001[Music] Call roll please for our text. Wait a minute. Jerome, are you online? Right on. Yes, please. Harrison here. Lawler here. Haw here. Wesley here. Moore here. Bundren here. Yes. And since you were so prompt, you know what you get to do now, don't you? Please listen the pledge, sir. Since you got us started on time, please to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay. Excuse me. We call to order the public meeting, the public hearing on the budget. Uh, Miss Watson, you have the floor. It's the same one you had last month, but for the people here and people in the viewing public, uh, she presented the budget last month, the proposed budget for the 25 fiscal year. We have to let it
002sit on our for public comment for 30 days. That's why our meeting is a week later this month than it normally would be. So, thank you, Miss Watson. Go ahead. Um, the notice for the budget hearing was in the southern on Saturday. So, it was published the guidelines set by the state board of education. Uh, this is the same as it was last month. the unodudited cash on hand as of June 30th, 2024. Total of 26,668,989. None of that changed from the previous meeting. Receipts and revenues, these changed a little bit. Uh they actually reduced by $244,581. Local sources $ 39,540,245. That's comprised of property tax extensions, corporate personal property replacement tax, food service, um meals, tuition, our after school program, state sources, $13,764,97. Uh that's our evidence-based funding, the majority of it and a
003few small state grants. Uh federal sources, federal grants. Um total of receipts that have been bursted 58,566,418. And Miss Watson, just for the viewing public, the federal sources, that's the federal title money we get, correct? Or majority. It is title. There's a little bit of esser in there because that went through September and then the state sources that is what everybody most of that is evidence-based funding. Uhhuh. It's uh almost 13 million of it and with you said we're less 2 million at 200 some thousand. Where did that 244,581? So um was that across all of them or was that one source or um if you have it broken down if not we can come I do. So, uh, federal went up a little bit because we had a couple more title grants, uh, two
004and four and stronger connections grant, but the biggest reduction was the corporate personal replacement tax. It was cut by onethird. So, it was cut by $470,000. So, we adjusted some expenses for that reason. Jerry, how come this isn't working? You're the one that set it up for me. It was shocked. Either one. Nothing's responding. Escape's not even restart. That's where we go in. Jerry, just hit restart whenever all that fails. There we go. So, I I did a little graph here of the revenue so you can see how it's made up. Uh federal is the yellow, state is the red, and the local is the blue. So, 67 a.5% is the local portion. Uh state is 23 and a half and federal is 9%. Any questions on revenues? move forward. Okay. Uh expenditures. So, the
005expenditures actually increased by $19,367. Um a lot of that was these title grants that we got. Um it broke it down by instructional which is your teacher salaries um your instructional supplies um support services which is uh your custodians uh your support staff um any construction we do uh food service community service is title grant uh payments to other units is our Williamson County education that we pay them for their services and debt services uh our bond payments. So total dispersements budgeted 62,392,529. So just for the viewing public while you got the pie chart up there. Yeah. We've got about $4 million in the red. Yes. And we and just for the viewing public, we have a surplus, but we're keeping an eye on that surplus and the fact that we're running in the red
006budget next year so that we'll come back and address that, right? And and a lot of the the um deficit has to do with construction. So sales tax uh we budget to spend it, but a lot of the projects are done in the summer. So you may start it in the summer in one fiscal year and end it in another fiscal year. So you you can't not budget for it in case you do spend it. But a lot of times that comes over. We try to keep a surplus so we could have a rainy day fund when a year like this happens when we project go in the red. We have the ability well and and with the property taxes getting later than what they used to um we have to spend down our money.
