001Okay, I would like to welcome everybody to our September 25th work session. If we can all stand to salute the flag, Mr. Pleski >> to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Just as a reminder, there is no public comment at a work session. I'm sure we'll have to keep the crowds away for that. Um, at this time, I'd like to turn it over to you, Dr. Lynch. >> Thank you very much, Mrs. Denino. Uh, so this is actually the beginning of budget season. I know it seems like we just started the uh the year, but uh, Mr. Press actually put out the books today so that the budget managers can start to put
002their stuff together. So, we like to begin budget season by doing kind of a two-prong attack. Uh, so, uh, Dr. Bleis will be updating us kind of on the things that we're investing in this year, those big ticket items that we've invested in in curriculum uh and instruction. And tonight, you will see it's directly tied to the profile of the owl that we talked about last week. And then Mr. Press will be looking at the budget outlook uh of of what type of budget year we're going into. So, I will turn it over to Dr. Blickus. >> Thank you, Dr. Lynch. Uh as Dr. Lynch just mentioned and he mentioned this again in September as well at the board event meeting. All of the initiatives that we're working on are grounded in the profile of
003the AL. So I think that's a good place to start. Uh tonight we're going to be focusing on the lefth hand side of the graphic as we discuss our implementation of the writing revolution K through 12 and new aspects of our business program in the high school. First here with the writing revolution. Since writing is a clear demonstration of comprehension, the connection between the writing revolution and creative and critical thinking is very natural. Writing is the driver that demonstrates how logic, reasoning, and imagination were applied to complex problems. Writing helps express ideas, synthesizes research, allows self-expression, and offers opportunities for refinement. So, what makes the writing revolution special? The nice part about the writing revolution is that it does operate K through 12. There's a natural progression from oral to more and more complex written
004language, starting with the basics of grammar in kindergarten and well- constructed sentences throughout the elementary school and culminating with advanced high school essay writing. By the time the students leave elementary school, they be exposed to all the templates and strategies necessary for their subsequent studies in the middle school and high school. This avoids wasting time learning new graphic organizers and pneumonic devices in every grade in class. I do know that this was a big sell for the teachers too that we weren't going to have to reinvent the wheel each year. Up there on the screen is a picture of Judy Hawkman as a virtual AI bot. U one of the nice things about the writing revolution is its uh use in all grades and subject areas to address grade appropriate content. you know this aspirational
005goal of ours to try to do this in all of our subjects is going to be tough to revolutionize as they would say all the materials to make them writing revolution appropriate and uh with the help of Judy Aai it's a virtual tool named after Judy Hawkman like I said the author of the writing revolution it becomes very easy so to demonstrate on the next slide here you'll see uh two different products from Judy that I created one uh I felt was good to show uh the kindergarten center. All right. There's a book. It's called Don't Let the Pigeon Drive the Bus by Mo Williams. It's a pretty uh basic picture book you read aloud. And uh it's a story about a pigeon who tries to convince the audience that uh he should be able
006to drive the bus. Uh on the left hand side there you see a because butso activity. U the whole lesson actually is written by Judy. It gives you all of the information. It'll give you what, you know, the worksheet right there. It will also tell you what the anticipatory responses are. It tells you how to differentiate for all different types of children. It tells you what your follow-up activities may want to look like. So, it really does walk you through the whole entire lesson from soup to nuts. And for fun, we did it on the other side of the world. So, I put in the first continental congress and tried to do this on the high school social studies lesson. appropriate for 11th graders that are sitting in US history and had to develop the
007same activity. So realistically you're doing the same stuff on both ends here. However, the content is the driver. It's not the activity itself. So if we look at this both groups are expected to know when you see the word because you tell why something happens. If you see something with the word but you say something different or surprising. And if you see the word so, you tell about what happens next. Now, does that have to be explained to high school kids? Not after the first couple of exposures. And if they come through the system this way, they'd be ready to write uh, you know, their own sentences. If we look at what a kindergarter does though versus what a high school student can do with this, you know, the kindergarters, they'll probably do this more
008verbally because, you know, most of the kids of that age, it's easier to have it as a conversation. Some of the more advanced kids can talk about it. Most of them can do because and but. So, takes a little bit more time. Again, that's a nice extension for them. But they can talk about things like the pigeon wants to drive the bus because he really likes buses. You know, the pigeon wants to drive the bus, but the bus driver said no. The pigeon wants to drive the bus, so he tries a lot of tricks to convince the audience so he can get his way. That's the kind of stuff you'd see in kindergarten. It's a process, though. So when you get to high school, you know, and you could really prepare the kids for even
