001All right. Good evening everybody. Thanks for coming. This meeting is a meeting of the Sina Board of Education in public for the purpose of conducting the school district school district's business and is not to be considered a public community meeting. There is time for public participation during the meeting as indicated on the agenda. So, we're going to call to order and do the pledge of allegiance. >> I pledge algiance 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. >> Okay, Michelle, roll call, please. >> Mr. Schiker, >> here. >> Mr. Feer >> here, >> Mrs. Summer >> here, >> and Mr. Hillsman >> here, >> Mr. Klouse is absent, four members present. >> Okay, before we
002set the agenda, >> yeah, I just want to um one of our um teachers who is our new CBI teacher, Chelsea Junkkins, I need to apologize to her especially because her name is um misspelled on here. Her first name, it should be C H E L S E A, not E Y. And I did not catch it until late. So, my apologies for that error. >> Okay. All right. Can I get a motion to set the agenda? >> I'll make a motion. >> I'll second. >> Julie Carl. >> Mr. Schliker. >> Yes. >> Mr. Huber. >> Yes. >> Mrs. Summer. >> Yes. >> And Mr. Hollesman? >> Yes. >> All right. We're going to first start out with the CA co-presidents. And I did not see Trese or Sherry come in. Um, next, Joanie. >>
003nothing. Okay, Phil, do you have a facilities update, please? >> Certainly. Um, preK6, obviously, not a lot um left to finish over there. They did start working on the brick restoration. Um, that's down from the cold weather. Hoping to start back up in March, pick up kind of where they left off and get that knocked out. Not a lot of work left. Um, but they've got some cocking to do and some repairing on the brick over there. Um, couple other things that are online over there is um, a monument sign, the big signage out front that's due to go in. Um, they're finishing the work on that. They'll get that installed. They've got some tornado signage for the tornado shelter. We wanted to get all of our language correct with how the how that um
004that area functions. So it talks about so you will walk in and see if you're the one that's in charge of closing down that shelter. Everything is spelled out on the wall as to how you will the steps that you will take to go through that provide ventilation and open it back up, you know, after after an event. So that signage is getting ready to go in and then they're working on a handicap door operator for handicap access to the clinic. So that's on online as well for them to um to get to here in the near future. um prek6 building, 712 building um works again progressing nicely over there. Working on the outside just little bits. You'll see a lot of trim and stuff. They're working along the roof edge of eaves um right
005now. That's getting finished as they get to it. All their downspouts um things are being connected with that. They recently set the transformer over at that building. So, we should have um permanent electric going in that's going to start powering up that building. and they're hoping to fire up some air handlers here in the very near future. So, a lot of things are going online with that. Um, finishing from the again from the top down. Cabinets are installed. They're putting the um there's a Wayne's coat ceramic tile that goes down the hallways. Um, they started putting that up here this week. Um, all the paints, all the detailing, all of that's being finished. Um, floors are are going to start being done in there. Ceilings um get through their final above ceiling inspections. So, all
006the ceiling tile will drop in here in the very near future on the third floor. Started putting the case work, the cabinets in on the second floor. Um, working on painting. All of that needs to continue. Um, for anybody that's been in there, the paint, they do one coat of paint, then they do a lot of installation, then they come back and we'll do a followup again and some punch work. So, if you go in there and go, "Oh, it looks like there's some light spots or some spots that they missed." will go through and that's one of the last things we do is touch up the paint before they mark those floors off as finished. So, working on that. Um, working through the cafeterium area and the gyms, painting the upper, the deck that's
007going to be exposed. So, in that area, the deck will be exposed. They're getting it painted, but they will also drop some um sound pillows or clouds they call them, that will be suspended down to help with acoustics in that large open space as well. So, we're getting all of that done. Piping, um, plumbing, mechanical, electronics, electrical, and technology, all that's continuing in some of those larger areas. I think all of the masonry work at this point is done. So, they finished um all of the locker rooms. The locker rooms coming forward. Um, they've got some walls in there that had yet to be finished. Um, some doorways in those long hallways. Um, those have gone in. and then um finally made the athletic director happy because she now has an office. So um her
008walls have been put in her storage areas and all of that. So those last couple of classrooms coming up that that side are finished as well. Um let's see. Yeah, accent painting. Oh, and then they're working on the concrete aprons on the um west side of the building. So the entryways coming into those doors are starting to go in out as well. So yeah. Awesome. >> Any questions for Phil, guys? >> No. >> Okay. Thank you, Phil. All right. Public participation, if you want to grab our sheet. >> Just a few reminders. Uh we do limit everybody to three minutes. And before you speak, we would ask you to state your name and uh where you're from. So, >> Okay. Thank you. Welcome, >> Teresa. Well, good evening. I'm Teresa Howick. I live in 7531
009State Route 197. Um, I have brought this to the superintendent's uh attention as and as well as Adams about the tennis court lights being on when we have snow and no nets and all kinds of stuff. So, they have given me some um feedback on that. Um, I was told that it is the lights are on a timer and that they can be pressed to come on um for the citizens who want to play after hours, after school hours, and on the weekends and and I appreciate that and I'm sure everybody else appreciates that as well. However, it doesn't make sense when we have snow on the courts. The lights are on. Yes. Anyway, I've taken pictures. I've given Brooke the pictures. >> Um, I've documented it for the last couple weeks and I will
010continue to document when these lights come on. Um, I'm sorry, I'm a little nervous here. There is a sign by the tennis courts that's and this is I'm reading it verbatim. It says lighting information lights are on a timer. They will not come on before 8:00 p.m. and will only stay on for an hour and a half. Uh push button only once to turn on lights. Um the lights will not come on for about 3 minutes. The lights will automatically shut off after 1 and 1/2 hours or at 11:00 p.m. These buttons will not shut off the lights. Lights will go off automatically after an hour and a half. And it has east and west court buttons. What I've documented is February 11th and 18th, which was Wednesday, the lights were on around 6:15. That's
011even before the 8:00 p.m. So, I think that these lights have been preset by somebody, and I've asked them to please find out what's going on. I just don't think they need to be on in February. Nobody's going to be out there playing tennis. Not when we have snow on the ground and there's no net. I also saw the lights on on February 18th, 19th, and again yesterday at 5:03 p.m. And I just don't I don't get it. I haven't gotten it. I don't understand it. It makes no sense to me. Now, some of you may say, "Well, what's the big deal, Teresa?" The big deal is paying attention to detail. There's lights coming on when it's not being used. The nets aren't even there, so you can't even play tennis like you're supposed to.