007we still have to pay our debts and stuff and if we don't get the money you got to use your reserves to pay for that. Um so I did a pie chart um breaking out the different functions instruction represents 40.9% support services 42.2% community service a half a percent payment to other districts 12% and debt services 4.4%. I also did um a pie chart expenditures by objects. So this breaks it down by salaries, employee benefits, purchase services, supplies, capital outlay, other objects which is like dues and fees and termination benefits. Um, as you can see, about 53% of our budget is for salaries and benefits, and that's everybody in the whole district, not any one particular termination benefits is 0%. Well, it it's actually less than one. So, that's why it's zero. So, it was
008like $80,000. So, in $62 million budget, that's nothing. So, but that kind of outlies how the objects are spent. Any questions on that? Okay. So, projected um cash as of June 30th, 2025, it's an overall reduction from what was presented last month of $263,949. So, projected is ending at 22,842,877. The um tort is going down from the June 30, 2024. So is fire prevention and safety, capital projects, IMRF and social security. The others gone up a little bit. Any questions on that? Mary, now I think you did a good job. Thank you. We'll move right along to a audience to visitors. It's an opportunity to since the budget's been here for a month on the website. I sound like a broken record. We our budget is $58 million and no one shows up to ask
009where it gets spent or where we got it. That's because we do a good job. That's true. Informing people, but and it will be on the website. The budget will be after I file it. That's still my thunder. I still want to say that because you know if if but it it will be on our website after I file it with the courouses. Um I'll have Jerry put it up there. So if anybody wants to look at it, it will be there. Anybody want to make comments since she stole my thunder and I'll just move on. You want us to arrange some pitch? It'd be it'd be a change. It'd be something if someone just says anyway. Anyway, hearing none. Uh, may I have a motion for adjournment, please? Don't all speak at once. Jared
010can readjourn. Yeah. For the special meeting, Mr. President, I'd like to make a motion that we adjourn our special meeting. Do I have a second? Second. Thank you. Roll call, please. Lawler, yes. Henshaw, yes. Wesley, yes. Moore, yes. Bundren, yes. Garrison, yes. Yes. And what we're going to do now for the viewing public and for the people here, it's 5:55, but we're going to go ahead and open the regular meeting and do the pledge and then go to close session and hopefully be right back in to start the other stuff at 6. So, let's just start the regular meeting. You ready? Jerome. Madam Secretary, will you call Ro? Harrison. Yes. Lawler here. Henshaw. Yes. Wesley here. Here. Yes. Miss Deon, you want to lead us in the pledge of allegiance? To the flag of the
011United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. We're going to move up to close. I was going to get it nice. session. May I have a Bryce or Jared or someone make a motion? It's item number 12 for the close session for personnel. Don't everybody jump at once. Shannon, you're you do it. Mr. President, I make a motion that we move into close session for personnel the purpose of appointment, employment, compensation, discipline, performance, or dismissal of specific employees of the public body or legal counsel from the public body, including hearing testimony on compaint against an employee of the public body or against legal counsel for the public body to determine its validity and litigation when an action against affecting or
012on behalf of the particular public body has been filed and is pending before a court or administrative tribunal or when the public finds that an action is probable or eminent in which case the basis for the finding must be recorded and entered into the minutes of the closed meeting. Have a second. I second. Roll call, please. Pinshaw. Yes. Wesley, yes. Moore, yes. Bundren, yes. Garrison, yes. Waller, yes. Yes. We'll be right back. As they say, don't go anywhere. Do they have to be any color? Oh, I thought they Oh, I didn't know that. I'm sorry. I would have taken all four of them in there. We are back. And as I tell the judge, when when a lawyer says just a few minutes, the judge should never believe a lawyer when they say a few
013minutes. It's only going to take us a few minutes. So, but I thank you for your patience. Uh, moving right along. Get my cheaters on. Get my cheat sheet out. Excellence in education. The non-union s. [Laughter] [Music] Miss Benson, are you in charge tonight? Um, only for a little bit and then I'm going to pass. Okay. Well, you got the floor. Okay. Um, so this is going to be kind of a non-traditional example of excellence. It's a little bit different. Um, Washington Elementary School has been in the ROE21 SEAL cohort for a year now. Um, I think that there are a couple of other schools in our district that are actually a part of this as well. Um, but we kind of took the the dive last last year. Um, so we just kind of
014wanted to fill you in on what what this looks like, what we're doing, and then what our next steps are. So, we brought a few of our our team members tonight. Um, but I'm going to start with this um because you're going to need to know what this is if you don't. But what what is SEAL? So, I'm just going to read this to you. Uh, social emotional learning is the process of helping kids to understand, manage, and express their emotions. And that is kind of what this cohort um kind of the the meat and potatoes of what this cohort is all about is about addressing seal addressing trauma that some of our kids may have and even some of the adults that that we come into contact with. So um just a little and
015you this is nothing new um but what education looks like now. So we have heard time and time again that we all know we went through a pandemic but um education and the and the world is facing what is kind of referred to as the pandemic after the p pandemic. What what was caused by the pandemic we are now experiencing especially in that lower elementary level with our kiddos that were maybe home during that time um who were not socialized during that time. And so that's just leading to things that we have experienced before but maybe at a higher level at this point. Um whether it be mental health challenges, whether it be just bigger behaviors or a just a lack of social skills because unfortunately they miss some of that during that time. So
016Mrs. Young came to me um last year at the very beginning of the year and she said, "Have you seen this? This looks really interesting." And so we kind of looked at it and thought, you know what, we really don't know what where this is going to lead us, but let's do it. So, um, the three of us, Mrs. Young and Mr. Preswood and I attend monthly meetings at the ROE 21 here in Marian, and, um, that's led by Crystal Nukem. Um, and she is just one of the employees there, and she is over kind of that that cohort. um she's I think she has maybe three different cohorts at this time. Um so we are cohort three. So uh we go to these meetings, we ourselves get um educated on trauma resilience, best practices
