USD 345 September 2025 Board Meeting

001Order the revenue neutral rate hearing for USC 345 seaman school districts. Need to adopt the agenda, please. >> I move that we adopt the agenda. >> Seconded. All in favor raise a hand and say I. >> Post. Same sign. Motion carried. Um, revenue neutral rate hearing. Do I need to? >> All right. >> So, um, a couple months ago, we came to you guys when we were building our budget and asked if you guys would approve a max RNR levy of 51.966. After completing our budget last month and bringing it to you, we were able to bring that down to 51.466, 466 um which is our continued promise to try to keep that steady um through the community to help our board and community as we've promised. So at this time uh we ask that

002you hear from >> Lisa was was uh what 466 last year's? >> Yes, I'm sorry. >> What's this year's? >> 51.452. >> Perfect. >> Sorry. We asked for a max of 51.966. We budgeted 51.452. which is lower than last year's 51.466. Um, so at this time we ask that you guys hear from the community and then approve the RNR if you choose to. >> Thanks Lisa. >> Thank you. >> Have to read this. >> Um, just ask if there's anybody who would like to speak first. >> Do we have anybody that would like to speak at the revenue neutral rate hearing? >> That is a no. Maybe the resolution. >> Okay. >> This one. >> Yep. >> Yes. >> Okay. So, I have to read this. Okay. >> Saying it to Chris because he was

003a good reader there. >> I'll give him the off from reading. Resolution number 0 0908 20225-2 a resolution expressing the property taxation policy of USD 345 Seaman school district with respect to exceeding the revenue neutral tax rate for financing the annual budget for 2025-2026 whereas KSA79-2988 provides that a levy of property taxes to finance the 2025202 2026 budget of USD 345 exceeds the revenue neutral rate tax rate to finance the 20252026 budget of USD 345 be authorized by a resolution. And whereas the board of education of USD 345 held a hearing on September 8th, 2025 allowing all interested taxpayers desiring to be heard an opportunity to give oral testimony. And whereas the board of education of USD 345 having heard testimony still finds it necessary to exceed the new neutral rate. Now therefore be it

004resol be it resolved by the board of education of USD 345 that the 2025 2026 budget with a levy of property taxes exceeding the revenue neutral rate tax rates calculated for 2025 2026 as adjusted pursuant to KSA79-2988 is hereby adopted. That it and then it'll be a roll call vote till Candace will run the vote. >> Do you want >> I need a second and a >> You want to say the motion as it's written? >> Oh, I can move it. Okay. Um I make a motion to adopt the resolution to approve exceeding the revenue neutral rate by roll call vote based on revenue or based on review of the building needs assessment and state assessments that were provided to the board and evaluated by the board. >> Second. Moved and seconded. Roll call vote.

005>> Yeah. >> Is there discussion? >> Oh, yeah. Sorry. >> So, just to make sure. So, we're saying that we are going to raise our mill rate. >> No, >> we are not raising our mill rate. >> The way that reads confusing. I agree with Bob. >> Um, yeah. What will happen is depending on the assessed valuation, we are we are actually asking for a lower mill rate than we asked for last year, right? >> However, depending on what assessed valuations do, that means it could go up. Um, and in fact, it it probably will go up some based on not our mill rate, but people could pay more taxes if their assessed valuation goes up. >> If their valuation Yes. Right. Okay. If their valuation goes down, it would go down more than that

006amount. >> But we're voting to raise our mill levy. >> We're v voting not to raise the mill. >> Okay. >> But we are under we are understanding we are not keeping this lower than the revenue neutral rate which would be lower than that. >> Say that again. >> We are not keeping it bel uh at the revenue neutral rate. So, there's a calculation based on estimated assessed valuation that would allow us to have the exact same funding as last year, which would mean we wouldn't be able to give raises or pay any of the increased costs that we're seeing um with that. But a the rate of taxation that this board is what's that you're in charge of, you're saying you're going to keep it steady or lower. And that happens in the budget.

007This one just says we're not keeping it down at the revenue neutral rate, which would be a decrease in about two mills if I remember right. Lisa might have better numbers on that than I do >> because true revenue neutral is we don't spend any more money. >> Correct. >> It's not that we don't tax >> or we don't change our meal levy. We don't spend any more money is a true revenue neutral. >> Correct. >> Yeah. And those are different only based on assessment. >> Yeah. So it's it's based on each each homeowner's valuation if they pay more. It's not based on us. >> Yeah. Okay. >> What was last year's mil um revenue of mutual? >> Uh is it 51.466 last year? >> And this year is 51.4 52. Yep. >> Thank you.

008any >> on the estimate what on the est on the estimate last year we submitted 51.466 and ended up 51.4 28 or something like something around that. So um usually the the assessed valuation estimate is a little bit off. >> So with us uh you and your staff doing a great job on >> looking at our budget making sure we took cutting areas. Yes. >> Uh it worries me a little bit that we we've done that our enrollment is declining. We're going to hear here in a little bit that that is projected to keep going that way and we need to make sure we aren't increasing money when we don't need to. I understand I understand that some things are gas bill or what our cost of operations has gone up. >> Yeah. >> Or

009salaries. I mean everything we do has gone up. >> Yeah. But we still should be able to live within those billies. >> Yes. Correct. And we will. And um one of the things that uh we are doing is we have that plan um to make sure that uh we're fiscally responsible and ensure that we're right size for the student population that we have. >> Any more discussion? >> So I still want to make sure. >> Yes. >> I do too. What do you want to talk? Not >> go ahead. >> So a vote no is saying you want to go to the revenue neutral rate of assessing whatever would bring in the exact same number of dollars as last year and lower our mill rate about I want to say two mills, but I don't

010I haven't looked at that. I'm just taking a wild guess. Um, and so a vote yes is to allow us to exceed the the revenue neutral rate and then it's actually in the next when you vote for the budget that you vote vote for the actual mill rate. This doesn't vote for the actual mill rate. It just decides whether you >> keep it under the revenue neutral rate or allow it to not go under the revenue neutral rate. And the way that resolution is stated is uh in statute. Uh it's the way it has to be stated, but it doesn't set what your mill rate is. It doesn't say you're going to keep it flat. Somebody wanted to raise their mill rate, they'd have to do the same exact thing we're doing. It's in the

011budget hearing that we say we don't want to raise our mill levy. >> So a vote yes is really on this is just saying it's above that lower that it's not decreasing. Yes. Well, no. It's it's saying it's not going to be below the revenue neutral rate, which is a decreased mil levy. >> Okay, I gotcha. >> And all this is based on estimates of appraised value. >> Great. >> And our county does a fabulous job, but they also uh underestimate just a hair, it seems like, at least every time that I've done it. So we've always had a mill rate come in just a little bit lower than what we've set. >> So we're voting okay yes for this and then >> later you're going to vote for the precise exact number. Okay. >>

012Last year we voted yes to raise the revenue neutral rate but then we didn't end up needing to. >> Yes, you did. >> We did. >> Yes. the revenue neutral rate. If you say we're going to go underneath that, it is a decrease in a mill rate is how that would end up. And we're asking to keep a flat mill rate. So, we do need to exceed the revenue neutral. >> So, a vote on this, yes, is really saying we'll keep it the same. >> Keep it flat. We can keep it flat. >> That our overall budget might be higher. >> The number of dollars might be higher, but the rate at which we're taxing is not >> right. Okay. >> Um, we are going to have a budget hearing that will have public participation