009for collegiate work using this, you know, the answers for the high school prompts could be the first Continental Congress men in Philadelphia because colonial leaders needed to formulate a unified response to Britain's increasingly punitive measures following the Boston Tea Party. Obviously a whole different level of sophistication. The point is though that the causal relationships, the contradictions, the consequences are all the things that are required in a historical analysis. So we're starting to teach kindergarters, like Dr. Lynch said, the thought processes that you're going to need to be successful in high school. So, you know, the content is the driver. That's what shows that it's different. I'm going to shift gears now. Another thing that we were talking about tonight was the uh Corsera and the financial literacy. This is the uh real life skills side
010of things. Both of these show the commitment to the district to providing our students with these opportunities for all different types of real life skills. So the things in the real life skills here, self-discipline, financial literacy, ethical use of technology, professional networking and setting career and personal goals are all encompassed right here. you know, the Corsera courses, they do end up giving you uh badges and merit certificates that you could put up on a LinkedIn page someday or use for networking purposes. Our kids last year in Miss Erlick's advertising and marketing classes and uh Dr. T's virtual enterprise 1 and two earned these credentials u through Corsera. 31 students in advertising and marketing earned the Adobe content creator professional certificate and in the uh virtual enterprise classes 50 students earned both the IBM business analysis
011analyst professional certificate and the Google digital marketing e-commerce certificates. You know, these are basically credentials that show you're ready for an entry- level job in these areas, which is kind of a cool thing for the kids to be able to graduate with. The kids that are enrolled this year in these classes will have similar opportunities. And we're looking at ways to expand beyond these courses and possibly try to make it like when you go to the library and you check out an ebook. Same thing with these licenses to try to give kids opportunities to check out these licenses if they want to earn a credential outside of the coursework in a course. So, those are things that we're trying to figure out some of the logistics on right now. Uh, one of the things that
012did happen this year, uh, we did end up hiring a second business teacher. Why? Because we had an overwhelming interest in the area. We introduced a new club called DECA, which stands for distributive education clubs of America. It's a career and technical student organization that prepares emerging leaders and entrepreneurs in fields such as marketing, finance, hospitality, and management. It operates in high schools and colleges globally, providing students with opportunities to develop skills and participate in competitions. So, we've done a lot this year already in the area. You know, by hiring another business teacher, though, has given us capacity. you know, the hire happened during the summer, so we couldn't really offer new classes because classes are selected by students, you know, in the wintertime. But we are thinking now that we do have that capacity
013and we don't want to offer the business kids the same classes over and over again because obviously they want to do some type of progression. We are thinking about offering a new class to teach the basics of financial literacy. So on the screen here, you can see, you know, those would be personal money management. That's basically how to create a budget, track your expenses, make financial decisions so you can build some type of independence and responsibility. Banking and crediting, basics of checking and savings accounts, credit cards, loans, interest rates, impact your credit score, all those uh real life skills, investing and wealth uh building talks about stocks, bonds, mutual funds, retirement accounts, long-term financial planning, taxes and insurance. How do you file your tax return? How do you take your payroll deductions? Choosing insurance to
014protect against risk. And the consumer awareness financial decision-making emphasizes smart spending, avoiding debt traps, and evaluating financial products and services. Thank you. >> Dr. Balis, has there been any thought given to that intro to financial literacy class and having it be something that all students take almost as a required class? It seems like, you know, when you talk about life skills, that's something that every kid, whether they're a business kid, a science kid, a technology kid, that's something that would benefit anyone. Is there everyone? Is there any thought or other districts doing that where they have every kid take a class like that? >> There are some districts that currently do that. Uh, for us to do that, we probably would actually have to hire a third business teacher. So, that would be a significant
015financial uh commitment. However, that may be on the horizon. So when we started talking about what the state department was requiring as part of their portrait of a graduate, not in this current school year or next current school year, but in the next two to three years, that may be a requirement across the state anyway because yes, these are great skills for everybody to have. >> Um I have one question quickly. The financial literacy class, would that be a class that all students could take or would they have to take a business class before entering in the financial literacy class? We haven't gotten that far yet in the process. But my guess is that this would not require a prior study because if you look at what happens in our business classes versus what's happening