017in that um social emotional just a lot of the background and maybe the science behind um why why students brains are what they are and it's been really really enlightening. Um, so that was kind of how we started. Uh, we were then challenged to go back and create what was called a reach team and that was within our school. So the names that you see up here, I won't read them, but the names that you see up here are our Washington Elementary School reach team. And we were given some tasks to do within that reach team that would then kind of trickle out to our teachers and then also to our students and our families. So that that is kind of the ball started rolling and then the snowball just got bigger and bigger which
018is really exciting for us because we've had and I don't want to step on toes but it's kind of all started over the past week with um some of the action plans that has come out of this and it's just made me really excited um to hear our teachers talking about it and even um just the conversations that we're starting to have. So like I said I don't want to step on toes but I'm going to pass this to Mrs. Young and she will um kind of tell you a little bit more about what that reach team did. So like Mrs. Benson said um I saw the SEAL cohort that it was forming through the ROE and I myself I've been in the classroom for 21 years now and I found myself last year having
019behaviors and having students that I was like okay I've gone through every tool in my toolbox and it's still we're still not making progress. We're it's still not working. Um, and so when I saw that, I I went to Mrs. Benson and I said, ' Do you think this could help us? Like, do you think we could put a team together? Like, I am all for learning anything I can that can help me be more successful um with these students in my classroom. And I'm so glad that she was like, let's give it a try. Let's see. uh because like she said, we've already um just in the last couple of weeks that we've started implementing things, we've already seen some progress and some um some growth among our teachers and just among ourselves. Um
020and so as we kind of started this, we started wrapping our heads around like what's our objective going to be? Like this is a really big subject. We're not going to be able to change it all in one year or you know with with one action plan. Um, so we gave our staff, some of our staff members, it's called the TRSIA. It stands for the trauma responsive school implementation assessment. So it's basically like a survey. Um, it has eight different areas and basically they rate our school um on how well we're addressing those different areas and how we're doing. We took the data from that and then we started creating what is our action plan. So that's actually like what we're putting into motion this year. um the action items that we are implementing to
021try to hopefully address some needs. Um so this is the summary from our TRSIA. So you can see uh we were mastery in none of those eight areas. Uh which is is good honestly like if you know we talked as a team like of course we want to be the best at everything we do but we were like if we were up here in mastery this cohort wouldn't have any purpose for us. Um when you look at the three domains we were progressing in and this was again based on our staff like how the staff perceived things. Um it made sense whole school safety planning like we've done a lot as a district to have a safety plan. Our teachers know what to do in emergency situations. Um in those kind of environments like we
022have a plan and we know how to implement it. Um whole school prevention planning kind of goes right along with that. And then targeted trauma-informed programming. We're progressing in that. We have partnerships with Centerstone and with some outside agencies and we offer some of those services to those students. Where we found that our staff and the three of us agreed we were not successful was in whole school trauma programming. Like do all of our teachers, teachers who are in their first and second year, teachers who are in their 20someth year, do they understand trauma? Do they understand what a trauma-informed classroom looks like? and what behaviors of students who have experienced trauma, what those behaviors look like. Um, we started realizing a lot of teachers, you know, they are like, I don't know. I don't
023know why he's doing this to me. I don't know why, like I don't know why he we can't connect. I don't know why these behaviors are occurring. And really what the root of that is is we don't understand trauma. We don't understand what these kids are coming from or what those behaviors mean or it's not that he doesn't like me or my class or he doesn't like this math. it's that he doesn't feel safe and he doesn't feel secure and he is maybe coming from a situation where his needs are not being met. Um, and so that was one area that we chose as our target. Um, and we've already I feel like we've already made some progress there. Um, the other goal that we chose, like I said, we know we can't address it
024all in one year, but we chose staff self-care as our other action item for this year. And that's essentially what it sounds like. It's like enriching our school environment, our school family. It's pouring into each other as staff members, supporting each other because when there's a major behavior going on, it's not that Mr. Preswood walks by my room and he's like, "Good luck, young, you know, he's going to step in. He's going to come in and help." Like, we we're really wanting to push that idea that like, hey, we're a family. We're all in this together. And um so taking care of our staff and really pouring into them. Um, that's another one of our action items this year just to try to kind of give our staff that boost of like we can do
025this together. Um, some of the mission the action items we have put into place is trainings in social emotional learning. Um, trauma responsive practices and support. Um, I've joked in our cohort meetings that like I can spot a bloodborne pathogen a mile away because I've been trained in that for now 21 years. Like I've done that training. I know that. But trauma responsive practices, do I know that? Like that's new. That wasn't covered when I went to college. That is not really I mean it's becoming more of a topic, but that's not been a hot topic on professional development things in the last 10 years. Um and so we're trying to put some of those practices into the hands of our teachers. Um setting goals and outcomes for our school. And then like I said,
026staff support and well-being. We want our teachers to feel supported and to know that like we are all in this together truly. Um and so those were the items that we put on our action plan. Mr. Presswood. Evening board. How are we doing? Fine, thank you. All right. Hey, uh if you guys don't know me again, my name is Mr. Presswood. I'm the guidance teacher and social worker. Been blessed to have this job for three years. So, um and like she said, I don't just pass her by. I walk in and help. Somebody take note of that and second it. Um, so why? Why these things matter? Um, you guys can kind of see the breakdown. Um, and this all comes from Isby's site. Um, we pull these things. We we look into these things.