012My suggestion is find out what's going on with the timers. When you take the nets down, flip a switch so nobody can turn on these lights whenever they want to. When you put the nets back up, then you know, initiate the the lights so that the public can play tennis as you know, the superintendent and Adam have suggested. >> Thank you. Okay, next up John. >> Hi, I'm John Contrus. I live at 638 Willow Street here in San, Ohio. I want to start off by saying that we're all lucky to live in in a fantastic district. You know the messaging that the public gets is always positive in regards to our academic performance and we can even look to the data right we have 8% graduation rate higher than the state average. We have a
013attendance rate of 95% which is much higher than the state average. So very positive things. That said we need to always be focused on continuous improvement. But continuous improvement cannot be achieved if we create an environment of instability. There are some major red flags that decisions are being made that will create that kind of instability. Notably intending to move the high school principal without a replacement named. This is exactly the kind of move that threatens the stability of the school culture to include the students, faculty, and staff. Many board members campaigned on transparency. That said, when decisions are made guised as administrative reasons, that feels like the opposite. Moving the high school principal without a clear public outcomebased justification and without a named replacement creates a leadership gap that risk undermining student culture, staff stability,
014and the community's trust. When big change happen without a clear plan communicated to the people most affected, it creates uncertainty, lowers morale, and can lead to turnover. This isn't just an adult issue. This directly affects the students. I understand the current high school principal has the proper qualifications and certifications to fill that role. But if we look to those pro positive performance indicators mentioned before, she's already proven she has the characteristics to lead where she is. It's a if this move is not a corrective action or a result of a poor evaluation, it's a risk and it's a risk that I don't believe the community would be willing to take. I'm not asking for private personnel details, but I am asking for a baseline data that identified a gap and a written transition plan with
015contingencies. And without a name successor, I don't think that plan's credible. According to the NASSP, the average tenure of a high school principal is four years. So, we can't we can't hire a high school principal and allow them to take a year to learn about the community. The risk involved with creating organizational and cultural instability during the biggest operational shift the district has ever faced doesn't demonstrate long-term vision or community connection. So, thank you. >> Thanks, John. >> Okay, Jen. Good evening. I'm Jen Cordin. I live at 6203 Jesus Road in Salina. And I I am a lifelong resident of Salina. Someone who chose to return here to raise my family because I value the small town feel and the unique community spirit that defines us. I have two daughters in the high school and
016nephews coming through the district. Like all parents, I want to ensure they have access to excellent leadership and academic opportunities that prepare them for ever changing world. Professionally, I serve as the director of an online public dropout prevention and recovery school for grades 7 through 12. Because of this background in education and administration, I recognize the importance of aligning fiscal decisions with student outcomes. So, I sent a letter um to the board superintendent and treasurer this past Friday regarding district stability and fiscal stewardship. And I'm here tonight to share those points for the record, representing many in our community who share these same concerns and are here tonight in support of these goals. First, we've been looking at the recent reports showing we've lost about 273 students to open enrollment, which is a significant $2
017million impact on our budget every year. With that in mind, it's been a little concerning for us to see so much expansion in district oversight for the 2627 school year. Our district is already well staffed at the administrative and fiscal levels. Therefore, we are trying to understand the decision to fund a new teaching and learning initiative, a new high school principal, and double salary for the special education director position at all at once. We're particularly concerned that pulling current teachers into this new team creates a need for additional hires to fill their vacated classrooms. We are essentially adding to the total payroll at a time of declining enrollment. We're wondering if some of these funds might be better used for direct academic programs that could help retain our students and stabilize our district's future. Second,
018regarding the recent official leadership change and rumors of additional moves, we've noticed that things feel a little unsettled for the staff and families. We're wondering if the board could share the data or the specific feedback used to back these changes and who is helping lead these decisions. We'd love to see a focus on leaders who reside in or are moving to Salena. We believe it is important for our leadership to be a vi visible part of our community. Having leaders who are rooted here helps build the trust and stability our staff and families are looking for right now. And finally about the 7 to2 building. Since everything seems to be on track with construction, we were surprised to see that the calendar being considered for approval tonight doesn't include a move at the start of
019the second semester of the 2627 school year. Does that mean it has already been decided that there won't be a mid-year move even if the building is finished? We're concerned that moving the date back to the start of the 2728 school year sets the timeline for the rest of the P project behind, including the demolition of the high school and the construction of our new track. We'd just like to better understand the administrative issues that outweigh the immediate savings and the project's momentum. In closing, I brought a couple of a copy of the letter I sent on Friday to share with you all. I want to reiterate that I'm a partner in this. I care deeply about this district and I'm willing to help in any way I can. I re we really value the
020work you do and because these decisions are so important to our families, we're just looking for a bit more clarity on the timeline for a response. Thank you for your time and for what you do for our kids. >> Thank you, Jen. >> And I will say a lot of that stuff we will be going through tonight and it's in our agenda and so a lot of that will be answered and if something's not answered, please let us know after the meeting. >> Need a copy like? >> Nope. I got one right here. >> Okay. >> Yep. Thank you though. Okay, we're going to go on to the treasures report. >> Um, so I have a presentation for the forecast. Um, but I can run through the items first that I need you to approve
021and then we'll do the forecast and then we'll approve my report. So, the items I have on the agenda to approve are the minutes from the January 12th meeting. approved the January um cash summary report with revenues of 9,845,94188 and expenditures of $6,65,1379. Approve the cash reconcil reconciliation report for January that had a balance of 61,98,232.90. Of that 38,343,466.17 is for the building project. I would like you to approve the checks written for January totaling $5,816,270.16 and then approve the 5-year forecast that needs to be submitted for February. approve the FY26 permanent appropriation um changes as presented. And then number seven is to approve the following donations. A donation from RCS construction for 12 laptops, 12 desktop computers to Tristar IT cyber security program valued at $13,500. $500 from Cartman and Company to Tristar Construction
022for the purchase of jackets. $2,500 from Bruce and Kim Swanganger to Tristar for the purchase of a Christmas tree. $500 from Mercer County Civic Foundation to the Salena Middle School Relay for Life. $15,000 from Salina VFW towards the bus for the 8th grade Washington DC trip. $5,000 from Mercer County Civic Foundation, Steve Hatfield Fund to CES for various student activities. $1,500 donation from Salena Eagles to Salena Elementary for the purchase of inside recess games and activities for students. Number eight is to approve the following then and now certificates. Um those are listed. One is for Mercer County ESC and then there are two invoices for McGomery County ESC. Number nine is to approve the tax abatement for Daylight Donuts as presented. Um it's a 100% for 12 years for new construction load located at 222
023West Logan Street with an ini luau of payment in l of payment I'll spit that out of $573 annually. Number 10 is to improve approve a tax abatement for Salina Apartment Group which is known as Fairway Place. Um the same criteria. It's a 100% abatement for 12 years for the new construction of 24 apartment units located at 2010 Legacy Lane with the inlue of payment of $6,691 annually. Number 11 is to approve another tax abatement for this line of store and lock as presented. Um again it's 100% for 12 years. It's for a new 230tx4t building located at 1845 East Market Street with an inl of payment of $550 annually. So that is all those items and then I will go and um if the board would like to go down front and talk about
024the five-year Okay. So, first of all, um the there's been some change with the last um state budget concerning the 5-year forecast. It used to be that the forecast was um needed to be submitted to the state in May and November. So they've changed that. Um so there's it's now February and October. However, more than likely I'll still do a May forecast as most of the treasures in the state of Ohio will probably do. Um honestly, it wasn't the treasur's idea to move the dates for the forecast. It was the state legislator. So, um it just makes sense really honestly the dates of February and August do not make sense but um we got to I have to you know follow the law. So anyhow um so this is the February forecast. So this first
025slide um shows basically it shows you the on the the beginning cash balance as of this fiscal year which is um FY26. So the beginning cash balance and then it shows the the blue bar is the what is projected as ending cash balance. So over on the right shows you what I anticipate the revenues coming in at which is 3616,938 and then the expenditures at $35,1937 $732 in expenditures. So I I'm projecting a an gain or of or profit $823,26 which is good to have to be in the positive versus the the negative. The next slide shows the um projected revenue for this year. So on the left side, as you can see, there's a pie chart which um two biggest chunks of our revenue are of course state funding and then um local funding.