016here, you know, this was in the area of what I call personal finance. So the others actually have more to do with like corporate type uh settings. So the VE classes, the accounting classes talk about more from a actual business point of view. This talks more from a personal point of view. >> I just wanted to comment about the writing revolution. And I really love how the students will have a common language from kindergarten through high school and it will really cut down on some like setting the routine type of things and they can really get into the meat of it because they know the expectation of what you know is expected ways to respond. >> Oh, absolutely. And I think that was one of the biggest perks that the teachers loved is that yes,
017we don't have to worry about teaching raft. We don't have to worry about teaching the hamburger method. and every teacher had their own little spin on how those paragraphs should be organized and such. This makes sure that everybody has the same. So yeah, you don't waste as much time trying to teach your own flavor. >> And then Dr. Ble, since we are discussing this within a budget workshop, could you just uh elucidate how many teachers have been This was a big ticket item. So how many teachers have been trained? What what did that look like? >> Okay, so uh last school year we had about a 100 staff members that were trained. We had an additional about 10 to uh 15 staff members trained during the summer through the teacher center. So we do thank
018them for uh supporting the initiative and uh you know as we move forward you know we have the capacity now also to turnkey internally which is nice and the uh licenses that we're buying we're not necessarily training everyone but we're buying at $150 with a slight discount to 135 for bulk this year on the uh my TWWR tools which includes that Judy AI that we uh saw earlier so that each of the teachers would have that access to be able to do those worksheets. And the nice part about it, you know, and anybody who's done a traditional lesson plan knows it can take hours to do all of that work. Those two lessons together probably took me less than five minutes, which was kind of cool. So, it is something that uh cuts down time.
019And if you're doing uh a well-known work, you don't have to upload anything. So the fact that I put in the pigeon books, the pigeon books are so widespread at this point that GDAI knew exactly what those were. And historical content wise, I put in, you know, like I said, first Continental Congress, it knew everything about it. And, you know, it had its own example sentences, too. Let's pretend I'm a first year teacher and I don't anticipate what the kids are going to write. It'll give me ideas. you know, it'll say the first Continental Congress, uh, you know, with the butt sentence and say, "But Georgia wasn't there," you know, and it'll give you that kind of background knowledge that you need to be able to respond effectively to the kids as well. >> Um,
020kind of connecting the writing revolution, I know over the last couple of years there was a lot of conversation around the writing lab and it was in high school, then middle school and and where that goes. And then one of the concerns was that it it did potentially keep kids from taking elective classes. So I don't know if you can answer this now or might have to wait till the spring, but you know, do we anticipate the adoption of this approach in our classrooms beginning in kindergarten um alleviating the need for that writing lab or is that a separate entity altogether? >> I'd say it's a separate entity because the way that we're doing the writing lab right now uh is in the eighth grade course. it's using a period and a half of work.
021So that class might evolve over time. They might be able to do more sophisticated things. I would hope because of the fact that the kids come up with a stronger base. But I don't know if you would ever remove the time. One of the things that does happen and again it's a function of scheduling is that uh the students are all sitting right now for a period and a half class for science. So to build the schedule it is very good to have a period and a half class opposite it. you know, up until uh this year it was the math class. We did find that that was no longer necessary since we had moved so far past the common core. We're in the nextG standards now. It wasn't really seen as necessary for that
022time, but I hate to say it, there's never too much time to do activities like reading and writing. >> Dr. Bleus, could you confirm for me, I know you said roughly 115 teachers have been trained. How many teachers do we have in total? just so we can see the percentage that's been trained. >> I want to say uh people that teach what I'll call uh major academic areas in the ballpark of 280. Uh you know, and when I say 280, the only reason I'm throwing that number out there is I'm also in charge of uh reporting uh the teacher evaluations to the state department. So anybody who teaches in those subject areas, it's approximately 280. meaning I'm subtracting social workers, guidance counselors, all those people >> but teaching professionals who are now trained >> who
023so it's about 280 people that >> and then also I just wanted to say thank you as a science teacher myself I know you did a lot of work to bring this program here and the buyin from the teachers has been incredible you know I have three kids who are graduates of Limbrook they're all excellent writers because of what Lindbrook does and I think This just makes it even better. >> No, absolutely. And like you just said about science, you know, with all the changes and I know you're very familiar with them in the science curriculum and the fact that it's becoming more and more of a writing assessment. This will help with their word attack skills and such and know how to break down things that, you know, are in those type of heavy