027What does Isby want us to know? How can we be working on these things? So, uh, obviously through the social aspect of it, managing emotions, having empathy, showing empathy, teaching these kids what empathy is. Um, and hopefully taking it home and maybe, you know, that shows to their families a little bit and we have empathy for one another as adults. Uh, I didn't get any amens on that. So, we'll go to the second one. Uh, the emotional part of it is solving problems, making responsible decisions. We walk through to be respectful, responsible, and safe. Every single day before every lesson, I do that. Uh, every morning meeting that we have in the gym, we're talking about these things. So, the kids are not just not just hearing it, but hopefully they're taking these things home
028with them again. And then the learning part of it is making and maintaining those relationships. Uh I'm going to talk about a little bit more about that here in a second. But uh number four, and it makes a difference. It may not seem like it makes a difference because it takes more than just a year to do that. As adults, we're trying to get these things, but as students trying to come in when you haven't had breakfast and mom and dad was fighting on the way here and and and and and now we're coming in the classroom trying to trying to grasp all these new concepts on a regular basis. That's hard. It really is. Uh so in that academic performance, healthy relationships, but that mental wellness as well. Um so kind of does this
029matter? Why does it matter? You can kind of see um a couple definition and goals that we have is just that social emotional learning in the schools leads to positive outcomes including better academic performance and decrease in stress anxiety. Does anybody need that in their life? Two of us. Okay, I'll vote for that. Never had stress. What's that mean? Well, come by sometime in Washington. And we'll show you. We'll show you. And we'll show you how to deal with it. Okay. You need to get a sub license. A sub license. Can we get a second on that? Wait a minute. Wait a minute. You're going to If that would happen, what's that 1% uh pay out for lawsuits or something? It's going to increase a little bit. If you put me in the class, you
030keep me out of the classroom, we'll have a lot of tors. There you go. So, uh, our goal there is that staff self-care is a big one because if our teachers are happy, what's going to happen? Students are happy. Students are going to be happy. If I'm a teacher and I come to school and I'm upset and I'm mad and I'm going to take it and just wear it on my face all day, are my students going to pick up on that? Yes. It's the same thing if if we came in here tonight and everybody had just this scowl on their face. Well, I might just watch this one online. Okay. Same thing. Students are happy, parents are happy. we're working that communication is there that relationship has to be there in so many aspects.
031So that's why these things matter. But then we have a better learning environment. And again, I'm going to talk about that in a second. But in the words of Phil Robertson, everybody is happy, happy, happy. So my example, if you will, uh, a student today came in and said, um, my dad chose drugs over me. Now, is that kid ready to go to class and do what he needs to to learn, to get in there and listen to the teacher and fit that mold and sit down and participate and be that good student? Is that student ready? Absolutely not. Even if you've never been in a classroom before, you've never subbed before, you know that that student is not going to be ready for the day. So, obviously, I did my due diligence. This was
032not something that happened this morning. This was a couple years ago. I asked these questions. That's what I do. That's why you get paid. So my dad chose drugs over me. So we need to have this conversation. So he's not ready for it. But it brings us to this comment right here. If if our kids, our students, our teachers, our staff are not they don't feel safe. Okay. If they don't feel safe, then nothing's going to happen. If I come to work and I'm stressed out, am I going to be good for my students? Are the students coming in and they're stressed out and they're worried? No. They are in survival mode. They're not going to come in and try to get an A for you so that the state looks at us and says,
033"Hey, good job." No, we love our kids. That's why we do what we do. Okay? So, what matters most is that we we have them come in. They feel safe. They feel welcome. They have an opportunity to eat and do these things so that they can sit in a classroom and feel like they are part of a loving family that we do talk about at Washington a lot because we are awesome. Uh, side note on that. Anyways, but anyways, If I don't feel safe and loved to school, then I can't focus. I can't relax. Can't arrive. You guys would do the same thing as adults. We have found ourselves in that situation at one point before that. And if I don't have these three things or these couple things, can anybody go to work without
034their drink in the morning of coffee or diet coke or whatever it is, try it tomorrow. See how you treat everybody. Okay. And I'll quit right there and hand this back over. Thank you all. So, like Mrs. Benson said a minute ago, we are finally seeing the result. I feel like we started this last year in September. So, the three of us spent all last year training and learning and um forming our team and gathering data and trying to find those areas that we want to focus on. And we built this action plan and even in May when we were finalizing our action plan, we were like, is this doable? Like, can is this going to work? You know, and so finally this year we're to the implementation part. Um, and we got to see