026Now, with the most recent property tax reform, which I'm sure a lot of you have heard about in the news and so forth, um the state funding, what that's doing is basically putting more of the burden onto local taxpayers and it's it's reducing the state state's um portion of funding. So, clear with the right side of the slide, you can see at the top the projected local taxes is $21,253,714. And that's again for this fiscal year. So that includes property tax and then income tax. And then the the state portion or the orange portion of the pie is the state funding which that um I'm anticipating to come in at 13,488,11. And what that includes is um the state fair school funding which is basically um the per child funding that there's other pieces to
027that but what the state funds and then also restricted state funding which that is um encompasses like uh we get funding for gifted we get funding for student wellness we get funding for ELLL um English language learners so that's what that uh restricted piece of revenue is and Then the last piece of the state funding is up there is the state share property tax that they pay. And then the last which is the smallest piece as you can see is 4% of the revenue is just other revenue that um what that is is like interest income student fees uh tuition from other districts that that come to our schools and then um property tax from manu manufacturing homes is also in that bucket. So that's only a four p four% piece of the pie. So
028that's the revenue anticipated for this year. I wanted to show this slide. Um so the last forecast I gave was October which the October forecast um showed the difference in the state funding that just was recently passed by the state budget. So we lost in revenue basically a million dollars in revenue for state funding. So since then what's happened is there's been property tax reform that's passed and the budget and the um sorry the governor signed um those in December just in at the end of the year 2025. So this slide, why I wanted to show it is because if you look in that top section, this property tax section, it shows where the biggest that's where the biggest hit in this forecast is the property tax um where we're losing revenue. So, I just
029wanted to highlight that because there's if you see this line right here, um, over the life of this forecast, we're losing quite a bit of revenue. Otherwise, the other like income tax, that's just I where I've tweaked it where um income tax is not coming in as high as anticipated. So, make an adjustment there. So these are just small adjustments down here, but I really wanted to point out again this up here is all a result of property tax reform. The next slide is the projected for this year the expenditures. Again, you've heard me say multiple times um those that um attend the meeting regularly in the board and and Brooke that 80% of your budget 80 to 82% of your budget is salary and benefits. it's the largest um expenditure. So that's what as
030that's what the pie shows you. So um over to the right you can see what the projected personnel costs are. They total 28 million, a little over 28 million. And then purchase services is uh 5 million, a little over 5 million. And the purchase services um they are increasing and some of the reasons for that is um cost of the special educ education students sorry the services that we provide for them a lot of people don't realize all the services we do provide I mean we provide um occupational therapy we provide physical therapy speech vision hearing all kinds of services that we um provide. Uh, what else was I going to say about that? Also, we added a preschool class this year. Another piece of the purchase services is I um transfer out to Salina
031Tristar. Our Tristar um school was a couple of years ago was broken out separately. used to be embedded in our general fund that is now accounted for in a separate separate fund. So I transfer the revenue comes into salina for all the salina students and then the salina students that attend Tristar I do an entry each month and transfer that revenue to the TriStar fund. So that is also part of the purchase services. So this year there's actually 14 more students that from Salina schools that's going to Tristar. Um, so that increased our tuition to Tristar by 160,000. >> Um, >> Michelle, do you think this may be a makes sense um to talk about personnel? >> Yes. >> Okay. >> So, you want to do that now for >> Do you mind? >> Nope.