013as well. Okay. But that would be a perfect time. I apologize. We >> It's going to be in like five minutes. >> Yeah. Literally two or three >> if that works. >> Any more discussion? It's been moved and seconded. >> Roll call vote. Candace. >> Diana Broaddine. >> Yes. >> Braden Warner. >> Yes. >> Donna McGimpy. >> Yes. >> Christy Wiler. >> Yes. >> Michelle Fadell. >> Yes. >> Chris Travis. >> Yes. >> Tom McNorton. >> Yes. >> Looks like motion passes. close the revenue neutral >> and we will adjourn the revenue neutral right hearing and then >> we will call hearing need an adoption of the agenda please present I move to adopt the agenda for our budget meeting it's >> been moved and seconded thank you all any Discussion. All in favor raise

014a hand and say I. >> I post. Same sign. Motion carries. >> All right. Now we are open for anybody from the public that would like to come speak. >> Come on up. >> You're not these people. Don't fight. >> Bite your head off. >> Not any worse than your students. Dude, >> you're not I don't I don't think that'll get you. It'll just get your audio. Um, >> I just had a question just there was a breakdown of it. I saw the capital outlay and then it was the um I can't remember the other one but there was a seaman one. What was that revenue neutral? There was a three >> general yes general capital outlay and then just seaman. What was the difference between the three categories on that? Seeing as how there

015was quite a lengthy list this year, um I was just curious, you know, as a taxpayer what all that's going to mean for us. If all of the areas in our county or in our district are hitting us with these revenue neutral things, how's that going to impact us? >> So for the school district, the first thing that all school districts love by state statute is the 20 mills off the top. Um it's a it's a lower assessed valuation. they get to uh 75,000 is taken off your house's value before they do the calculation. But that 20 mills goes directly to the state. It's not actually a local tax. It's a tax to the state and that helps. It doesn't completely fund with the state aid that we get. But that's every everybody in the

016state does that. The second one is our local option budget. And our local option budget is uh used to be where local communities could add. Now you're actually required to have a local option budget. Our district has had a local option budget of 33% of the general fund um for years. And so that's the second one. The third one and actually probably that's the first one. The second one is bond and interest. That pays our mortgage payment which is basically right now the middle school is we're paying that off still. And then the last one is capital outlay which pays mostly for rooftops, HVAC and other small projects um around the district. But those have to be spent on um well those have to be spent on what they're assessed for which is bond and

017interest payments and capital projects of some sort. >> So the seaman is the what's that seam? >> I I don't know. I remember looking. Do you have your tax bill? This is >> perfect. >> I guess I understand the general >> general capital outlay and then the the other >> others are seeming LOB and um bond and interest are together they've merged them together in one >> one that doesn't have a title. >> Yes. So those are together. Bond and interest payment along with our local option budget together. have their own revenue neutral. >> Yeah, technically. But the state combines really as long as you don't have to stay under each of them individually. As long as the total would be under you'd be revenue neutral. >> Anybody else? >> We will adjourn. Now >>

018the regular school board meeting for USD 345 and we will start with the pledge of allegiance. >> Uh Chris, why don't you start us off? >> Okay. I pledge algiance to the flag to the United States of America and to the stand with liberty and struggle. >> You any public comment canvas? >> No public comment. >> I just need an adoption of the agenda, please. I move to adopt the agenda as presented. >> Second been moved and seconded. Any discussion? >> Hearing none. All in favor raise a hand say I. >> I. Same sign. >> Motion carries. Learning without limits. Um, I think we are planning to have the SCA come up and introduce our teachers of the year. >> Mary, >> thank you, Miss Mary. And if you don't know um about the association,

019we have a seaman educator association here and they do a bunch of wonderful things for our staff. They advocate for teachers needs. They foster collaboration um between the district. They promote professional growth. Let's just say they have tireless support, right? Um and they ensure all of our professional staff um that their voices and perspectives are are heard and valued. So, we appreciate you being here. >> Thank you, >> President Christy Wild. >> That was lovely and well spoken. Tonight, I get the privilege of introducing to the board our teacher of the year candidates. Um it was a a real privilege for me this year to get to be part of the team that selected um the teachers of the year. Um last year I just came off of my tour time which was great. Um

020and I hope that uh our winners go on to do that as well when they get that opportunity. So um I I don't know how do you guys want to do this? I'm going to >> building and then we can have >> we can do it by building and then we'll announce the winners. Um and they've already received their >> plaque surprise. >> Nope. >> The game is a foot now. So um from North Fairview is Kelly Ginden. Yeah, go ahead and send. >> You have to be up here. >> From Northern Hills is Kimberly Staer >> from West Indianola. Look at that. We didn't even come in alphabetically last this time. Miss Connor from Logan. Holly Wendorf from Elmont. Tara Yos from Matthysse Early Learning Center is Kayla Shaughnessy. Sean Middle School's representative is

021Jeff Shu. And from our high school is Anna Kennedy. Oh, thank you guys. And our two winners, our elementary um teacher of the year is Kelly Ginden this year. Um winner is or our secondary is Hannah Kennedy. want to you and um you'll be getting paperwork soon. It's so much fun. Um so we want to thank all of you for all of your hard work and think is going to give you some certificates and Candace is probably going to take a bunch of pictures so get your smiles on. Um >> we go hide over here. And thank you, board of education, for continuing to support um the teacher of the year program because it is truly one of those times in a teachers career where you get recognized both both your peers, the community, and

022the district. And it it is a really great opportunity to broaden yourself as an educator. So, congratulations all of you. You're all winners. All of you. >> And they won paperwork. Good job. And they got >> act like you like each other. >> Please. try to >> Okay, thank you, Mary, for doing that. We appreciate it. Uh, moving on. Superintendent remarks. >> Thank you. Um, I'm going to be brief. I'm very excited um to have us hear the demographic study. I think that allows us to um prepare for the next five plus years down the road as we look to uh do that. Um it has been for the most part a really smooth start of the year. I hesitate only because, you know, we've had a um a tragedy in one of our buildings

023and um but what happened out of that is watching our staff support each other, support the kids in their school, uh support the family. And um the thing that brought to my mind um was our um graduate profile where we have skills to make them college and career ready, community ready, and life ready. And what I kept seeing was how our teachers, our staff, our principal demonstrate some of those skills to uh really be life ready and the community ready um and make it through a very difficult situation for one of our schools. >> Thank you. >> Um president remarks. I we received some highlights from all of our buildings and um I wanted to highlight some good things that are happening in Seaman Middle School. So, Mr. Johnson told us that the Seaman Middle

024School has a new journalism and media class and they got to attend a training at Justins for Creating the yearbook, which I thought was really cool. and they get to also contribute to the um middle school Facebook account. So, I thought that just needed a little highlight. And Mr. Shu just left because there was another one about him. Um Mr. Shu, our social studies teacher, was selected to contribute a veteran uh profile on a Vietnam War veteran from Kansas uh for National History Day Silent Hero website. And I thought that was really cool. So, you should share that when that actually gets published. So, um, those are my highlights and I'm super excited that it's fall. Football has started. We didn't do so great the first game, but you know, homecoming is this month, so

025a lot of things are happening around our district. Any other board member wants to add on? I don't have one quite that long, but when the board went on our yearly visit to the buildings, I was challenged challenged to come read to kindergarteners at Elmont. And so I took Miss Johnson up on it and went and read kindergarten. It was so fun. Don't ever not accept one of those invitations. So now I'm going to be a monthly visitor to her class. her kids. >> A librarian. >> Yes. Asked me, "Are you a librarian?" I said, "No, I just like books." And she said, "Well, you look like a librarian." >> They'll tell you. >> They're so honest. It was fun. Very >> awesome. Thanks for sharing, Don. Any other board member have an update or

026anything that they would like to say? We will move forward to our demographic study. >> You are powered on. >> He's not on. >> Oh, never mind. You're not There you >> All right. Good. I pushed the wrong button. All right. Hey, good evening. Um, pleasure to be here. Glad I'm on the agenda where you have me. This is Brad and I were talking. It's my my wife's birthday and going to take her to dinner. I said if she comes up, I'll say what her real age is, but if she doesn't and she didn't, I would say what her real age was. Not going to do that, right? This is being recorded. But hey, so um with the person that's kind of tracking along with what we have here, um if we go to the