035a little bit of this fall into place last Friday. We had Melissa Farley, who's one of our guidance counselors at the junior high, just a phenomenal human being, honestly, an amazing speaker. She came and talked to our whole staff about trauma, about the brain, about how a student who's experienced trauma, what their brain looks like, how it functions, uh, versus a child who hasn't experienced trauma. And we, you know, I think we were all kind of reading the room and our teachers were like, "This was good." Like, "This was this was needed." Like, "This was I understand a few things more." And Melissa gave some really practical tips like things you can do to help kind of reset that brain as they come in in the morning. Things you can do before they go home
036to try to kind of, you know, remind them that you're going to be coming back here tomorrow and we're going to do the same thing all over again. And a lot of things about routines. And um so we we got to see that. We have more things planned. Um we're hoping to have Melissa back, maybe some other guest speakers. Um we're hoping to get out some what we're going to call trauma tidbits, just some little like a newsletter to our staff, kind of reminding them of some things. Um you know, like coming up on school breaks, holiday parties, things like that that um aren't always pleasant for some of our students. You know, just some of those things to remind them of that. Um, we've also for our staff well-being and self-care, um, we've put
037a lot of effort into our staff courtyard. If you've never been on the the back side of Washington School, this is a really incredible area. Um, we've been encouraging teachers like take your class out there. Go read go do a readaloud out there because just sometimes some fresh air and sunshine. It's not only good for us, but also good for our kids. Um, we have some ideas for other things we want to put out there. We're really trying to make this a welcoming um space for staff just to give them like even if it's 15 minutes during the day, just somewhere to go and kind of recharge. Um and we we this is a work in progress. You know, like I said, we're still learning this year. We're still kind of um going through some
038trainings. We have a training on Thursday. Um but we're really excited about just even the small steps we've already been able to take and the progress that we're hoping to see. Um, one thing that we have not mentioned is with the completion of each year of the cohort, you actually are given a grant. And so we received $2,000 at the end of our first year. And so that is what we are using to kind of drive some of that that improvement um as we do this because we all know nothing is nothing is free. Nothing comes cheap. So um I'm just want to end with this. Number one, um I cannot say enough good things about the employees and the staff members that we have here at Marion Unit 2 and the hearts that they
039have for these children. Um sitting in the meeting on Friday for me was just a big assurance of like we are here for the right reasons. Um, and that I think ultimately that is what kind of where my mind has gone during all this. And like I am just so stinking proud to like stand up here and to know the work that is being done behind the scenes, the the improvement of our staff, the improvement of their knowledge and their skills and the tools that they have that will in turn affect our students and our families and will only make this place better. So, I think that's where I've landed over the past little bit like like at the beginning when we were like, "What are we doing? What have we got ourselves into?" But
040like now it's like, "Oh my goodness, here we are and here is our mission." And I think that we at least the people in this room from Washington, like we are on fire to to make this work and to make this happen and make everyone better. So, um I'll just read this to you. It says, "I've yet to meet a child who enjoys misbehaving. rather I see a child who's working to communicate a message about an unmet need in increasingly desperate and extreme ways. So I mean I think that if we keep that in the back of our brain that there is just something in there's an answer that we have to find and we just have to keep digging and keep working and knowing that we're a unit and that we are doing this
041together is super powerful. Um, and again, I'm just I'm just really proud to be standing here and telling you all this um because I think that as this progresses that um our our staff will get better, our staff will get stronger and you guys know what happens. Our students do the same in turn. So, thank you for your time. We appreciate it. Do you guys have any questions or anything? Do you need anything from us? I mean, you're Yeah. and you're like when we have speakers and stuff, we would be happy but I mean it's two-way communication. I mean it's the funding we have right now has been great. Like that's how we've been able to to start this. Um and yeah, like we're excited and we're kind of hoping to see how this goes.
042And so that you got my number. Well, and I think the other thing that I'll always listen. I don't know if I have the right answer. one of our our team members are not all just teachers, right? So, we have like an outside community member from Centerstone that comes in and um and it's not like an US-led thing, Mrs. Guyer and I. We are there and we are part of it. But um I think that my favorite part about this is that this did not come from me. It came from the team that was formed and and their opinions and their ideas. And I think that that to me ultimately is what kind of brings that power. Um because they're they're on a mission, too. and I'm just here to support them as they go.
043So, um that that is what I love about this is that it's not a a sled thing. It's just we are we are in it together and we're walking through it together. I would love for ROE to if this would you know segue into providing parents with tools. Absolutely. That I mean that would be that could be gamechanging because I think some parents you don't know what you don't know and if they came across some like how almost the training has to go to parents. It has to go to and I know like we used to have like there was like a program for a while called keeping up with your kids and it was like like school for parents. it wasn't training about like how to, you know, keep informed with with different things.