032Okay, >> that's great. Um so with personnel um in in our positions and in my position when we think about changes and we think about what it looks like there are some factors that we are to pay attention to right one of those is our finances first and foremost because what we don't want to do is to create different programming um that may be short-lived because that doesn't provide sustainability right so that's one another piece is what are current student and staff needs that we have and then what might be future needs, right? With internal systems and structures and things that are coming down the pike that um we we may not know yet. So, how do we create an adaptive system for that? For example, a lot of that comes with state mandates and
033requirements. Like right now, we are anticipating just like happened with literacy and science of reading. We're prepared for and awaiting the state to release what that looks like, a version of that for math, right, which is going to require new resources that are state approved. Um, and we choose from that list. So, that drives resources and decision-m around purchases and staff, right, to support in those changes, just like the district was very proactive in doing and having two literacy coaches that are from federal funding. So again, we try to look at how can we fund um existing positions and needs with different grant opportunities that don't hit the general fund. The other piece is just you know as mentioned earlier with continuous improvement and a direction that the state is going is specific to it's
034it's a fancy name. It's integrated multi-tered system of supports which in our world we get right but in general what that means is are we meeting the kids um needs in the areas and building supports for for us for attendance for behaviors and for coursework academics academic performance right and course performance. So this is like this is kind of the what what is behind a lot of decision-m there are three ways that we can um look to when positions are open, right? Because what we don't want to do is add. So how do we do what we need to do without adding especially when we're looking at a deficit? We can do that in three ways. The first way is we can say okay we have a retirement resignation with declining enrollment that we've been
035tracking right in the district tracked well before and this is typical right what does that look like and when there is a vacancy are we able to do we have to fill it from the outside or is there a way that we can restructure internally to still meet that need while making sure that we're paying attention to class sizes because that's in the negotiated agreement Right. Um and making sure that we are not robbing Peter to pay Paul. So the other piece that we look at is might there be a way that with this retirement or resignation might we repurpose the position in some other way still keeping it costneutral or sometimes a savings if it's a retirement because typically those people um our staff who retire are some of the highest paid in the
036district between salary and benefits. So even if we fill the position with a lesser um salary, we are still able to to realize some kinds of uh net savings there. So keeping that in mind um and then the other piece is we might just have to fill it, right? So for example, um we have uh we are anticipating one of our teachers um in the middle school, she's going to retire and she teaches math. We we kind of need that math teacher, right? So we have to post and we have to fill that. Sometimes there are ways within master schedules more at the secondary level than at the primary level is that we can do some restructuring with a schedule to where we are able to create opportunities to absorb some positions again without being
037detrimental to a class size because we always have to pay attention to that even if it weren't in a negotiated agreement. So like big picture these are some of the questions that that we pose and we ask ourselves um before we move forward with personnel. The other piece is with staffing. It's one of the most important pieces as as acknowledged. We know this that happens because we are so big of a percentage for people, right? We are in the people business. We don't bang out a a product. We're kid oriented. We're family oriented. So, this is something that we're always thinking about. The vision is to build internal capacity. So rather than increasing purchase services and increasing because we we don't have the resources and we don't have the ability um to bring the learning
038inhouse to support our teachers to support our students inhouse. That's a lot of times where we're in a reactive system and that requires us to have purchase services. So given that that's always at the forefront um of of thinking how can we make this better internally to reduce the number of purchase service agreements and contracts and losing our kids, right? So I kind of liken it to there are ways that you can do this for a short-term impact. There are ways that you can also you we also need to look for long term, right? And so what that means is it's kind of like the best analogy I could come up with is like a we've been diagnosed with a a chronic condition. And so we have to go to the doctor and we get
039a prescription. It's not going to work the minute we start taking it. There's a longer term impact. It has to get into our system in order for us to realize the benefits from it. That's like the longer term impact. So some of these changes, the short-term impact on positive for students and staff isn't necessarily seen right away, right? But down the road, it's to build that capacity and capabilities internally. That's the vision with the positions that you may have seen created. I think one was referenced to the teaching and learning team. This is not these are not admin positions. This is to build a structure in place that supports teachers to support kids. For example, we will be adding a behavioral specialist, an applied behavioral analyst who at the end of next year will be
040a BCBA. It's just a fancy term for this is someone who studies behaviors, supports teachers to support kids. A lot of districts pay 70 to $100,000 and to purchase service to get that support. We're looking to do that internally and that is through looking at what um retirements have already happened what we anticipate letters are coming and how do we repurpose positions so it's a costneutral we're not adding positions we are not in the we are not in the position to do that okay so I just wanted to to kind of bring that um out there because again this is in order to support a K12 and there are things that are coming that we don't even know are coming yet, but there are needs that we have right now. For example, I met with
041a group of elementary teachers. It was about two weeks ago and and we have we have I call them big behaviors. We have students with some of the most challenging behaviors and through no fault of anybody's we are not able to meet those needs. I have teachers who are on the brink of burnout and that's not okay. I have admin who are doing everything they can possibly do to help them. we need the resources. So what this position, specifically the behavior position does is it brings support to our teachers and to kids and to create a longer term process and support. So we were able to do that again because of looking at positions as they come open, not adding. The other example is with special ed. It is so hard to find special ed
042directors who are solid people and they are good fits in the state of Ohio. Much like we see with treasures that there is somewhat of a shortage. So this concept of as it's referred to often with teachers but I apply it to administrators. It's grow your own. So in a position that is as vital and important as a special ed director who needs to understand the culture, who needs to understand existing processes and procedures, who needs to understand um what what it looks like right now in our district and has inside knowledge because of our district work so far of where we're headed. That's vital. having someone who is able to support that individual to continue to grow and to learn with that additional support before those highstakes decisions that could be extremely costly to
043a district especially in the realm of legal world. That's something that we we need to avoid at all costs. That support is so necessary and we are in the position financially to do that. This is this is not creating an additional position. I understand the perception. I get the optics, but this is support because this is a this is a position that is so important and I believe that the individual Renee Kramer is going to be very successful. We don't set this district up for failure. We just don't we don't have that luxury and our kids and our families deserve more and that's the intent behind that. So, I just wanted to to kind of share some of the thinking um along with like where we're headed um because I thought it it tied in
044here. So, >> thanks. >> Yeah, you're welcome. >> Thank you. >> So, to go on the next slide, um this was what I showed in October, the October forecast. And the reason I wanted to show this is because um if you look clear to the right, it shows that the projected cash balance in 2030 would be 11,200,95. So I just wanted to show that and to explain this chart a little bit. Um the um orange area is actually um those are anticipated um replacement or renewal levies. So to explain what that is um and then the the um black is the revenue and then the of course the gray column is the expenditures. So I just wanted to explain that to because it looks a little odd when it's just on a couple of the
045the columns there to the end. But again, I just wanted to show that. So then I want to show you the next slide. So this is the February. This is a current forecast. So this is how much it's changed just and and honestly the majority vast majority is from property tax reform. So as you go clear to the right again and you will see the anticipated cash balance now is um 4 million. I'm sorry. My numbers are very small on this. Um, four plus million. Brooke, can you read that number there? >> Oh, you know what? It's on my Sorry, it's on my >> You want me to read it? >> Again, it's small, though. $4,930,7. So, that's a huge change and it's basically all to due to property tax reform. I mean, there's a
046couple other things I tweaked, but the vast majority is that. And I'll show you on this slide. So this slide, what this shows is it's comparing the current forecast, February's forecast with the base forecast, which the base forecast is the October forecast. So you can see over the five-year forecast period, this is the change in the revenue. And then over to the right, which that totals um a reduction in revenue of 4,731,323. And you can see the breakout. 3.5 million's property tax. State funding's down 214,000. Property tax allocation, which is another it's um property tax from the state. It's 400,000. So um that's kind of the breakdown. The red shows you the breakdown. And then over to the right is the five-year cumulative effect of the expenditure changes. So the expenditures are increasing by $1,539,416.