027next page, it's a little bit about RSP. So, I want you to understand with this study, um, our company, um, we exclusively work with school districts all through the Midwest and we have a very huge list of all the work we do just in Kansas. Um, and so that should give you an understanding of the information we're going to talk about tonight. Um, what it means and that it does mean something and you can use it to how you plan. And, um, the numbers don't lie. They guide us in a direction that, um, we need to follow. Uh, so we go to the next page. Um, in this report, I think there's roughly about 70 80 pages. Um, I'm limiting myself to, I think, 15 minutes with you, and that'll include some questions. So, I'm

028just going to hit the highlights of this. So, when you go back and look at this final reports, um, this page starts to clue you in on pages that we think are insightful or will help you understand some of the big moves that are occurring in your district. If we go to the next page, um this is going to start to help you understand how this report is laid out. And so, um there's really four parts. Um part one is about the enrollment demographics. Um part two is uh developments and growth trends. Part three is the projections and then part four is some next steps. Lots of other information in the appendix. Next page. Um this is really once I get this, you can say, "Rob, stop talking." Um and you're done. But no, there's

029more stuff. But in general, as we look out into the future, um over this 5-year projection period, um we have you declining by about 250 students. And you can see the breakdown of elementary, middle school, and high school over the next 5 years of where where that change is occurring. And so it's decreasing across all three grade levels. Um we looked at the enrollment and based that with the capacity of the buildings. So you'd understand um how is that related to some sort of capacity number of the number of kids that could potentially be in those buildings. And we have no um issues of over capacity. In fact, we have underutilization challenges. We'll come back to that when we get to the numbers. Um there's key variables that we look at here. Won't list all

030of them off, but we're going to touch base a little bit on some of the key things that are driving what we see here. Um, some of it's live births, some of it is related to our developments or lack thereof or how do we have what we call subdivision life cycle. So people moving out, people moving in, do they have kids? Right? So if we talk to different people, they have different lenses. So if I talk to someone from the county, they might say, "Hey, we're having more people move into this area of the county." When we talk about what we're seeing for kids, we're not seeing that. and and we'll we'll show you that there's sometimes a disconnect. Remember, their entity is looking from zero to death. We're primarily focusing on five to 18

031year olds. So, something a little bit different. So, that's kind of the executive summary. If we go to the next page, it gets into part one. On the following page, there'll be some maps. So, the first thing is um our district is really large, right? And a good portion of it is unsoured. So, on the bottom left hand side, you'll see the entire district. um we zoom in more to this southern part of your district where we have the most action, most students, different things are happening. So this gives you the context of a visual geography visual. Go to the next um we have our elementary boundaries, our five elementary buildings. So you can see them by a color of what they represent. We go to the next page. This is a map that starts

032to get into how we model. And so there's several um lines on here. The yellow line represents census blocks. That's important because that gives us access to not only the 2020 census data, but changes that may have been happening in those um census blocks to understand is it increasing, decreasing, all those wonderful things. There's green lines which represent our planning area. So, we break them smaller than census box. Um we tried to get if reasonably statistically we can to things like a subdivision uh mobile home multifamily duplexes that type of thing. So dots represent your belts. So again just a lot of visuals of how we take data aggregate it so you can have some sort of ability to know what that means. The next page um is a little bit daunting if you're not

033a math person. And so just know there's different ways we look at this statistically. It's a statistical analysis of your district. Um, typically we're going to be 98 to 100% accurate in what that forecast is because of all the variables. We go to the next page. This is really what's happening in the model. So, for instance, when um we give you a likely RSP forecast, don't give you a low, mid, and high. We give you what we think that enrollment's going to be. If I give you a low and a high, you get an alligator mouth. The farther out we go, statistical error gets larger, so the mouth opens bigger. So, we're telling you where we think things are going to go based on our um reputation, credibility of looking at things through the lenses

034that we do. When you look at this page, this helps you understand if the model um is under forecasting or over forecasting. What are the variables that are happening that would make that occur? So, for instance, I think unofficially um right now um we're about 40 students lower than what we've projected. So, we got a little bit of time um September 20th. So, we'll see how the data gets cleaned up. We'll talk about that what that may mean for your projections moving forward. As we move to the next page, um this is an important piece to what's really happening not only in your district, but all the districts across Kansas and really for the most part in the entire United States. It's live bursts. So, when we look at this um information, what the way

035we've aggregated this is the black line on that top graphic shows the number of live bursts that we have each year. So this is equated to the mom's address which goes in to have the baby born. Um what address is that? And so when we look at this um at the county level um back in 2015 we had a little almost 2,300 live births. If you could follow that black line to 20123 we're under 1,900. So roughly 400 less live births. That means 5 years later we potentially have fewer kindergarters. Right? And so when you look at the green and orange bar, that's saying, hey, if we have a market share that's similar to what we've had on the low side or high side, this is where we potentially would sit if we myopically just

036looked at that lens. The bottom visual, um, this gets at what's the health of the, uh, younger kids and what that might mean as they move into being able to be served by the district. So, we know that things are changing, right? We get to some slides with in migration, out migration. We know that babies that were born here 5 years ago, they're not here 5 years later. We have other people that move into the district. They weren't born here, so they're not in that number. So, this is just one of those lenses. Fewer libraries, potentially likely fewer kindergarters 5 years later. We go to the next page. Um this gives you a summary of the bygrade uh number of students um going back to 201011 all the way through this last school year of

0372425. I focus on a couple things on this table. I look at the senior class and the previous year and so in this case um we had 285 in the 23 24 school year and then I look at last year's incoming kindergarten class 240. So, we make up 45 kids if we were to stay neutral in the number of students that we serve just with exiting seniors and incoming kindergarters. Remember, I just told you kindergarteners, we have a smaller pool to happen. So, it's 240. Is that a reasonable number? We'll come back to that next page. Um, this starts to get at some of that same data, but what's happening is these students age year in and year out. So, as I go from kindergarten to first grade, second to third grade, what's happening? So,

038this table is is really fascinating because there's a couple things you can look at. If I go across the row, what's been happening in that school year? If I go up the columns, I get a sense of what's happening in those grades. So, let's let's look at a few things that kind of jump out here. So, typically I see in most districts from 8th to 9th grade, we have a bounce, right? So, that would be prochial, private, homeschool kids that come in, right? So that usually we see a bounce. It's kind of a small bounce. Um some years more than others. Sometimes we have 10 11 kids. Um but overall one of the things that happens um really the last two years is we see a lot of red numbers in those grades. So that

039means we lost kids. And so as we start to model this, if all a sudden you start to go up the column and you see more often than not it's decreasing, the model's going to say we're going to see a decrease. we see that there's some slight increases, the model is going to naturally say, "Hey, there'll be there'll be a bounce." So, that's kind of how you look at this data here. Next page um starts to really um bounce into some of the things that I already told you about the senior class and incoming kindergarten class. And so, really what you focus on that top graphic, the blue bar represents seniors and the candy cane striped column represents kindergarteners or incoming kindergarteners. So, as we look to the future, we continually see that there's more

040seniors than incoming kindergarters. So, again, we have to offset that. And how do we offset that? That's that cohort change. The bottom graphic helps you understand what's happening with enrollment. So, we can start planning at the grade band level of elementary, middle school, and high school. What's occurring? So, if you look at the red dash line, as that decreases, that's going to have an impact in our middle school. And when you get out to 28 29, you see it just like drops. And that's where we really start to see potentially some adjustments in the number of middle schoolers that will be in the middle school. If we went forward another 3, four years, you'd start to see that at the high school. So again, this is those visuals to help you understand, hey, how are

041we surfing on this wave? Um we're we're kind of surfing down because it's declining enrollment. Next page. Um this is the migration. So, this starts to tell some of our story, the movement of kids. And so, we show you the last three years of what's been happening within and out migration. Um, out migration, um, that's the green bars. Um, that represents students that the previous year they were here and then in the year that we're analyzing, they're not here. The orange bars represent the opposite. They're new to that particular school year. So, if we could change one thing in what we see here, let me kind of give you what's happening. So if we look at the last year of 24-25, we had more outgoing elementary kids versus coming in. So 143 left, 107 in.