044And so, um, yeah, like we I mean there's I feel like there's the potential for so much with this and we're hoping that it can just continue to snowball. Well, and not to get too much into the science of it, but Melissa Farley when she spoke on Friday, um she said from zero to three, their brain is I mean that is the that is when it develops and by the age five 90% of it is already developed. So when they're coming to us, it's it's a done deal, you know, like it is just that and that was like oh my goodness. There's research that says it h it's in uterero. Yeah. So yeah. So, it's it's those kind of things, but like I said, I think we all walked out of there knowing some things
045that we could do to um to help our students and to help ourselves and help the other adults in the room, too. So, thank you. We appreciate it. Great job, guys. [Applause] Keep up the good work. And no, you don't want me being a substitute teacher. I can guarantee. Oh, Joe, I'm about it. No, I've said from this seat many a time that I couldn't be a teacher and would wouldn't pretend to be one. So, thank you very much for all your help and moving forward with this project. Next on the item uh is the audience to visitors. Don't see anybody wanting to jump up and speak. I'd hate to follow this last presentation to speak anyway. So, that was very good. So, moving right along. Anthony, you have nothing. Is that correct? Uh, who's
046going to do my consent agenda motion? Mr. President, I make um a recommendation to approve the consent agenda as presented. Minutes from the August 21st, 2024 regular meeting and close session meeting bills. the August supplementary bills and the September bills for payment as presented donations. We'll let Mrs. Smalls read those. Go ahead. Yeah. Uh let's have a motion. Just a second on the motion first. I'll second. Okay. Now, so we're having some discussion. Everybody hold on to their seat because thank goodness there's a long list of them. Long list of them today. Um, so we have Mauric's to Marian Junior High with 34 pairs of jeans. United Methodist Church pairs and spares to Marian Junior High, $200 to the Wildcat Pantry. United Methodist Church to Marian Junior High, $500 to the Wildcat Pantry. First United
047Methodist Church to Longfellow, 10 backpacks valued at $100. General Dynamics to Longfellow School supplies valued at $500. First United Methodist to Jefferson School, 10 backpacks valued at $100. Nolan and Addie FSY to Adam school school for school supplies. Alpha Delta Kappa to Marian Junior High $200 Project Kids donation for coat supplies and student needs. We also have Alpha Delta Kappa to Marian High School, $200 Project Kids donations for coats, supplies, and student needs. First United Methodist to Washington School, 12 backpacks. First United Methodist to Adam School, five backpacks valued at $100. Basinger Architects to Marian High School band, $100. BFW Markham Engineering to Marion High School band, $500. Lawler Brown Law Firm to Marian High School band, $500. House to Home Amy Graves and Denise Graph to to Marion High School band, $200. Deaconist to
048Marian High School band, $250. PSC Engineering to Marion High School band, $500. Hart, Cantrell and Thompson LLC to Marion High School band, $100. Joiner Therapy Services to Marian High School band, $150. Mary and Tropical Snow to Marian High School band, $100. Sam's to Marian High School band, $50 gift card. SIU to MHS band, $500. SIU to MHS band, $250 uh for a lunch. Third Baptist Church to Jefferson coffee and bagel bar valued at $150. Kroger to Jefferson School, school supplies valued at $50. Kroger to Washington School, school supplies valued at $100. Marian Kuanas to Adam School dictionaries for third graders. And Harrison Bruce Foundation to Marian High School football um purchased a new trailer with custom wrapping by PS Inc. valued at $10,98. And there's a picture of that in your packet. Uh that new
049football trailer. And I will say too, um, I have been going to Rotary when I can. I don't make it every week, but, um, Rotary has decided to, um, dedicate all of their fundraisers for this year to the Wildcat Way. So, they will be raising money for the Wildcat Way. Did the band have some fundraiser or was it all just donations? I have a question on that. U,, you got a lot of donations to Marian High School band. Is this was this in in they had a band? They're supposed to have a band contest this weekend that recently got cancelled. Were these donations to fund that band the Marian Invitational band contest this Saturday? I can figure that out. I don't know. I don't know the answer to that. That was my question. We got
050a lot of donations at that and that contest. Maybe they were doing something or had some kind of fundraiser where they were all Well, there was supposed to be a high school band contest this Saturday that I just recently saw got cancelled. And I'm curious is are those donations for that contest or is that have to be returned or do we they get to keep that? Curious is it a was it a donation to the band or is it a donation to run this contest that was happening this weekend? Well, we'll make an executive decision. It was a donation to the band. Just curious. I can find out an exact answer for you. Any other questions? Seeing or hearing none. And Madam Secretary, will you call roll, please? Wesley, yes. Moore, yes. Bundren, yes. Garrison,