047So basically you add these this number and this number together and that's your negative impact. um which totals $6,270,739 over the life of the 5-year forecast. Thus, the difference between the 11 million and the 4 million. Does that everybody understand that? So, I guess my plug that I would like to give because I know right now out um they're gathering signatures and could possibly on the be on the ballot in November is to abolish property tax. We've already taken a big hit from property tax reform. So, please don't vote to abolish property tax because that will close all public schools. Just saying. So, that's my plug. Um so the next slide again shows a good picture because on the the the blue um area is or the blue columns I should say bar barbs are
048revenue depict revenue and then the other side depicts expenditures. So as you can see historically um which is this column revenues increased 2.28% 28% annually. Well, you can see the projected it's flat. And then you go over here and this is expenditures. So, historically expenses have risen 3%. And then they're projected to um increase at 2.43%. The problem with this picture, hopefully everyone sees, is the expenditures are going up and revenue is not. So eventually um what happens is your expenditures exceed your revenue. Then the last couple of slides I want to show is so this shows you um calendar days cash on hand. Typically it's it's um best practice to have 3 to six months of cash on hand. So that for us would be would be 6 to12 million that you would have
049on hand. So you can see you get out here and it just falls off drastically. So here we don't we you basically have a month's cash on hand which is terrible. Next slide which um Brooke alluded to earlier was talking about enrollment. So enrollment is declining. Um and and honestly that's that's an issue throughout the state. There's some districts that are growing, but a majority of the districts are not. And a lot of that I my thought is it's because sta families are smaller, especially Mercer County. I mean I can there's it was it was um the norm to have 10 kids in Mercer County, right? and they're not we don't have near the number of families with that number of children anymore. So you're lucky as some have two three children. So, um I
050think that's you know reality in statewide and then this is I think the last slide it is um that shows the per pupil general fund expenditures which basically is of course the total expenditures out of the general fund divided by the enrollment. So you can see um that per pupil cost is rising as you go out through the forecast and that's due to expenses going up and enrollment going down a little bit. So that's what causes that. And the last thing I wanted to I don't know if everyone got the actual forecast, but there's copies up there if you would like to get one, but I wanted to point out um this was all mainly about this year's FY26 um outlook. Um so like I stated earlier, the projected um revenue over expenditures is anticipated
051to be $823,26. Next year it's the opposite. So next year it's anticipated to have a loss of $518,377 and then FY28 is a loss of 1.7 million almost 1.8 million. The next year's a $3 million loss and the next year's $4.3 million loss. So it's it's not a pretty picture, but um it's been it's been a tough year with the state budget. Um the legislators have not I'm just I you know again I don't know how else to say they haven't been very um nice to public education as far as I'm concerned but hopefully you know I was it's a two-year cycle so next year we'll start it all over again and and see what happens at with the state budget. So, um I just you always have to think try to stay positive and
052think that um things will will get better and this this forecast picture will hopefully get better. But um Brooke and I we work together. We try to um we talk through things, work through things. We know, you know, there's things we I guess I always drive I mean I think Brooke would agree always try to at least strive to at least break even. So we have work to do and we're we're working on it. So that's what we're trying to do. Does anybody have any questions? >> Good. >> If not, we can go on. Guys, any questions on the on the the treasures report? >> I did have one question. I just thought it up. Um I know I've talked to some other people in the tax business about Yeah. the real estate to the
053school district's going down. The money is going down to us, but our bills aren't going to go down on a real estate property tax. So, did we get an answer where that excess money is going? I never been able to get one. >> No. No. No. No. Okay. I mean honestly I um had sent a just on how our like inside millillage and was going to change and so forth to the county auditors and >> I just just curious what if where's that money going at the state level >> that they're not giving to the school districts? >> They're they're not >> I don't they're not sharing >> nobody's ever sharing. So with this property tax reform are property taxes but now they're going to be limited on their growth but they're not >> they're
054just not going to reduce them. They're just keeping the money. >> Right. Right. Right. Exactly. So because House Bill 186, which item um basically like if you're at the 20 mil floor, um so House Bill 186, taxpayer credits, it can occur if a district's at the floor and the reappraisal and update growth exceeds the GDP. We had that in tax year 23. So we will be getting a credit of 1.8 8 million this year for that. But into the future, we're not going to be at the floor after um I think the first we well in 20 tax year 26. We will no longer be at the floor going out at the 20 mil floor because they're adding emergency levy into the calculation of the 21 floor. So we will not get that credit. We're
055getting it this year because that they're going back to three years. >> Sure. >> So, we were um we'll get $1.8 million credit which is of course in the forecast. But yeah, um one thing um Brooke pointed out I did want to point out if you did get a copy of the forecast. So, just to explain or um this format. So, if you look at 2026 and you go down to line 6.010, 010. It's the excess revenue over or under expenditures. Go to the I'm sorry, go to column 2027 because that's where a negative comes into play. So the expenditures exceed the revenue by 2,933,893. But what you have to take into account, what that does not take into account is renewal or replacement levies. So then you have to go down to line 11.010
056and there's um we had the emergency levy pass. So you have to add the $2,415,516 against the negative 2.9 million. So the deficit is really for next year or FY27 projected to be $518,377 in the hole. So, I don't particularly like this format, but that's the format I have to use. So, um because you have to because you have to do what I just said because the um any renewal replacement levies are actually in the bottom and they're not up in the top. So, hopefully if you ever have any questions, just give me a call and I'll explain it. with that half a million dollar deficit in 2027. What are we doing to prepare for that? >> Well, I'm basically >> through personnel >> just through nutrition going into the new building. >> Right. Right.
057>> Okay. And >> Brooke and I, you know, whenever anybody resigns or retires every all the time, every time talk about, you know, do we need a position? If we need a position, fine. Um, do we need to, like she said earlier, reconfigure it? Is there some, you know, something that we want to do differently? Um, or >> or do we or can we do without the position? >> Well, and that's that's what I pose to the admin. So, our conversations this year are do we if we can do without the position and we can fill from within and we can move, then that's what we need to do. It's not ideal, right? because it does create a shift and a change. But when you're looking at financials like this, we have to we don't
058have a choice because we're not going to yield enough savings from like purchase services, right? We're we're not go we're just not going to not to cut a deficit like that. So, the goal is to be able to um offset that deficit spending, especially looking at the next two years in particular because we're going to start to have a wave of retirements. And so, with each of those retirements, we again the questions are, do we have to have this position? Is there another need in the district that this position could help fill or meet, right? Or do we have to fill it? So, again, it's using like those three questions. M >> um and again it's not do do we have to it's not a we'd like to you know we want to it's a
059do we have to right because there are a lot of things cool things we can do the more human capital we have um we just we need to we need to be responsible and and in this way and look at our look at our finances to set us up for the future >> and Brooke if I heard you correctly the teaching and learning team >> is not going to increase cost >> I'm not adding positions >> okay >> no and and there's not going to be an admin increase as far as salaries on that. >> No. >> Okay. So, just want to make sure. Okay. >> Any other questions, guys? >> Good. >> Okay. Well, thank you ladies very much for that. Can I get a motion to approve the treasures report? >> So moved.