042So we naturally lost kids. If we look at the middle school this last year, 37 out, 26 in. Look at the high school, 59 out, 72 in. So we we had a bounce, right? So there's something happening at the high school that's drawing more kiddos into our system. So when I look at this, if we could change one variable to change what our outlook is, it would be this out migration of elementary kids, if we could cut that in half or even 20%, we can get more in line with what the in migration is. Um, we would start to have what I would say is stable enrollment. We don't see that happening and there's a lot of variance to that. Go to the next page. Um, this starts to get at the out of district

043kids, right? So we have something new in Kansas, not new to RSP. We do a lot of work in Iowa, so we're very much um familiar with uh open enrollments in between districts. But what we tried to understand here is what's been happening. We have six of the districts where we draw kids in. Um you can see Topeka 501 is where we get the greatest number of kids into our system. You can see what's been happening the last five years. Um, and so the bottom left hand table kind of gives you or graphic gives you we were at 301 back in oh we don't have the year on there but that would be six years ago 301 kids now it's down to 277. So if that's the client right everything I keep telling you is

044a little bit a little bit a little bit and all the little bits add to that a summary page next page. Um then here's some visuals. I won't spend a lot of time on here, but with this one, this just helps identify that planning area. Where are we seeing some enrollment change comparing five years ago um to last year? Orange is an increase, green is a decrease. Um the next page um gives you a uh visual of the density of students. So, where are we seeing um the clusters of students? And we got some pockets, right? We go out on 75 down on 24. The red areas are where we have the greatest density of students. Um, so that's what's happening there. Um, all the conclusions on here, you've been hearing me talk about that

045on the next page. Um, there's just not a lot of things just from the enrollment data that says, hey, we're going to see an increase. Um, we'd have to see something with those variables that I just spoke about. So then the next thing we shifted to is what's happening really with two things. New development and then what's happening with our existing housing that would be a subdivision life cycle. What's that regeneration of kids in those areas? So the way we started to look at this on page uh uh yeah we'll start there with this graphic. This is kind of that highlight view of how do we compare census population which is the green line to the building activity which is the blue line and then the enrollment change which is the red line. And so

046is there some sort of correlation? And so this is where gosh it's all over the place. There's not a strong correlation of hey what's happening with our population? Census data would actually indicate we're losing people within our district boundary. So, we're having fewer people in the community. We're seeing some development activity, a little bit, not a whole lot. You can see in the table the number of specific units, but yet you see we're we're trending where we have fewer kids. So, something's happening with our our uh housing inventory. How are we drawing kids? This is start some light starts to be shed on that here on page 23. So, we show you the three housing inventory types in your district. So, the orange is going to be um single family. Um the green is going

047to be our multifamily and the blue is our mobile home units. And so, we show you this from 1516 through 24 to 25. Again, here's some of the story. If you look at the single family back in 1516, we averaged 44 students for every 100 units. Um here in this last year, it was down to 40. We look at our multifamily, it was um 27, it's now 21. We look at our mobile home units, it was 34, it's now 33. And you can see over years, how's that tracked? That's the value of this analysis. You can see things with the different uh inventory type. So again, showing just yielding fewer. The next page gets into the visual um table of what's happening in our five elementary buildings and is it above or below the district

048average. So you get a sense now at that elementary level what's happening with yield rates um as it relates to the bottom row of each of those three inventories. So again just kind of fascinating. So we go to the next page um giving a breakdown of those inventory types. Um where do we see that? And so you can quickly see when we look at Logan um that's pretty much where the majority of our multi- uh or mobile home units are, right? So, how does that relate to what we're seeing? Tie it back to the number of units, what we're seeing for productivity of students that we get. Um, then the next series of pages really will get into some analysis, look at the legend, start to understand things. Um, we do a yield rate analysis

049map of where we're yielding those students based on those planning areas. The next page gets into uh the year built inventory. So, we have a lot of old inventory. And so, we were trying to focus on when do we see people move in as people move out. So, here's our challenge. Um, just briefly, um, if we look at interest rates, um, I know when I went, I always go back, what was my interest rate on my house when I bought it 13 years ago? Well, I have like a 2.85 interest rate. Right now, it's almost seven, right? Went down a little bit here in the last week. If I own a house, do I want to sell it and move to something else and give away what that interest rate savings is? Probably not. And

050that's why people are, guess what? Staying in place longer. And so that impacts our ability to have cycle in, cycle out. So, so we're seeing longer stays. That is probably one of our big factors of when we look forward um we have to have a lower interest rate because we're not building enough inventory to bring in a lot of new people. So as we go to the next page um we have median home values. This is tied back to the county data set. Um so um again what's that value has an impact of what we might see for yield rates. The next page gets at this smattering throughout our district of where units are built. All the dots represent um colored or zoomed out pretty far, but there's five years of of data there of

051different colors you can see kind of sprinkled throughout. Then as we get to the next page um from touring the district, meeting with um the planners um city planners, we started to highlight where are we seeing building activity when we started this study. So green was potentially current stuff, yellow stuff in five years, purple closer to 10 years. All of this is tied to the ability of whatever product is being sold that we can actually have a market. So how does that meet with interest rates being up and costs how supply chain? We've seen kind of a slowdown in some of the units. Throw in things that are a political um lightning rod of like immigration and how that's now impacting the ability of what inventory is now available. This map is tied to the

052next page where you can see the breakdown of the type of units whether it's current 5 years 10 years um what type of development is it the existing units in that development remaining units that can be built in that development and then what elementary boundary it's tied to. So again all this trying to understand if these things things being developments build out what could we see for number of students if we factor that into the model all the bullet points on the next page kind of covered there's there's a couple positives here that there's some building activity um is the big thing um it's can it continue we need more we need to like triple quadruple it to make up for some of the things with people just not moving out of their um existing

053homes So as we moved into the next final segment of of the analysis piece which is the projections. So this is this is where everything was leading to. So what's happening with enrollment? So this visual um gives us a perspective of where we were going back to um 1314 up through 2425. And you can see then we have a bar and then the five-year projections. So as we look at this um last year we had almost 2,000 elementary students. um we show by 2930 you'll be under 1,900. We look at your middle school you're at 560 last year we have you under 500 by 2930. We look at your high school you're um almost 1,200s um we have you at about 1150 we get out to um 2930. So overall for the district we're at

0543750 down to about 3500 students. Um we go to the next slide. Um, I'll explain everything on page 35 on the following slide. Um, because we try to break things out so you can understand things based on geography and based on the reality of where these kiddos are. So, we have each of the facilities listed off the first page on on the next one as each of the elementary buildings plus our ELC. So, Matis ELC, we have what the district capacity is for those buildings. You can see the students that are being served. Then as we move to the right, you can see the enrollment for the past year is shown three ways. And so the middle row for every building is reside. Um so do they actually reside in that boundary? Um the blue

055bottom row is attend. So we look at that student data. Where are they actually attending? Well, first building being the ELC. They're all at that building, right? And they serve the entire district. So that one's not a good example. I'll come back to giving you an example. reside attend is a subset of reside that actually reside in attend building. So let's look at um Elmont. So if we look here last year we had 292 kids that resided in that boundary and we had 302 that actually attended. So they popped by 10 students. It's actually more than that. Of the 292 only 228 resided and attended that building as K6. So they grew from 228 to 302 from in migration of the other elementary buildings coming into that building. So what this starts to help us

056understand is is there some special programming that's occurring in some of these buildings. Um right so we have we had all the building uh teachers and we have building principles. What what's happening in these buildings? So this gives us an understanding of of that reside in the tins where you see this shading. This starts to get at what we're seeing whether how it relates to utilization. So where it's shaded in green, we're less than 70%. Why do I highlight 70%. Does anyone anyone have a clue why I say 70%. I'll tell you what starts to happen. We start to get into situations of job sharing. So does the art teacher get split between buildings? Do we have the same resources like counselors, social workers? um are they split between buildings? Do we start sharing principles?