051yes. Lawler, yes. Hshaw, yes. Yes. You ready, Bryce? I'm ready. Go ahead. Mr. President, I'd like to make the recommendation to approve the following personnel recommendations as presented. Employment. Mariah Arnold, elementary instru instructional assistant assigned to Lincoln Elementary, effective September 25th, 2024. Marissa Braramlet, elementary instructional assistant, assigned to Adam School. Uh Chelsea Cook, elementary instructional assistant, assigned to Lincoln Elementary, effective September 25th. Jenna Johnson, administrative assistant, signed to Mar Junior High, effective August 28th. Julia Landon, noon, supervisor assigned to Longfellow Elementary effective August 14th. Uh employment continued. John Lucas, elementary instru instructional assistant assigned to Jefferson Elementary, effective September 25th, 2024. Carrie Pedig Pedigrew, elementary instructional assistant assigned to Washington Elementary. Courtney String, elementary instructional assistant, assigned to Washington Elementary. Coaching, Leah Bailey, Mary Junior High School head volleyball coach, effective for the 2024 2025
052school year. Jaden Beers, Adam Girls, basketball assistant coach, effective for the 2024 2025 school year. Denise Clayton Adam girls basketball volunteer assistant coach effective for the 20 2024 2025 school year Kellen Coulson MHS forensics coach effective for the 2024 2025 school year Avon Moore Jones High School assistant track and field coach effective for the 2024 2025 school year Bethany Shadley Marian High School assistant volleyball coach effective for the 2024 2025 school year leave of absence Amanda Gates family and consumer science teacher assigned to Maran High School maternity leave of absence beginning approximately the first week in April 2025 through the end of the 2024 2025 school year using accumulated sick leave. Paige Thornton, second grade teacher assigned to Washington Elementary, a maternity leave of absence beginning approximately November 4, 2024 through January 10, 2025 using
053accumulated sick leave. You want a break? Stop. We have a second. Do we have a second? Second. Any discussion? Madam Secretary, call roll, please. Moore, yes. Bundren, yes. Garrison, yes. Lawler, yes. Henshaw, yes. Wesley, yes. Yes. Continue with reassignments. All right. I'd like to make the following personnel as presented. Reassignments. Lola Smith, district office administrative assistant to administrative assistant to the superintendent and board secretary assigned to the district office effective January 7th, 2025. Resignations: Mariah Arnold, Africat, assigned to Lincoln Elementary, effective immediately. Abby Bayer, uh, Marian High School girls volleyball coach, effective immediately. Janet Butler, hall monitor, assigned to Maran High School, effective August 28, 2024. Chelsea Cook, no new supervisor, assigned to Lincoln Elementary, effective immediately. John Lucas, noon supervisor, assigned to Jefferson Elementary, effective immediately. Randy Maldacius, Mary Junior High School head girls
054volleyball coach, effective immediately. Jessica Shaw, floating nurse, effective September 27th, 2024. I have a second, please. Second. Any discussion? Other than I don't know why we're replacing the administrative assistant as of January 7th. I thought we denied your leave. It was only you. It's only me. It's only you. Dang. I thought we wouldn't let you quit or retire or whatever the heck you want to call it. I'm retiring. I'm not working anymore. Any other discussion? I'm going to lose that argument like I use. Madam Secretary, will you call roll, please? Bund. Yes. Garrison. Yes. Smaller. Yes. Henshaw. Yes. Wesley. Yes. Moore. Yes. Yes. All right. Mr. President, I'd like to approve the following personnel recommendations as presented. Retirements. Uh, certified Jenna Griffith, librarian assigned to Maran High School, intent to retire at the end of
055the 2027 2028 school year and implementing the terms of the most recent contract agreement with regards to the TRS adjustments. and Tony Shakletto, elementary teacher assigned to Longfellow Elementary, intend to retire at the end of the 2024 2025 school year. Uh, and implementing the terms of the most recent contract agreement with regard to TRS adjustment. Do we have a second? Second. Any discussion? Losing Mrs. Griffith is going to be a loss. I'm sorry. Losing Mrs. Griffith is going to be a loss. True. Done a great job. Well, join me. Don't vote. [Laughter] No. Any other discussion? Madam Secretary, call roll, please. Garrison, yes. Lawler, yes. Henshaw, yes. Wesley, yes. Moore, yes. Bundren, yes. No. Go ahead, Mr. I tried. And approve the last and final personnel recommendation as presented. Non-certified retirement J. Media aid assigned
056to Jeffson Elementary effective March 21st, 2025. Have a second. Second. Any discussion? Call roll, please. Madam Secretary, Lawler, yes. Hshaw, yes. Wesley, yes. Moore, yes. Bundren, yes. Garrison, yes. Yes. Kim, are you going to just regurgitate what you did about a minute hour ago or? No, nothing has changed since then. Nothing. Yep. No updates from an hour ago. You didn't find any more money cubbyhold somewhere. Damn. Why' we hire you? I thought we hired you to find some money cubby hold somewhere. Not as much as I Okay. Well, we've seriously we had the presentation last month. We had an amended presentation today at the public meeting at 5:45. So, uh, let me have May we have a motion about the budget, please? Mr. Mr. President, I'd like to make the motion that we adopt the