060>> I'll second. Go ahead. and Mark then Julie. Thank you >> Mr. Schliker. >> Yes. >> Mr. Huber. >> Hi. >> Mrs. Summer. >> Hi. >> And Mr. Hillsman. >> Hi. >> Okay. >> My part. >> On to you, Brooke. >> Okay. Um, so for letter A personnel, um, I'm asking the board to approve the personnel items as attached. Um, in addition to at the top of the next page, page three, um, to also approve, uh, Jerry Conan as an adult ed instructor for Tristar Robotics. >> Any questions? >> And again, that's on the TriStar budget, not ours, but for the facility. Okay. >> Correct. >> I'll move to approve. Mark and a second. >> I'll second. >> Carl, >> Mr. Schiker. >> Yes. >> Mr. Huber. >> Hi, >> Mrs. Summer. >> Hi, Mr.
061Hillsman. I >> for the next section, section B, um I'm asking the board to approve the following stipens. One of them is for Chris Wood at a rate of $30 an hour. Um he's working uh it's a grant, each child on track grant um that are 9 through 12 is currently um working through and getting supports from and Chris is uh folded into that team and so this is paid for out of that grant. The second one is a stipend for um Katie Dmmer for $300 for an accompanist um for high school solo and ensemble contest. >> Any questions on the stipens? >> I'll make a motion. >> Carl, a second. >> I'll second. >> Julie, thank you. >> Mr. Schler, >> yes. >> Mr. Cuber, >> I. >> Mrs. Summer. >> Hi. >> And
062Mr. Hills. >> Hi. Um, for letter C, this is to approve um, up to seven extended days for Chelsea Juncans. Again, she's our new CBI um, instructor. And this is common for our career tech folks for extended days um, especially for Chelsea since she um, came to us midy year and uh, she's going to finish the year with us and into the future um, is our is our hope. Uh, so so that's what uh that speaks to. I think it was a lot of those extended days. Don't they go out and visit the workers or the employers of the students? >> Yeah, that's a component with this. Yeah. For this specific position. Yes. Mhm. >> Okay. Can I get a motion, please? >> I'll make the motion. >> I'll second. >> Julie and then Carl.
063>> Mr. Schiker. >> Yes. >> Mr. Cuber. >> Hi. >> Mrs. Summer. >> Hi. >> And Mr. Hillsman. >> Hi. Um and then for letter D, um as far as uh this first part is for food services and this is for um hourly rates for our our people, our food services people um who support the food service program um summer feeding program. This is something that Salina has um historically done. last year um in 24-25, our new food food services director when she came on um she was able to support our community and our families um and she because of when she was hired um for three weeks she ran the program again with the help of um our people and she was able to um collectively they uh handed out um delivered uh 28,14
064meals this year, having more time to plan and to prepare. Um, right now they're planned to go uh eight weeks, so five weeks longer. Um, with a goal of serving 112,000 meals. So what they do is they um prepare food and at the start of the week, typically on a Monday, they for all of the individual um students or families who come, each child gets seven breakfasts and seven lunches to go that week. Um and so that's that's pretty amazing. Um, and she shared with me today, Marissa did Coyle, our director, she said she talked to some other um, schools in the area and she said, "Broo, they don't like they don't do that many meals." And I said, "Well, good for us cuz there's a need." So, >> and that's that's federally funded. >>
065It is. So, there's a grant application um that she's actually getting ready to submit. And so, um, it's funded through reimbursements and again um federal that that flows through state, right? So, um, yes, that's how that is covered. >> Are these local families or are these just from the county? >> Um, it can be both. >> Okay. >> It can be both. >> So, um, >> so we're pretty excited about that. Um, the next piece is an OSAA uh annual membership. Again, this is not uh atypical. This is something that we're required to do um and for the board to take action on uh every year. And then um we have an overnight trip uh two overnight trips, one for cross country and in July and the other is for our FBLA uh kiddos here
066this week. >> And so that's all for that. >> Any questions on that guys? >> Can I get a motion please? >> So moved. >> Mark second. >> Carl. Thank you. >> Mr. Schliker. >> Yes. >> Mr. Cuber. >> Hi. >> Mrs. Summer. >> Hi. And Mr. Hilman. Hi. >> Um, for the next portion, letter E, for Head Start, um, we're asking the board to approve the Head Start report, uh, as attached. >> Any questions on the Head Start report, guys? >> Can I get a motion, please? >> I'll make a motion, Carl. >> Second. >> I'll second. Julie. Thank you. >> Mr. Sliker. >> Yes. >> Mr. Cuber. >> Hi. >> Mrs. Summer. >> Hi. >> And Mr. Hillsman. >> Hi. >> Um, the next piece, uh, order of business underneath Head Start, um,
067we're asking the board to approve an, uh, an the update to non-federal match hourly rates to reflect actual fringe rates for each position, um, which is effective 12125. Um, and so I'm I'm only going to like I'm going to go real high level here because Amy's back there and she's like, "Broo, don't touch it." Um here's here's here's what I know. Um what this does is um it actually um adjusts the rates to the current practice. So this is Head Start is currently at um a 20%. Am I screwing this up yet? And so um before it was less than that and so this is what we're currently doing. And to make sure we're matching that and if you have other questions I'm going to phone a friend. Any questions on the on that? >>
068Okay. Can I get a motion, please? >> I'll make the motion. >> Julie, a second. >> I'll move. >> Mark. Thank you, >> Mr. Schiker. >> Yes. >> Mr. Tuber. >> Hi. >> Mrs. Summer. >> I. >> And Mr. Hillsman. >> I. Uh for letter F, this is um I'm asking the board to approve uh the law and public safety program being added for the start of the 2627 school year. Um this is something that each of the um of our nine districts who feed into Tristar. Every board is being asked to do the same thing. Um Paula Van Tolberg has has worked really hard to bring this to fruition and for um us to be able to bring this for them. I should say as like I did anything. um she they did all
069the work um to bring this to our to our community. And so this will support um right now they're looking for an instructor for that. Um and so basically we will be able to have um the potential for future students to go out into the job force in the area of law enforcement and public safety. >> Um so we're really excited to be able to offer that beginning next year. >> Will this kind of be a feeder program to write states? Um >> they're working on an articulation agreement. Um yes, for that. Yes. They call it um C tag, but yes, it's an articulation agreement. Yep. >> Awesome. >> Okay. Any questions on that, guys? >> Motion, please. >> I'll move. I'll >> second. >> Mark Carl. Thank you, >> Mr. Schiker. >> Yes. >>
070Mr. Cuber. >> I. >> Mrs. Summer. >> I Mr. Holtzman. >> Hi. Um, and so the last piece is uh for the board uh for us to engage in open dialogue with regard to the school calendar um prior to it being uh voted upon in March. So, I guess my question on the school calendar is, is it possible to have two calendars approved in case the building is done? And until we get a definite from Peterson that the building is going to be done, we do still have to prepare that we're going to be in the old building. But if it's done early and it is, you know, feasible and financially responsible to move into it, can we have two agendas that we can set and so we can move either way? >> I know
