to the public. Uh sports. Since the last meeting, the annual boys and girls basketball team tournaments were held. The varsity boys basketball team won Battavia Lions Club tournament, defeating Notre Dame. Senior Gavin White was the tournament MVP. The varsity girls basketball team lost in the championship game of the Rotary tournament to Elba. Betavia ND hockey is hosting a senior night tonight against the WFL Panthers. And finally, coming up on January 31st, both boys and girls JV and varsity basketball will be participating in the Hoops for Hope night supporting the Michael Napoleon Memorial
159Foundation. Um it did see that they're still looking for donations for that. Um, and JV games will be held at the Betavia High School while the varsity games will be at GCC. That's it. >> All right. Thank you, Mrs. Anderson. Uh, next up, presentation reports. We have Mr. Smith for our superintendence report. >> Thanks. So, I want to first recognize Saturday, I went to the legislative breakfast at Leworth, and I was very proud to have our school recognized for our peer mediation program mostly at the middle school. The high school one too, but we were recognized this year. I have a couple plaques here and certificates I can pass around. Picture there is the school board's director, Patrick Burke. Next to him is Melissa Antonor and Kristen Gomez. Megan Cryan also had an instrumental role
160in the process as well. She wasn't able to make it because of the weather and Dr. Corey also assisted in the process as well. So, I actually sat in on it. I talked to some students last month who are the uh trainers and they really gained a lot out of it. We've done to date we've done seven aviations which is a lot. Some of the other schools who have who have recognized who have received this war had not done any yet. So we've done seven um and I've used it in conversation with stammans as well to encourage them to participate. So we're very proud to have that. Also at that breakfast uh some point some various points were made to our lawmakers some advoc advocacy points. I share that with the board but the highlights
161we're looking at federal cost shifts concerns title one. looking at K12 tax credit, you know, possibly diverting fund from public schools, student services are always a concern with SNAP and Medicaid. Um, still a couple years ago, the governor commissioned what was known as the Rockefeller report. Not all those um reforms have been implemented, which has been frustrating to our to our districts. And then so some of the new mandates lack funding um the the New York aspires the busing issues. Um so we share with the lawmakers on Saturday morning and I share with the board a copy of the um of the advocacy points. Very excited for Friday. We want to welcome Dr. Anthony Muhammad as our keynote speaker. Our staff has seen him at least two or three times uh at various conferences and
162he is well known. We're excited to have him come out. Invite the board to to stop it and hear this as well. He really speaks on school culture. I'm just going to play a little portion of his comments. He has a great story. Um I'm just going to play it works. We developed terminology to be accurate. What is something that's toxic? What would make something toxic? There was a toxic field near this convention center. If you wanted to plant a tree in that toxic field, what would happen to that tree? it would die. You wanted to plant an ear of corn, it would die. Well, what would a toxic school culture look like? A place where educational reforms find their graveyard that no matter how good the idea is, the environment becomes so toxic that
163even the best idea never gets fully implemented. And that's why he used that terminology. What is a toxic culture? It's a place where educators believe that student success is based solely upon a student's level of concern, attentiveness, prior knowledge, and willingness to comply with the demands of school. And they pass that on to others in overt and covert ways. Let's stop. Again, we have a belief system being evoked. But in a toxic culture, does it appear I'm going to ask you a question. I want you to think about this. If you read that first part of this definition, does it seem as if learning impossible in the toxic culture. >> So, he's really going to challenge our staff in a positive way. Like I said, most of our several of our staff has heard him
164already. Dr. Corey was has been instrumental in in getting him to come here. So, we're excited to welcome him here on Friday. Anything else want to add? >> Um, no. I just think that he'll do a really nice job helping to um he's going to be meeting with every school's guiding coalition team for the PLC work and I think he'll help them to help the schools to move forward in a positive way. >> So if you're able to join us Friday morning at 8:00 that'll be our keynote address and again several of our staff have heard him before at various conferences and he's been well received. Um he's also going to challenge us as well. So looking forward to that preschool updates. I want to keep you updated on this. Maui met with the staff
165on Friday afternoon. Since we last met, we have increased the enrollment by seven uh as of this year and we are going to make some changes uh this year to increase the amount of half days. What we have found out is the half days bring increased revenue to the district and as Andy mentioned, we're looking at making adjustments for that program for next year as well. But but but the good news is right now we have increased it by seven, possibly nine. I think we're still waiting on a couple more students, but tell me what else I missed. >> Well, the the reason to change and have more half days is we're finding that many kids that um they've had to turn away have services needed for a half day program. And we schedule that