024duty scientific uh writings and texts. >> Without a doubt. Thank you. >> You're welcome. And would you mind just detailing because the idea of checking I'm going to move on to Casera now. So those licenses are not you know they don't belong to a kid they belong to the district and we like deal it out like cards. That's >> correct. So they're like seats. So what we were talking about before about the library you know once one kid vacates the seat the next person can come in. Uh we're trying to figure out how we can track that well using the softwares that we have currently. And that is something that I think can be really beneficial because you know I can take out that seat for uh four weeks to finish my course and uh
025once that seat gets returned you know Mr. press can take out that same seat then to take a six-week course and we can rotate through uh different children with different courses which is great and the kids if they make their own accounts after uh Lindbrook they can keep those courses forever you know it's something that can follow them and uh they can continue to build upon what their portfolio was already when they graduated. >> Well, thank you Dr. Bleus and again as the board has asked uh all through uh the curriculum reports throughout this year we will be tying it directly to the profile of the owl as to what things are happening in the classrooms that tie back to our guiding north star. So from one end to the other we're going to ask
026Mr. Press to uh to work on the budget forecast early budget very early budget forecast very early Dr. Bleis gets to bring you good, happy news. My news not so good and happy. Not as bad as and dire as it was last year when we sat here in September. Um but uh we thought we'd uh come back and sort of give you an update uh and a projection of what we foresee coming. As Dr. Lynch said, we started budget season officially today. Budget meetings are scheduled in November. So this is the um the environment that we are all operating in. Um but as I said things are not looking as dire um as they were last year which is which is a good thing but we are still I think by my nature a little
027cautious cautiously optimistic um but realistic at the same time. So, we're going to talk about revenue first um and foundation aid uh which is our largest single form of state aid. So, you can see the um increases at the beginning uh part of the this timeline were um very low. Uh the slope there is pretty flat. um uh beginning in the 2122 school year, that's when the state decided they would fully f fund the foundation aid formula which they did over a period of 3 years. So we had some fairly large increases. Um that's the bar in the red is is just showing the actual increases. Uh last year 2425 much smaller increase. It was about a 1% increase. U 2526 right now the forecasted state aids uh increased a little bit more. That is
028largely because the um state made some changes to the foundation aid formula based on recommendations from the Rockefeller Institute report which was reduc um which was released last uh December of 2024. Um one one of those factors was a change in the um in the um poverty measurement um and that redounded to our favor a little bit. they actually updated the poverty um figure which was way way way outdated at that time. Um so they're using now a version of of prop a poverty measurement that gets updated on an annual basis um at least currently and we hope that continues. Um interest in earnings has uh has been a a good boon for us over the last few years with the uh increase in the interest rate um from the Fed. Um we benefited from
029that um tremendously over the last few years. Um that as you can see we had a slight decrease last year as the rates started to come down and as our fund balance went down a little bit. Um the Fed just cut their rates at the September meeting. They are uh forecast to reduce the rates again two more times just before the end of the current um fiscal year calendar year I'm sorry 2025. We're looking ahead to 2627. So, um we're anticipating that rate's going to um continue to go down and therefore our interest income may go down as well. Um we are being very uh we're actively managing uh the funds that we do have on account. So, we're moving more funds into the higher yielding um savings accounts when we can and then pull
030them out when we you know, we move them back into the operating accounts when we need them. our use of reserves and fund balance. We talked about this last year. Um there was a a fairly sizable increase in the 24-25 fiscal year. Um a a smaller increase for 2526. Um this we needed to increase our use of reserves to balance the budget um in 2425. Um and some of the expenses for which we can use the reserves in particular the ERS expense um has gone up uh quite a bit. So we've increased our use of uh the ERS reserves as well. Um this, you know, I said this last year and I'll say it again. Um the goal is to reduce that level maybe back to more historical um figures. Um keeping the use of
031reserves and fund balance at this level is really not sustainable over the long haul. On the flip side, just a quick look at expenditures. This was a graph um that we presented last year uh updated for the current year. Um this was uh sort of our student wellness uh and safety um expenses. So we we have increased over the years psychologists and social workers the numbers that we have um we also brought on board and hired our own security force. So those are the three expenses that are depicted here. Um so there were some large upticks there as well. Um that top line is um the psychologist line. Um there's a little uh explanation here because you see the um there's one of the lines I think it's orange. I'm a little color blind and