057These are starting to be the signs that we see in other districts where hey, we can't do things the same way because now we're underutilized. Now, there's other ways to look at this. It's not all um negative. It could be we want to use space a little bit differently. Um we have some districts where they change their wheel. So, the wheel being the electives. So, instead of it just being art, music, PE, let's say they add science. So we need a room for science. So they'll pull a room out for science. So capacity undulates for that. It could undulate by the type of students that we serve. Special education students might need different spaces. So when you look at this, this gives you a metric of what the capacity is. How does it raise the

058number of kids? Um all of our buildings moving forward are either fine where they're above 70% or they would be below 70%. So there may there may be some conversations we have as it gets starting to be tied to budgets. As we go to the next page, um this is um our secondary buildings. I think we title us elementary, but secondary buildings. So again, we have the same thing with our middle school. We're already under 70% based on that 832 capacity. Just continues, right? I told you it starts to to drop more as we move out. We look at our high school, um stays pretty stable, right? We're in the white, so it's um efficiently run with what's happening in that building. So overall, you can see then the breakdown. Elementary, middle school, and high

059school. Elementary, we're under 70% districtwide. Middle school, again, we have the one building, so it's under 70%. Then overall for the districts, um, as we get out to 2829, we're under 70% as a district with what that capacity um, currently is being established as. Next page. Um, all these conclusions, you've heard me say this through here, so I'm not going to repeat all those elements. This gets to our next steps. That's my last page. we'll open up for maybe some other questions you may have and we'll see what I can answer. Um kind of left you with a few things. Um the data seems pretty pretty stark um with the direction that we're headed. Um and we're recommending that you you want to keep watch of this whether it's a full recursory study of like

060what we've done. Um you want to keep watch of that. Um we we have some districts um up in Iowa where um they're going to decline by like a thousand students. Um you imagine you want to keep eye we we Brad and I we go back a long way. So we know we got to watch the the the enrollment. Um the next thing is that utilization. I kind of segueed when I was talking I said hey there's different ways we can look at how capacity is in our buildings and it it may not be that we're under 70%. we might be able to provide something different better for the students on how we use our space. So that's not always um a negative when you see it under 70%. The other piece is communication to

061the public what's happening here and how you're trying to make some decisions. Right? So we've been talking about budgets. This is that time of the year we're talking about budgets, talking about enrollment decline. Um what does this mean for our staffing? Um there there's a lot of things that this report starts to segue into for some conversations. Um so that in a nugget is is what your analysis is. Do you guys have some questions, comments, um things that maybe I I didn't quite explain so well or more information that you need that um we can provide to Brad? What questions you have for Rob before we let him uh enjoy his wife's birthday and then I will actually open it up uh for us to have a short discussion as well. But what do we

062need when Rob with Rob to be able to answer for you guys? >> It was very thorough. I went through this in detail. It was just amazing the the data you show just yeah but here we are. Is there something that gives us a picture of what's happening in other districts in our area? >> How we compare? >> Yeah. comparison >> detail >> unless they had one of these done >> and and we may not have access to it, but um Shauny Heights has been relatively flat. Um I think when I got here three years ago, I think I remember them talking about needing to build because their elementarymentaries were packed and they were overloaded and those types of things. And I don't know that that has gotten any worse. maybe maybe relieved a little

063bit but I don't know that for sure. Again talking where I really don't have any expertise. Auburn Washburn um I believe they have decreased slightly um but not any more than like the birth rate. I think what you're seeing in those two districts is still some construction going on especially in Auburn Washburn and some of those things. Uh and I really don't know to speak of I think they've decreased but I don't know that for sure. I think you're going to be surprised by a lot of the headlines after September 20th. Um, we might see for the first time Johnson County may have fewer public K12 students like a decline like first time like every great possibility. I think it's interesting that you um told us that we need to build build, but I'm thinking

064where where where in our district. I mean, if you've been in our district for a long time, we don't have a lot of spaces to put subdivisions and >> we probably have some spaces. The area behind, you know, um on 50th Street that actually has been platted for homes. 50th and >> 50th between Green Hills and Rochester. Seems odd because there are houses along the road >> behind those have been platted by graffit. >> It's been plotted for a long time. >> A long time. >> Well, so is Cherry Creek South. >> Yeah. A lot of our upper upper county area where their space does not have sewer. >> Yeah. And so not a lot of subdivisions want to build. I mean, you'll have individuals who will build a house and put septic, but you're

065not the cost of running sewer is big because you run it that far, you're going to have to put a pumping station in as well. So, you're right. There's not a lot of space to build. feel like our um housing um like the cost for like a new family to move in, brand new family, is much higher than what they would want to spend. So feel like that is a hindrance for us too. >> What other questions you have for Rob? >> I don't think I have anything. It's a very well done, very informative. Thank you. >> Thank you so much. >> Yeah, questions. >> You're doing great. Thank you. >> Wish her a happy birthday from >> Have an extra piece of cake >> and never tell anybody how old she is. >> I

066say she was 29 last Sunday. >> Thank you. >> So, um do want to open it up to your guys's comments and thoughts. I'm going to pose a question. There's really a couple of ways we can go with this information. Um, what I don't think is up for much discussion is that probably in the next five years, we will have fewer students than we have now. >> In the next five years, we'll have fewer students than we have now. >> And um, that is for all intents and purposes because we don't have a lot of young families moving in. Birth rates have decreased. Our kindergarten classes are smaller than what we're graduating. We're still graduating classes around 300 and our kindergarten classes have been in the mid 200s for quite some time getting into the

067even below mid 200s. Um so there are two ways you can look at this. We're decreasing um students um and nothing we do is going to have an immediate impact on that. But my job is to look 5 to 10 years down the road in a lot of cases. And so when I look 5 to 10 years down the road, I think we're at a point to make a decision, we can circle the wagons, do the things we've been doing, always done, and um be as efficient as possible in doing um because fewer students indicates fewer dollars coming in the door. Um the tax rate that we talked about earlier is a small portion. Uh it's a portion but it is not the majority of the funding that our district gets. The majority of our

068funding comes from the state and it is based on per pupil allocations. So that is the bulk of our funding comes from that. So we know that the funding will follow the kids in that situation. That's one way. I call that the circle the wagons. The second option would be to do what you see some businesses do when they're losing market share and that is to invest in research and development. What I would call look at some ways to be more innovative and potentially draw some of the students in our county and in our area to something that better suits their needs. That may work, that may not work. The other option is that option could also you just say we want the very best for our kids and and so we need to do

069everything in our power with the kids that are here and are staying. We need to double down and focus on those kids and invest in whatever we need to to make it the best. So, I would like to hear from your guys your thoughts either on that or on something else of where you would like to see this district head in the 5 to 10 year range because that's really in the range that I'm going to be working in as our staff works to do everything they can to help the kids that are right in front of them right now. >> Brad, can I go a different direction and ask a question? >> Sure. Okay. So, one of the things in addition to the declining birth rate that you pointed out was that we have

070fewer in district transfer kids basically over this last year. >> Yeah. Last two years really if you wanted to if you could see it. >> So, I don't have my reading glasses. So, I was about this far away my laptop checking things out. But it did remind me that we I had to dig um in February of 24 changed the process for what our own district transfer looked like. >> Yes. >> And then I made Candace figure out how to get me to the minutes and so I've been digging. >> Um >> is there any correlation in your head to the process that we've changed? >> Because we're hearing we have capacity in our schools. Yeah. But we're also we when we like I know this summer or late spring we had to approve how

071many indust transfer spots there were in these classrooms. So you know where I'm going here, right? So I guess my question is is >> did that policy change make an have an effect on on the number of kids from other districts who are coming to Seaman and is that something that we need to look at? >> Unfortunately is not something that we can look at because it's by state statute. Here's what I think in the change in policy that did have an impact. I think as Rob said, there's lots of little factors. I do think that is a little factor that has made an impact. Um, in the past, we allowed um families to fill out a uh out of district transfer and they could have handed it to us in the end of July.