071that's going to be extra work on the district, but you know, >> it's not about that. Um, I think it depends on um the information. So, for example, and the timing of it all. So, so just in school calendar world, right? Um typically what we would have done is is to have had a school calendar um approved and a couple of things that does outside of you know our our families and our staff wanting to make plans right and anticipating that internally that's important because we create multiple work calendars off of that um for all of the individual contracts um and with position specific classified and certified. And so that's really important because a work calendar when it's created um in typically in our payroll office that gets submitted and that guides our our payroll
072system for the next fiscal year, right? And so um so it's important that we we have some things in place. So if we would know uh or have a date, right, that the movein date is I'm just going to say like this is this is not fact. Okay, this is not fact. that move in date is December 21st. Okay. So, if we know that, then we can look to plan accordingly because again, it's it's a little bit more complex when you get to 7:12 because we have kiddos who um well, number one, for master schedules. Uh when we build a master schedule, there are a lot of moving pieces and and parts. The other piece to that is Tristar. Typically Tristar sets their calendar off of like our district and so other districts they don't
073emulate it exactly right replicate it exactly but they do look at it for example St. Mary's does. So, so it's not just just us, right? Um, so there are some other factors there. The timeline by which we really need to I call it um with a master schedule commit it, meaning you submit it into the system and then we roll over our student information system. We call it a CIS in our world. So, we roll everything over and so then you're able to operate in that and that um as far as like changing schedules, but it's also connected to vendor licenses. We we integrate um different external resources um with our student information system specifically within our individual classes and our rosters. Kids can change that that that happens, right? And and that there are
074certain um steps within the system and the and the syncing of information that allows for that. So just from an academic perspective, that's something to consider. The other thing that um goes into decision-m uh is that we also have to think about what kind of academic uh interruption does this create midy year, right? What does that look like? Again, not having an exact move in date, it it's hard to say, but typically when we would be leading into um Christmas break and in December, we do have some state testing um at at the secondary level, high school level, when we're moving into that, we we want to try to keep that as um smooth and and consistent as possible. So, if you have people who are preparing for a move, right, our staff, um, there's
075going to be a pause, a natural pause, expected pause in instruction because they're getting things ready, right? They're they're personal effects, their their, you know, materials and all of that. So, it's just something to to consider. Um in addition to you know information that we learned from technology with our elementary um for example where we intend access points to be placed um based on schematics the design had access points located in a different in a certain place and the importance to that is it allows for a continuous Wi-Fi connection essentially. Um, and so what we learned is that in the original design, some of it needed to be adjusted. We learned that on the fly in real time when teachers are trying to teach, right? So, so these are some things um that we need
076to that we need to keep in mind when we're considering a move in addition to operations, right? So, in the in the food services, it's a completely new setup. It is an it is an as as my food services said, she said, "Broo, it's kind of like an like an like an open open concept." So, we have to have the ability to create order, right? And and and create structure for smooth um lunch processes and lines. Um that's important because we could feed up to, you know, over 300 kids in in each lunch. So, that's important to keep in mind. And our food services staff are going to have brand new equipment So there's going to be some training involved with that as well and some shifting in in personnel. Um, also when you think
077about it from technology perspective with safety. So like making sure that our cameras are are up are operable, our PA system is tested, our door system operates and functions appropriately. Again, any opportunity we have to work out some some kinks before that. um you know when when staff and and students aren't there it just um lends itself to a safer environment. So again there's just I just kind of want to put that into context and I know you didn't ask for all that with your question um but again there's a lot of thinking that needs to go into this. It's not as simple as I'm just I have my box of materials and I'm a teacher and I'm going from point A to point B. There are new transitions. there are new distances to navigate
078um in order to create transitions and walk it. And not just adults because we'll we'll get there, right? We'll get there. Kids, you know, I mean, outside the ones who like to dillydally um but how long does it take them to get from, you know, the the electives classes which are closer to the gymnasium? If I have a class on the second or third floor, how long does it take me to get there? So, some transition times to to kind of build into that, too. So, again, just a lot um to to think about with that piece. >> And the other question I got, and I know Mark and Carl, you guys go to the core meetings. When does Peter think they have a hard date? I've heard June. I've heard July. I mean, is
079it >> they they pretty much committed in June. They would know. >> Okay. >> That they would be very very confident that >> when they would be done. Okay. >> Um, so at this point they're we're estimating but we don't know. >> Their estimate of being ready to move in is mid December. >> Yeah. >> But they don't know because certain things have not arrived yet. >> Okay. >> So there could be some things that hinder that. Yes. >> Possibly. Yeah. And then yeah, the I think the gym floor is one of the last things that goes in and then the for the um performing arts area that movable >> telescoping chair seating arrangement that's coming from Germany. So that's >> yeah that that's that's another >> unknown at this point. I mean they they
080say it's tracking on time, but if you've ever shipped anything around the world, >> it could get here early or it could get here six weeks late, too. They're fairly positive the academic part will be completely ready. In fact, they said the the actual front end, the academic part from that main hallway back will be done this summer and they're just going to turn over or lock it down because they they're done. So, I mean that would help on our end to be able to get in there and start finalizing a lot of those concerns you had because it will be done for all those testing and we can start testing this summer all the way up to >> potentially. >> So, yeah, there's there's no guarantee when we would get in, but they're they're
081willing to make that commitment in June. >> Well, I know everybody in the district's excited about this new building >> and you know, as am I. And you know I just you know before we make a judgment you know I would like to hear from Peterson to say we will be done and you know in this building will be ready. >> The thing that pushes me the most for us to get in that building is so it doesn't slow down the progress of the rest of the project because we're looking at an estimate of 8 to 12 month delay because of where we would finally move into the new building. Yeah, >> if we wait >> and that's going to delay because of the season we're in back in the fall >> winter. So, it's