032I can't see well from this angle. Um that is going up. The psychologist is going down. That's really more to do with the reclassification of one of the expenses from one code to another. Those two areas psychologist and social workers combined are actually flat for 2526. Um but after those large increases, we're we're you know, we've added staff. Um we're, you know, anticipating those increases to flatten out um over time on the expense side. Um just adding on to that, transportation. Um not as good in news there. Um we had to over the last couple years, and we've talked about this, rebid uh some of our routes with our main carrier. Um so we've seen some large increases there. Um but again those large increases are kind of baked in now and the increases going
033forward should level out um in 2627. Um and just and I've said this before in our budget hearings that rates went up but we're still paying um less than surrounding communities for our transportation. And then the last thing that we had added on top of all those expenses uh was special ed. Um those costs are still increasing. Um we are keeping more of our kids in district. Uh so our out of district um tuitions have gone down. Um but our costs are still going up. We still still a lot of students that we are seeing that have high needs. Uh and that comes at at a cost. Uh this is a new slide. Um we didn't present this last year but I thought it was uh appropriate to put it in here given the uh
034retirement incentive that we entered into with the LTA. Um so the uh sort of the base on which our salaries are built now to increase has been lowered. We had uh about a dozen retirements um at the end of the last school year. So our increases now are built on that smaller base. Um so our increase in salaries for 2526. You can see that again this the red bar on the right about 2.7% increase which is um just about half of the percentage increase from 2425. um and about 60% less than the increase from 23 24. So salaries are still going to increase um but they're increasing at a lower rate. Um we hope to maintain that sort of that level of increase to get a better grasp on salaries. Um just a couple of
035additional pieces of information. Um this this uh what I'm going to show you next came out um in August and I thought it was apt for the conversation um if a little ominous but um the Association of School Business Officials of New York um to which I belong um said the overall there's an overall downward trend in projected state revenues um that could reduce uh based on reduced overall federal funding uh that could have broader budget implications and effects on on um school aid. And also last month in August, this was from the comp troller, um basically saying that outyear budget gaps in the in the near future are comparable to those faced in 20 uh 2009 uh when the state was experiencing the global financial crisis. Um not great, not not a great thing,
036but um we'll see how how that works. I think the comproller has been kind of saying that for a number of years. Um but we're you know we are we are concerned about um you know funding from the f at the federal I'm concerned about funding at the federal level um going to the states because if they reduce funding to the states that could potentially mean less fund you know if they if they reduce funding for things like Medicaid uh and the state decides that they want to continue funding Medicaid at certain levels um you know they they have a certain pool of money um there is a concern that that could affect um increases in state aid going forward. So, sorry to be the bearer of a little bit of grim news. Um, this
037is not as bad as last year. Last year was a big flashing red light. Um, this is kind of like a flashing yellow light. I think we're better positioned than we were last year now that we've, you know, had to reduce some of our staffing levels. Um, but this is, you know, I do want to stress this is preliminary information. We still need to wait for what the governor proposes in her budget and what they ultim which he ultimately agrees to with the legislature. Um hopefully in April this year, not May. Um or maybe March. I'll try to be a little optimistic. Um but just overall we I am cautiously optimistic. Um I think we're in we're obviously in a much better position than we were this time last year. Um but again, we're we're
038keeping a close eye on things. Um and that's it. Any questions? >> Thank you. I have one question. The Medicaid cuts, does that affect us at all? >> Um, I haven't looked into that. I've been more focused on the effect at the state level that would have an effect uh on us. We don't get that much money um in Medicaid uh reimbursements. Um so, um I'm not exactly sure at this point. I don't I'm not even sure the state understands what um the potential impacts are um from the federal uh what what the federal government has done at part as part of the um their their finance package. >> Thank you, Mr. Press. On that same vein, doesn't it though with the cuts to Medicaid make it all that more important for people to send
039back those free and reduced lunch forms because there's no longer direct certification. So if there are families out there that are on that cusp and their services have been cut, they may even though we have free lunch, I did um clarify after our last meeting that those same children if they are receiving free and reduced lunch can more than 90% of the time get waiverss for the SAT, the ACT, the AP exams and your college admission fees. So just so people are aware of that. >> Yeah. Yeah, that is it is important. We have been um I've been stressing that message um to the elementary principles as well to just keep you know pushing people to fill out and return those applications and we have been getting a lot more than we normally get. >>
040But we'll continue to push that message. So thank you >> and even the high schoolers too, they tend not to turn them in but they should. >> Um I I had a pair of questions. If you go back to uh page eight, the expenditure slide where you added in transportation. Yeah, that one. Um ballpark. Can you tell me what percentage of those transportation costs are like in district public school student transportation versus um out of district and private school transportation? I I don't know if you know I don't I don't know that information off the top of my head. I don't know >> about probably at least twothirds would be in district versus at a district. Okay. Nonpublic at least. >> Okay. Um and then if you flip forward to the salary page, I I