072We evaluate it individually and then either accept or deny that student. Um but more than often than not we accepted students um because as long as it wasn't discriminatory we accepted it. They moved that date up into May 31st was the first deadline I think we had to put out the uh information. And so I think two things happened there. One is some of those families that are moving um from a nearby district are probably not making that decision until they're thinking about it in June, July, August, and maybe haven't gotten around to doing it. You can't do that anymore. You got to make that decision before the end of your current school year and start that process, that application process before that time. The second piece of that that I think is you talked

073about having to put the capacity. Well, we have a formula for capacity and one of the things we do in that formula is ensure that we're going to have space for our anybody that moves into our district has to have space. And so in doing that, there's some grade levels, it's usually up to the high school that don't have space. So when a parent looks at that immediately, even if they were ahead of the curve and ready to put their application on time, if they look at and go, no space, then they're not going to apply. Um, and so I do think there has been some effect of that. I don't know. I couldn't give you a good idea how much, but when you looked at the out of district transfers that were really consistent

074for a really long time and then exactly at that down first time they went down a little bit and the second time they went down again, >> right? >> Um, again, it could be a little bit Well, these aren't moves so they wouldn't be selling a house. So, I do think it had a little bit of an offense. So that little bit of data he had on that was then all the other schooling districts are about the same not very high right. Um the that bar graph that he showed that is just showing where our kids are coming from. And what I noticed in that took me a second. >> Yeah it was a little it's a little difficult to read. What I noticed on that is that we are getting a few really there's

075a small number from everybody everywhere except for Topeka 501 and Auburn Washburn I think we gained one kid but statistically we were identical. Shauny Heights actually went down a little bit. So we have less kids now coming from Shny Heights than we had before. Uh and I think Topeka what did it it decreased a little bit as well. Um, so the rest of them are so small it's hard to even draw any conclusions other than the peak of 501 because that's where the the vast majority of our transfers come from as you would hear Auburn Washurn would have the same thing and so would Shauny Heights. Um, in some cases they haven't been open in the past and now they are open. So if you lived in a house in Topeka 501 that was near

076one of those other two districts, you may be going there instead of coming here now >> because they weren't open in the past. >> Well, Marsh rule may not be >> Yeah. Exactly. >> I said that was just something that jumped out to me and I remembered we had made that change. So >> yeah, we did. But right now we can't change that fact. So yeah, we can't really we're not going to change anything on the numbers. So I guess I go to his summary and looking at the three three I guess recommendations or whatever that he makes. The one I think that well we need to communicate with the public of course but the middle one where we analyze utilization of building I mean >> if our buildings are only at 70% capacity what

077can we do and Brad I think this is kind of your wheelhouse. What can we do to set ourselves apart at each building to to to make that I don't know for lack of a better way to say it a destination school. >> Yeah. >> Um instead of you know I don't know >> one thing and and what you've seen um even with TCAL and with a lot of the districts that were having declining enrollment did just that. They said, "How do we figure out to give something that's unique that gives our kids something special that might draw in some kids from others?" And so, I do think what's really neat about our elementary schools is that they all have character that is unique. And I don't know that you would have to have every

078single elementary implement something that was the same. you could really capitalize on the strengths of the staff you have there and allow them to have some input to say what's maybe the non-negotiable is let's try something unique to try to draw in but you get to make some choices in what that looks like >> at the forefront >> exactly that's the key >> you can't change the >> that's what I see >> values >> because I having been in education for a while I just see that there we're at a time I believe in our nation in in this district where there's got to be some shifting going on. >> Yeah. We can't say stuff. >> Yeah. >> So, I'm I'm kind of with you on doing the innovation and doubling down on the kids

079that we have. I mean, if we draw new kids, cool. But >> we should really invest in the current kids >> on the students we have in our district, >> right? >> Not necessarily trying to draw people from other districts, but serving the kids we have. Well, if you look at drawing other kids, that's a plus more families want to move into our district. >> Yeah. Ideal if people moved in, right? >> The other thing that and this is kind of addressing that that you said was a big problem is out migration of the elementary kids. So, our elementary kids are leaving at a greater rate than they're coming in. And so, you know, obviously the third graders not making a decision about what having their parents, whether that's moving out for jobs or moving

080to other school districts, but again, if we have a culture of innovation at our elementary schools, that's a great reason for people for families to want to stay where they're at. >> Yeah. >> A part of that out migration is going to a home school, private school. It's not physically moving. it it's they aren't going to our school. >> But again, so >> the the main thing we can do that will get parents to have their kids go to our school is we excel at the three Rs. >> Absolutely. >> The rest of it doesn't matter at all if we teach them how to read, write, and arithmetic. And the best the student the parents will want their students to come to our schools. I I that's where the rubber hits the road for me.

081So >> I say amen. I I just think that is so important. That's the whole reason we are here as schools to teach our kids those basics. The rest of it comes with it, of course, but we have to be the best the outstanding at those three areas and that will make our people want to go to our schools. So, I'm going to highlight go back to um Jeff look at page the in-n-out migration which I believe is oh 16 two >> nice so if you go to page 16 if I looked at this right look at your elementary schools your out migration is fairly consistent What's decreasing is you're in migration, >> right? >> So, it's not so much that we're at least over that small span of time. Um, we could go back

082further and see some stuff and it might might enlighten us a little more, but what's evident is the in migration at elementary has decreased significantly. So I really think if we're talking about what do we need to do, it's about the in migration is the other seems to been pretty consistent. >> Anything to do with the new process of people transferring >> could certainly could. I will say this, the the world is changing and businesses are changing. And if you look at what people talked about on the graduate profile, you're now looking at businesses valuing things that are not informationbased as much as it was when we were in the uh um well, we this some are calling this the fourth industrial revolution. Um, but 30, 40 years ago, you were valued on what you

083knew. Now they're putting a value on problem solving, creativity, and and those types of skills, the uniquely human skills. Because what we know for sure, a thousand% is that um my wife's a good example, my wife works in a very informationheavy, she's an attorney. She writes contracts. She settles cases. Blah blah blah blah blah. She knows all kinds of fancy words. But AI is going to make the work of 10 attorneys be the work of two attorneys using AI. That is going to have a significant shift to our um workforce dynamics or workforce demographics. You're still going to need a plumber to come to your house and work on the pipes. No if ends or buts about it. And they're going to need all the skills to be the one that you want to call.