082going to delay the track. It's going to delay all the exterior work, parking lots. >> Mhm. >> But if we move in early, then they can hit all that. >> Yeah. Yeah. The original schedule called for like for example the high school to be demolished so the parking lots could be installed. They called to be do that in June, July, August type thing where is if things worked out well and we could make it happen and we moved in in December, the high school will be gone and leveled before February, meaning that the the all the parking lot, all that other stuff can get pulled forward. >> Um, so that's that's is but it's an unknown because we don't know. It's a it's a challenge to try to to do all the things that you
083talked about, which I appreciate. Um, it's I don't know what the right answer is at this point because they can't guarantee that. >> I mean, we had some discussions about could we just add an extra week into the schedule now >> and put an extra week in the break. >> I think we need to wait until we find out what Peterson has to say. Like to me, it's really important to to put this staff and the students first. Um, and when we equate the move for the fifth and sixth grade to the um to the new building, that was two grades into a building that was fully functional. >> Three, four, five, >> four, five, six, I'm sorry, three grades into a building that was fully functional. They were using their cafeteria. They were using
084everything. Everybody else knew what was happening. You added those kids. This is six grades into a building that isn't isn't working yet. And suddenly now you're doing everything in that one. Just don't even change the where you put the spoon in my kitchen. It's a big deal. You know, I I can't imagine all the things just the number of devices that you said and there's so much involved and then the cost. >> Well, and >> what's the cost difference >> devices wise? Chromebook wise at the elementary there were 600 high schools got 1,300, >> you know, >> for a midyear move. >> And a workstations, you know, the elementary midyear was 37 to 248. So, it is it's a definitely a different monster. >> Um, >> and that's while they're doing their job. Yeah. >>
085That's added on to their daily job. >> Yeah. >> Mhm. >> And and if I mean to do it and I don't know what the right number is. Is it a week? Is it two weeks? Is it 3 weeks? But you'd almost have to I mean you're literally shut down for two to four weeks, right? To be able to do pull something like this off. >> You would have to be I would think. >> Well, there were some estimates from the contractors from other schools like Elida. They did theirs in what a week to the new high school. >> Yeah. Yeah. I don't I don't know what the size of their high school was. >> Yeah. >> I I am I am not the expert in that area. That's why I rely on, you know,
086Sean um our tech director and his team because I you don't want me touching that. Um but I mean that that's um yes. Does it put a strain on our resources? Absolutely it does because we need to make sure that all of that technology is operational, functional day one, >> right? and and we can we listen can we make anything work? Absolutely. We will make anything work, right? Um it's important though that again I look out my first priority. Um yes, it's financial. However, we're here for kids and staff. I know that there are anxieties that go along with that. Not just for kids, but for staff. Um, you know, Julie, like your example of your your spoon in your kitchen, right? I I'm asked to teach kids who are looking at me right now
087and I'm not sure I know how to use that Ben Cube because I haven't had that's new technology to me and I haven't had ample opportunity in my space with my setup to know how to function. It changes the slightly. It changes the nature of instruction because now our BenQ boards are just like giant tablets that you can create more interactive opportunities with. Do vendors provide training for our staff? Yes. Is it a crash course? Probably. Right. So, again, just the intentional piece behind it. Um, and yes, you're absolutely right. Whatever direction we go, we will we will make it happen. I just want to make sure we are not sacrificing instruction, people's well-being, and safety in order to to do so. Um, because I don't know how you put a price on that. I
088I would say that as an educator, if we would have taken two weeks out of December this year and then we had all the snow um that that's not fair to our kids because they are losing too much education time and I know we can't predict what the weather is, but there's so much to look at as to what we do and and I think the finances are part of the picture and I don't have any doubt that you will do what we need to do, but I appreciate the fact that we can talk about it and really figure out what's the best plan for our kids and our teachers. >> So again, no decisions tonight, right? That's why it's on here. It's just to have some open conversation about it. >> Well, and at
089the end of the day, you know, we just need Peterson to commit and say, you know, it will be done or it won't be done. You know, >> we can say we hope it's going to, it looks like it's going to, but until we have that definite, >> you know, I think we got to kind of plan to stay where we're at and also plan for the, you know, the option of potentially looking the other way too. So >> I guess we got to look at if it is say 98% done and we're just missing say the bleachers or something like that can that be put in after an early move in. >> Yeah. >> So I mean for me looking at the cost savings of moving in early and how it affects the project.
090>> I don't see how we don't move in early. >> So do you think that it would be helpful um next board meeting before voting on a calendar? And again, that doesn't mean, you know, we can have a a disclaimer. Can we bring our labor management committee back together and can we look at another option? Guys, absolutely we can. I need a hard date to do that. I can't just have a general December or January. It in our world, it it doesn't work that way. I'm looking at you because I'm want to make sure like I mean I I can make stuff work differently in my world than in Treasur's world, but there are some pieces um that are vital that happen by a specific timeline and and really it's got to be before >>
091June >> that we have that. So, >> and I don't know if this is possible, but I would like to see like that breakdown financially as to what that's for for a little bit more than x amount of dollars. Does that make sense? >> I want to know what what that actually looks like. So next meeting perhaps that might be before to have that additional conversation and then bring that to light and then um see where we are. >> Yeah. I I think I think in fair because I've talked to Peterson and Carl has and to be fair to John and Julie I think >> asked Glenn to come in and you can ask your questions. >> Yeah, I would like that. >> I think that that way everybody hears the same story. >> Absolutely.
092>> Yes. >> Perfect. Yeah, publicly everybody here. >> Yeah, that's Yeah, >> agreed. >> Well, and it's Yeah, the rumor mill grows very quickly. You know, I've heard that we're we're moving already. We're And then I've heard we're not moving and and the answer is we don't know. >> We're waiting to see when completion is. >> Yeah, I can I can probably say for myself, I can't approve a calendar without having that time in there to do a move in. I'd like I'd rather do it that way, have that built in and then back up the other way than set a calendar that doesn't have it projected in there because the way they're going to go on on both buildings, they've always been ahead of schedule. >> They have delivered. I mean, Peterson has been
093>> Oh, no doubt. >> They have been delivered. They've been a great partner. >> Mhm. Absolutely. Absolutely. >> So, >> okay. So, no action there. >> Okay. Any other school calendar questions? Okay, we are going to move into executive session to talk about employment >> and compensation. >> I'll make the motion. I'll second. >> Mark Carl. Everyone, you're welcome to stick around. I don't think we are we will not be voting on anything after executive session. So >> if you leave, thank you for coming. >> Oh, >> a vote. Sorry. >> Mr. Schiker, >> yes. >> Mr. Huber, >> I >> Mrs. Summer, >> I. Excuse me. And Mr. Hillsman. >> Hi.