057budget for the 2024 2025 school year as presented. Second. We have a second. I'm sorry, Garrett. Jared. Uh, any discussion? Even though we had some, I got to ask for any discussion or any comments further. Hearing none. Madam Secretary, will you uh call roll please? Inshaw. Yes. Wesley. Yes. Yes. Bund. Yes. Garrison. Yes. Lawler. Yes. Yes. Next item is the administrative salary compensation report. There's no action required on that. That has been published on the website. It will be on there. Okay. So, if anybody's concerned or question just a yearly update, right? Moving on along. Uh anybody we have next motion will be on the you do this every so months the policies that we're updating and then we'll vote on them next month. Those are also available if anybody wants col 265 5100 720
058720 and 71 185 where those policies will be on the website to be reviewed. If anybody has any comment, come back in October uh uh for the meeting. With that ado, with that said, uh Jerome Aon, Madam Superintendent, Madame Assistant Superintendent, man, this is going great. Uh here comes Kim. [Music] You're just like a That's right. Just keep turning up. It says 8:15 to 24. That's the bad part. You can see everything on your laptop. I did that in federal court on a deposition. Jury sitting there and popped up. It was Michael and I hunting. And Judge Gilbert goes, "Wait a minute. Wait a minute. Put that back up there." And starts asking me questions about hunting in the middle of the trial. I'm think. So, always be careful what you pop up on your
059laptop. There we go. There you go. Right there. All right. Yep. Sorry about that. It's all right. August 31st ended with 19867,7853. Um we're two months into the fiscal year, which is 16.67% of the fiscal year. And revenues are at 6.43% of budget and expenses are at 13.28%. less on the revenue, but once we get our property taxes, no, that's the way I always look. No different. Just my natural face. Okay. Ask for three. We got to have all this spent by the end of next by week by next Monday. Got to have it committed. It's already Okay. While you're doing that, even though it's already committed, you we have to the end of the year to collect pay it. Yes. The end of the calendar year that to the Yeah. calendar year, not fiscal
060year. So far 10 million 340,425 95.29% We have to claim $510,593 obligated all that next month outage HBACerson question. Good job. And be been doing this since 2020. We've been having this every month. We've spent the money. We've have a trail for it. If anybody wants to know where we spend all our money, we've done some good shows every month. We've done some good things with it. We've had summer school. We've uh had free lunches, night school, night school to help kids recover. We've done some improvements to our infrastructure, brick and mortar. And I think uh even though it's our money we sent to Washington and they sent back to us, uh we're all going to miss it. I think we spent it well by I know some districts used it for things that they
061they won't have money for. They budgeted for that. last year and I think we've done you and Dr. Oats and Miss Moss have done an excellent job appropriating and spending this money to help the kids and the staff at this school this unit such that when this money goes away we're not being burdened by other costs that come out of it. So, I think it's kudos to the three of you for and I'm sure you all had help to do it. So, if I'm leaving someone out, but I think it's been a a program that we've used wisely and it's helped the kids and helped the bricks and mortar. So, thank you very much for all three of you and your staff for doing this over the last I guess what, four years. So, thank
062you. Anything else? No, that's it. Uh, Mark. Yes. You think you can handle it next month on October 15th? I think I can handle it. Well, I getting promoted. Huh? Am I getting promoted? Just for one night. Okay. I will be in Africa with Steve Stone. He's got his son Benjam Stone who was a student here now a sophomore at Louisville was adopted from Uganda back in 0 2006. Steve started the Bener project where he's got siblings over there. They built schools and things. They're not like any of our schools, so don't get an idea when you think of the new high school. They're like very small schools out in the bush. Uh he and I are going over there. uh because they built a school. We're dedicated to my little sister Teresa who's a
0631982 graduate of Marion High School. So, we're going to be gone the 14th through the 22nd. And I'll be So, you think I'm in a suit and Ty sitting here? I'm gonna be in the bush in Uganda. You know, dirt roads and a motorcycle. So, I'll be back, God willing, for November with academic excellence. You're going to do a I'll bring pictures. I'll say, "Yeah, this is how they teach school." Yeah. In Africa. So with that said, Jared, you're staring at me. Give us a motion, buddy. Mr. President, I'd like to make it a motion that we adjourn our meeting. Do I have a second? Second. Roll call, Madam Secretary. Wesley, yes. Moore, yes. Bundren, yes. Harrison, yes. Lawler, yes. Henshaw, yes. Yes. See y'all. I'll see y'all in November.