084That dependability, that um being able to communicate with you and let you know what happened in your house. Those are things that are going to be invariable. I call those durable skills. But my son is in statistics right now. Has a math brain like very few people I've ever met. But he will never do math better than AI will. And the AI we have right now is the worst AI you'll ever see. It's only getting better. And it is changing everything from even my nephew's a welder. He went to I think Virginia and welded his aircraft carriers together. But you don't see as much welding in I I would love to take this group into places like the new Panasonic plant and some other areas that are putting new buildings together and asking what manufacturing

085is looking like now because it is less much less labor intensive. A robot can weld >> more accurately than a human. And it can even have a sensor on it to tell you if it was off even the slightest amount and know that that wasn't satisfactory and I need to redo it. I say the word I. They act stupidly human. >> The AI inspection capabilities are crazy. I would love to take this whole group and go tour the manufacturing campus of Waw State. >> Oh, >> it is brilliant. what's happening in manufacturing. Chris, we should rot. You love it. It's so cool. But it's all it's all AI. They're running that entire place lights out. >> Now, that doesn't mean that you don't need skilled manufacturing workforce >> to different skill zone. >> It's a

086different skill set. >> No, 100%. >> Sorry, soap box. No, it's it's where you have expertise and that's one of the beautiful things about this board is different people have different areas of expertise, but this may be the quickest change. >> You know, you've heard, oh, these computers are going to change things, right? >> Yeah. >> They're going to be so efficient that we're going to work 20 hours a week, right? I'm not sure they don't make us less efficient um by playing solitire or whatever else on them. Yes. But AI is different than computers. It's different than the internet because it is changing how business does its work. And I don't want to get into a lot of projections. I'd rather us just go out into business and see what we need to prepare

087our kids for and then say, "What do we need to do in our district, which maybe it is the same things we've been doing and doing them better, or is it something we need to do different in order to meet um >> make sure our students are successful?" Go ahead. >> Have you done I'm sorry. >> Yes. >> Uh at some point we look at four elementary schools instead of five. I don't know if it's >> I don't really feel likeing. >> You don't see me stutter very often, do you? I'm stuttering on that one because >> just you know >> the numbers are there. >> Yeah, >> the efficiency is there. >> Which one would you >> I don't know. It's >> I don't either. >> It just it's a >> I'm just you

088know is that some >> that's that unique characteristics of every elementary that is so hard on that one for me. >> Do I think we need to move sixth graders up to the middle school? No. Not if it includes building extra space on middle school, right? >> Um because I think we have spaces in our elementarymentaries for that. And >> but when all of our buildings are at, you know, they're not at capacity, whatever. And I will tell you I I won't say optimum because the more you put in the more you can get some economies of scale but typically when you think about staffing in elementary you think about a four section building being a kind of a nice sweet spot. Um we have most we have three three sections and two two sections

089right now. So yeah we could be more efficient but again >> what would that get us to close an element? Well, here's what >> would we gain? >> You cannot consolidate your two two section buildings anyway because neither one of those buildings would hold a four section building. >> It it would it would be a lot of upheaval. So, I don't know the answer to that >> too because 70% is utilization is further out. We're not there right now according to the report. Right. There are still things that we as a board and that we as a school district can do to start affecting some change so that we maybe don't hit >> this scenario that allows us to have make hard decisions that we don't want to make. >> So we got to flip

090the script a little bit. >> We have to think about what >> what's happening in education. What needs to happen in education? Every student needs to know how to read. Every student needs to know now at least basic math to get biomite. Every student should know the history of our nation. Every student should have basic science skills. So those are non-negotiables. M >> but beyond that thinking about um building personalities if you will what how can we how can we go in how can the teachers and the staff and this principal at a building say what can we do here to enhance our kids um work in those core subjects I guess I don't know just thinking out loud without shedding any buildings. >> I want to solve any problems tonight. I just wanted to

091plant a few seeds with you. >> Buildings, >> but these are these are some of the things that the work we do looks 5 to 10 years down the road, sometimes 15, but that's getting even more and more difficult to project what 15 years looks like than it used to be. >> But when we start thinking five to 10, that's the work of the board and and superintendent. while we have an absolutely amazing staff uh that's actually sitting out there right now that takes care of the day-to-day work of what do we need to improve in the here and now which in the here and now you know where our current goals are for our strategic plan every kid should read right >> okay >> that we need every kid to excel in an area

092we I mean those are our right nows that doesn't change but what do we need to do to ensure we're just as relevant 5 to 10 years from now as we are right now or were 5 to 10 years earlier. That's I think the essential question for you guys. And I think our enrollment is a point of data, but I think it's a point of data that says it's worth thinking about it. Now, what do we need to do to be the very best? All right. Good discussion >> moving forward. Okay. >> Yes. >> Lisa Bajjo Lob soon we'll solve everybody's problems. >> You're so funny. >> Okay. Um so the first one is the LLB percentage uh to adopt that and this was something that we had done initially in February of 2020. You

093went from the 32% to 33%. Um and part of that resolution states that you have to annually give permission utilize the original authorization from February of 2020. So, this is just having you guys reauthorize us um to use what was agreed upon in 2020. >> You need a motion. >> Do you want to read it first and then you could move to adopt it? >> Sure. Another resolution USD 345 resolution number 2025908. Be it resolved that the above name school board shall be authorized to make a local option percentage in an amount of 33% for the 2025 2026 school year. And I make a motion to approve the local option budget by resolution certifying 33%. >> Second. >> Moved and seconded. Any discussion? >> I have questions. I figured you would, Kyle. >> So, what

094is the max allowed by the state? >> 33. It is 33 and that's what we've been for well since 2020. I thought it was a little more than that, but I mean, >> well, can't do more than 33. >> Thank you. >> Any more discussion, questions? Hearing none. All in favor, raise your hand, say I. >> I oppose. Same sign. Motion passes. and FY26 budget. We just ask that the board approve the budget that was presented to them last month for the 2526 fiscal year >> with what? >> The 25 26 fiscal year. The budget. >> Oh, okay. >> With a total mill levy of >> 51.452. >> And last year we were 501.4. >> at this time. >> I would call that pretty close to level >> on the code 999 you'll see actual.

095>> Yeah, that's the 51.29 valuation >> but apples to apples. Last year you were approving uh 51.466 based on those estimations that the county gives us that are higher than >> Gotcha. I make a motion to approve the budget as presented for fiscal year I can't say the word fiscal year 26 >> 2025 26 >> Lord >> no words >> give me the words >> okay I would like to make a motion to adopt the fiscal year 26 budget based on the review of building needs assessment and state assessment data that were provided to the board and evaluated by the board during the budget approval process. >> Second. >> Been moved and seconded. Any more discussion? >> Only thing I would add is the reason to read it like that is in our minutes it

096is required. Remember that session we had with principles came in and we reviewed the um needs assessment and state assessments. And >> so that's why that has to be in the minutes. So Candace has to have you read that specific one. >> I just hate diligent. I have a really hard time getting around to it. So, >> paper copy. >> All right. It has been moved and seconded. Um, all in favor raise hand say I. >> I. Oppose. Same sign. Motion carries. Disposition of business by consent. Need a motion. [Music] So >> make a motion to approve the consent agenda as presented. >> Second. >> Been moved and seconded. Any discussion? >> Hearing none. All in favor raise a hand say I. >> I. >> Oppose. Same sign. Motion carries. Let's see. Curriculum and instruction.