041appreciate you adding that in. I remember one of the issues that we faced, I believe it was last year, was when we brought on a lot of new mental health staff during COVID, the structure of the LTA salary schedule was such that there was like a big bump at a certain point in their rise through the um scale and it hit kind of all at once because there was a lot of staff hired at the same time. >> Um, do we have a bubble like that coming or has that kind of flattened out and our staffing has been just sort of replace what we lose and it's been kind of normalized? >> Um, I you know what I don't have an answer to that either. We can we can look into that. I know we
042did have a a a bubble kind of toward the lower end of the salary um schedule that we were looking at at one point. Um but I'll get back to you on that. >> Thank you. I appreciate it. >> Sure. >> Mr. Press, I have a general question on expenditures. Can you tell me if the budget program is a net zero cost to the I'm sorry, if the breakfast program I can't read my own handwriting. Is that a net zero given that it was mandated or is that still costing us money out of our general fund? >> We are supporting currently the program uh out of our general fund. Um we're re-evaluating because the um the the numbers of the program are far outweigh what the original estimate was um by two and three times
043in in some of the schools. So, we're moving a lot of meals. Um, but at the same time, we are supporting a lot of the expenses for the overall program out of the general fund currently. >> And does that include the staffing requirements to have people on hand to serve the statemandated breakfast? >> Currently, yes. >> Okay. So, we need to speak with our state reps and get more money for a statemandated program that does benefit, but >> Sure. Yes. at a cost to the district. >> Yes. >> No such thing as a free lunch. >> Free lunch ain't free. Just following Shannon's question, um do you know about how much we're subsidizing that program? How much that's costing us? >> Um you know what? I I'd have to go back and look because we
044we have added some additional staffing this year over last year. Um but it's you know it's it's sizable. Um the hope is that we can actually at least transfer some of those costs back into the um the cafeteria fund. Um but yeah, this is, you know, the the the state comes down and says free lunches for all and that's great. And we we they will reimburse us for the meal, but we're still having to hire staff. And you know, again, there the program has been incredibly popular. Um we're going to have to get some additional equipment. um to support it. And there's no additional money from the state to say, "Hey, you you're going to have an uptick." I think everyone anticipated an uptick in the number of meals that people were going to sell
045since they're free at no cost to parents. But um the staffing and the additional expense related to that. Um especially for us, we're um getting by, we're going to have to, you'll see this, we're going to propose this as part of the budget for 2627. um a new van for the person who actually delivers the meals to the elementary schools um because we that thing was you know on a sho string two years ago um and now it's just getting a lot more use um in addition to just this the staffing of that as well like this guy we should all thank our food messenger because his job has changed tremendously um from when he left in June to when he came back in September. So there's a and we're still looking for staff. So
046if anyone's listening out there um or if anyone here knows people, we are still looking for monitors to help supervise um our students uh for the breakfast program. So one thing I did ask Mr. Press to do was to uh move costs into the C fund, which is our lunch fund. So that I know the audit committee just met. Uh that would be so you will see this as a very clear number on the balance sheet next year. That's exactly what I was going to ask for. That literally account for every penny because hopefully this state will find a way to reimburse the districts for the funds that we outlaid for a mandated program. >> I'm I'm going to not hold my breath on the state. You know, I missed Billy Belmont up here with
047his usual lecture at this time of day that you know, oh, Albany says great stuff and all these great mandates, but they don't fund them. But he's right. He was right. All these years there's a ton of these mandates, the these things that we have to do and they say they're paying for it, but they're not really paying for it. They're paying for the food, not the ancillary costs. Um, I think Mr. Blea said there's there's talk of making financial literacy something that every district has to do, but we'd have to hire two or three new teachers to do that. Is the state going to pay for those teachers? Probably not, >> right? So, >> yeah, I would >> need to vote. >> I would love those figures of how much additional it's costing us.
048So when you know we meet with the legislators, we have that information to bring back. >> Sure. >> Okay. No more questions from the board. So I just want to do one commercial announcement. On October 12th, there will be Fly with the Owls from uh sponsored by the Lindberg Council of PTAs. Uh the the children's fun run will begin at 8:00 a.m. and the 5K will begin at 8:30 a.m. and will be coming out of North. So you can sign up. Uh also sponsorships uh uh signs, lots of stuff that people can do to contribute to that. A really great great fund. >> Thank you. Our next regular meeting is October 8th. At this time I would like to ask for a motion to adjourn. Mr. Lunar second. Mr. Cullen. All in favor? Thank you.
049Have a great night.