166most of our programs are full days, but by um changing to have some half days, one will be able to take in more kids, but it also gives us a lot more revenue. Um a full day student gets about $36,000. um a half day student gets 20. So if you have two half days, it's 40. So it's >> we're doing some we have more work to do. We are looking at staffing, but we have some made some pretty good midyear adjustments as well. So I want to recognize the team for that. Uh as Moren said earlier, uh one of my favorite parts of going over Jackson to greet our winter athletes. I was here for the basketball team. I think the track team is coming next. I've done it for the football team. It's really
167wonderful to see our oldest kids as we're just the seniors interact with our youngest kids. Um I think the seniors honestly get more out of it than the kids do. Um it's really quite um powerful to see to see them interact and Marines are right. They do think of our athletes as like superstars because they're so little and their kids are so big. So it's a neat thing uh that we've started and it's going well. We are seeking nominations uh for this year or for next year's musicians and note nominees. Um so you can spread the word on that. We have we had press release on that. And then finally the Boseis capital project. This is more the same what Andy has talked about. Um just kind of a review. Uh the project is about
168$43 million. Uh there's our estimated payment over four years. Andy talked about the DASME requirements or the inter the IMA the intermal agreement. Um there is going to be a public vote on it, but the first payment will be due this year assuming that the project is um is expensed this year. So we have that budgeted now. We had a meeting on it just this past Friday, so still kind of fresh and Kevin McDonald and staff are still working through some of those details, but we should have more information for you definitely by the budget season in April and May. And finally has not been an easy winner. So, I want to recognize a custodial crew, a buildings and grounds crew, bounds of snow out there. Um, Sunday night, I got a text from Chad
169and Andy want to know if I'm going to keep school open because I am they're going to be there at 3 in the morning. So, uh, school is closed obviously because of the weather. So, I want to recognize Chad and his crew at all five of our buildings and the library for the great job they do in keeping our sidewalks and and parking lots safe for our students. And you can see the bounds. It's certainly can't even see in my window right now. Um, so I want to recognize them and thanks to our family staff for their flexibility. Hopefully this will be the last of it, but it's always fun to call on the first day. By the time you get the third day, you don't get here. And here are some upcoming dates for
170you for the board. We have our JK Steam event coming up as you're away again. The JK is on January 29th, Thursday over at John Kennedy. Dr. Muhammad is here on Friday. Hockey night has already happened tonight. I heard you say so. So that we had to update that. And we had we've had to reschedule numerous concerts. So on the sidewalk track. So I think we have a concert this Thursday night that's been rescheduled twice now because of the weather and our chorus concert is next week as well. And the musical rehearsals are well underway. So any questions? Um I have a question about the school um um cancellations. >> Yeah. >> Um I know you you it's built into the contract into the calendar that we get we have so many snow days, right?
171>> Um when a state of emergency is declared can is there anything from the state that we can get >> moneywise? Not moneywise. So the several reasons to have a state of emergency. Okay. So one is is so they can mobilize resources. We can't get anything moneywise. However, if we if we run our days >> y >> and we maximize all the extra days. >> So we have a state emergency on Monday. If we happen to run our days and we've exhausted all our possible days, we can then basically we're absolved of that. were absolved of that emergency day on Monday because of a state emergency. So in a day wouldn't count. >> So the day we closed on Monday, it was a state of emergency. Once we exhaust our days and hour days, we
172have to petition the state. We have to work with our we have to work with our attorney. There's a foreign last year. It's a lot of paperwork >> and we did it last year and basically we're absolved of the day on Monday, this past Monday if we had if we had exhausted all all of the resources and we had the state emergency to even go with it. >> So what does it mean by absolved? Meaning that >> it doesn't count. In other words, it it would be okay to fall below the minimum number of days. >> So it wouldn't be like you would. So, we've taken three. That one, that third one wouldn't count, >> right? But if you if you use up all five days, then the the state of emergency one wouldn't count,
173>> right? >> Does that mean you add more time that teachers have to be or staff has to be in school? >> No. No. No. So, one of our options on the calendar is would we we'd have to look at drawing back um the Easter break dates. That's one of the options we have. they'll want us to at least look at that. We didn't have to do that last year. So, if we fall below the magic number >> and we're not absolved of that, then we are penalized for that with a reduction in state aid by capitalizing on emergency days if we have to. That would stop that penalty from being incurred. Am I explaining that well enough? Make sense? Yeah. So last year, we didn't make our staff come to school on a day
174around Memorial Day. >> In my time here, we've only had to change the calendar once. We took away a conference day that was scheduled later in the year. >> We also have room at the end of the year, too. >> Yeah, >> that's what I guess that's what I assume happened is that you played with the end of >> Yeah, the room there's there's contractual language around that. Tony can speak very well. So >> So there's contractual language around that. I haven't committed to memory. I always put the check every year. But if we exceed it and they become half day and not half day. So there's language around that. >> Okay. Okay. >> Thank you question. >> That's all I got. There you go. >> Well, that was a lot of presentation. >> All
175right. Next up, we have a consent grouping. We need a motion to approve the grouping of consent items G through L. Motion by Mrs. Anderson. Do I have a second? >> Second by Jack. All in favor? [laughter] >> All right. So just old business. All right. New business. We have our board board goal discussion, review, and approval. Um [clears throat] we have that the uh be resolved in the board of education approves the 2026 27 board of education goals. The board number one, the board of education will ensure the consistent implementation of highquality professional learning communities by supporting professional learning, monitoring student performance data, and holding the district accountable for continuous improvement in academic achievement. And the second goal is the board of education will actively promote community engagement by collectively attending at least one
176school and/or community events per month and by reflecting on feedback and observations to inform board decision making. Do I have a motion to approve this year's board goals? >> So moved. >> Any discussion? First, uh uh motion by Jen. Do I have a second? >> Second by Mr. Smith. Uh any discussion? No. All right. All in favor? I think that was a m from chest, too. >> All right. Next up, we have updated regulation 7521. Student with allergies andor >> anaplastics. Uh, we need a motion to approve this. Do I have a motion to approve? So moved >> by Mrs. Bennett. Do I have a second? Second. >> Second by Mr. Schmidt. Any discussion? >> How does this change from what we've had previously? Or is this >> all there's a little paragraph underneath there
177that kind of explains it? >> To include epinephrine nasal sprays >> instead of auto injector. >> Okay. >> It's just an addition. >> So, it's just the addition of the nasal as opposed to just Okay. >> Okay. >> Any other discussion? >> The nursing came off. >> Yeah, >> that's why you're here. >> Uh, all in favor? >> I >> Thank you. Next up is an updated regulation 7513R that is guidelines for administering medication in schools. Do I have a motion? So move >> by Mrs. Anderson. Do I have a second? >> Second >> by Mrs. Ben. Any discussion? >> Jen. >> No, I think I'm okay on this one. >> All right. All in favor? >> I. >> All right. Uh, we do have our other reports on our school site. Please take a
178look at those. Um, board member comments or other reports? Any board members have any updates? Anything they want to discuss? >> I was over at the middle school today. Our church did a little outreach and uh we were in the faculty room uh just handing out like popcorn. We had a popcorn maker in there and candy and all kinds of things just to give away. And I was there for about an hour and just to get a feel for for what's going on like with the faculty kind of behind the scenes. It was really neat to see them just connecting and there was just like an upbeat vibe in the room, you know, um seeing people sitting and eating with each other. Also knowing different people in the community and and the teachers that were
179there talking with them with them and everything. It really was a neat experience just to kind of be like a fly on the wall to kind of see what's happening. Uh it was really great. So just >> I think uh Friday speaker you know talks really about the culture of our our district and things. >> So if anyone can make it on Friday I think it would be great for us to to listen in as well to to give an idea. >> Any other board members? >> Tennessee Valley School Board got postponed because of the snow. >> Thank you. >> Okay. So now we are call for executive session. The exe the motion to move to executive session to discuss matters relating to the medical, financial, credit or employment history of a particular person or
180corporation for matters leading to the appointment, employment, promotion, demotion, discipline, suspension, dismissal or removal of a particular person or corporation. And I believe we will not be coming back to public session after as well. Do I have a motion to go into executive session? >> By Jim, do I have a second? >> Second. >> We'll give Chz on that one. And and also Antonio, thanks for filling in behind the scenes for us tonight. Uh filling in for Nick. We appreciate it. It was a long one. So, we appreciate your extra time. Again, Andy for your your report. Um just one last uh congratulations to the gra early graduates that we had at the beginning of the the meeting. That was nice to see them as well. >> So all in favor to go in executive
181session I >> All right.