097Megan. >> Thank you. Good evening. Um Jeff, as we get started today, I'm going to begin with the first paragraph, which was on district literacy supports. And so Jeff's bringing um up a document right behind me, which is the first hyperlink within that section. I wanted to highlight this this evening for two reasons. one. Last month I spoke to our standards alignment steps that we were taking in order to meet our KISSA goal. While our second KISSA goal is aligned to structured literacy and when we talk about structured literacy and literacy within the district, a component of that is the different supports that we have in the area of dyslexia. Um so a little bit more background for you even taking a step back the scope of curriculum and instruction is very very broad. So

098to support um teachers and principles in the district I have a curriculum and instructional handbook that kind of keeps everything organized and in one place so that as staff members have questions that come up related to curriculum and instruction they can find and locate those materials. So, in the area of literacy and dyslexia support, I recently developed um the document that we're going to look at to be a part of the district's instructional handbook really just as a guide um through the lens of dyslexia. What is it that we have in place? What is our, you know, different supports that we have at different levels? So, that's what we're taking a look at today. just a document that I developed to help teachers and principles really understand everything that we have um going on in

099the district just at a glance all in one page. Um so the first page of this um dyslexia overview and training document really just is the background of the why why do we have different supports in place? Well, we have uh requirements from KSD in the area of dyslexia. there's a whole dyslexia handbook in place um with guidelines that we have to follow such as having a screener tool in place which is fast um and then having adopted curriculum which is our amplify CKLA but really what I wanted you to see was the second page of this document Jeeoff if you keep scrolling you can go back and take a look at everything if you would like but when we think of dyslexia um I put it in terms of our overall MTSS um system

100and when we talk about MTSS or multi-tered systems of support. It's that you have things that are in place for everyone across the board. And I have my little lingo on the side. So, we have tier one supports which are available for all. Everyone is getting these. And then we have some supports that some students are getting um and teachers are providing and then we have some that are available for few. So, that's just what you see there on the left hand side that kind of explains what you are looking at. Um but what we have in place for building quality liter literacy instruction um and supporting um the uh training and development of skills to support students with dyslexia is our CKLA um core resource that I've already mentioned. We also provide annual dyslexia

101training um per KSD's regulation. So all of our um teachers that are identified by KSDE as needing annual training, they receive that. And then also as you know through our structured literacy goal we are ensuring that our elementary staff all receive the letters training or have proven um through one of the qualified measures that they have that. So that's kind of what we are making sure we have in place for all across the entire district. I'm not going to dive into each of our tier 2 supports. They're up there for you to see. And like I said really this is designed to be helpful for our teachers and our principles to see at a glance. But what's in our tier 2 are some of our different resources or supplemental tools that we have available to

102further support our students who need a little bit more um with regards to reading literacy skills. So um some of these are provided through Dedra and her special education team. So I'm not going to dive too deeply into those. Others are provided through our general education process through the tier 2 time that happens in the building for students based off of the screening results that come through FastBridge. And then finally, our tier three support is a um highly targeted resource called LIPS um that we have an indistrict trainer for. Um, and it's a um a training that is designated to support students who need additional literacy sports, but especially those students with dyslexia. Um, and it's with lips that this year you can see some of the highlighted information that I have there. We really

103want to come back to LIPs and make sure that we have um more staff trained across all buildings um in this particular um tool. So, right now we have some trained within our special education department. We want to ensure that all of our interventionists and instructional coaches are trained in it as well. So, we have some um training goals kind of across the board in this area, but that encompasses kind of what we are doing for our um structured literacy goal and really honed into the area of dyslexia. So, I know that's a little bit longer for me than I usually take, but um was kind of excited to put together this conference with you. So, any questions on that? >> Yes. >> So, back to our letters. Yes. I've asked about this probably too

104many times. >> So, it's going to be the 2829 school year before we implement the letters training. >> We are currently implementing it. It's July 1st of 2028 that the lensure requirement um is established by um the state. So for any staff member that goes to renew their license after July of 2028, they need to have proof of structured literacy, science of reading um understanding either through letters and that's predominantly what teachers are doing. There is some addition that there's an additional college course um that is being offered by um Kansas universities as well as an a practice exam that they can take. So, our teachers, our elementary teachers are using letters right now. >> Yes. >> Okay. >> I didn't realize that. >> Yes. They we have many who have been trained over the

105past several years. I can pull those numbers back out and put our updated numbers um in an upcoming board brief. Um just so you can see, but um we have a group of cohort that just started their um trainings this year as well. So, >> but they aren't frontline teachers. >> They are. Yes. Yes, but they're still teaching letters in in the classroom. >> They are so >> or using thatric letters are using a source, right? Letters is a training. >> Yeah, it's strategy. >> They're using the curriculum. >> They are using this the strategies that they learn through letters. It's um it's kind of it's an information on first like the brain and how our brains learn to read and then how we can take that science of the brain and actually make pay

106to use in the classroom using that information to help students learn how to read and the best effective tools in order to do that. That's really kind of the takeaway >> nutshell of what happens with letters. >> The core instruction it's going to help our teachers implement CKLA better. >> Yes. is what it'll do. And so, yeah, there are some being trained who have been trained already. There are some that are currently in the middle of the training. >> It's a two-year process. >> Yeah, it's a multiple year process to get it get it all done with all of our staff. >> Well, we Yeah. So, good. I was I was concerned that we weren't using that that philosophy or that whatever you want to call it. >> The resource that we have is built

107on the science of reading. Okay. But the more important than having the resource is having the trained teacher that is the person that makes that resource come to life. But we have always had a re well no we've had a resource aligned to the science of reading since several years. >> We are finishing up our fifth year of um CKLA. So, >> so what percent of our students uh do you have a percent that have dyslexia or are dyslexic? I guess I would say that's a good question. And um so we don't identify dyslexia. We do screening for dyslexia. So our screeners can show students who are at risk. Okay. Um, but we aren't necessarily going to know that unless a family goes and um uses an outside source in order to have a dyslexic

108disor dyslexic identifier diagnosis. That's the word that I am going for. Um, but really what I'm showing here is that um, whether a student has dyslexia or not, dyslexia at the root of it is really just quality reading instruction, right? And so we have all of these things in place to ensure that we have quality reading instruction um including resources that support um the gaps that typically happen with a student who um or an area of need with dyslexia um as well students with all sorts of atrisisk needs when it comes to reading. Does that answer your question? So no I we don't have I can't say this is our percentage of students but I can say that regardless of the percentage of students whether they have dyslexia or not we have the resources and

109tools in place in >> this is just an illustration of an overall huge workbook that you've created that shows our teachers what the resources are for a multitude of things. This is kind of an example of that. >> Yeah. I was trying to capture in a one pager here the different things that we have in place to to support literacy across the board including our our dyslexic students. >> One thing I would say is not every district has the amazing documentation of our resources like what Megan has produced. >> Thank you Megan. >> I kind of like to be organized >> really quickly. I had one other thing I wanted to highlight if I may. Um and that is just on the bottom of page three on the topic of MTSS and the supports that

110we have. We have the privilege of being able to um partner with KSD's um TAZEN um network which is the technical assistant system network um in order to provide professional learning uh to our building administrators uh this year um specifically first semester and then expand this uh potentially to building leadership teams into second semester. Uh so what I didn't highlight in here that I want to be sure and share with you is that this is a free partnership. We are not paying anything um in order to receive this professional learning. Um it is provided through KSD's partnership with TASN and it's really designed um for us to take a moment bring our building leaders together look at what we have in place for reading math all of our supports. How is our current MTSS implementation

111going? How can we continue to leverage our leadership, leverage our tools in order to improve and realign in this area? So, hot off the press, um I just got the agenda for what we're going to be doing on our first leadership day, which is coming up later this month. and um some of the focus on that day and I geek out over professional learning um but it looks like it's going to be just some really great topics for our leadership team um including the importance of clear relevant and timely communication in a school district. the role um of a district leadership team and how they can support um using initiative inventories within a district using data including sub subgroup data when making district decisions and the purpose of conducting a root cause analysis and it

112might have been root cause analysis that really got >> what trainer is coming out >> um so this is with Amy Dear Rosa is our key one but I think other members of her team come with so yeah we're excited to work with Amy and Taza so >> be really Yeah, thank you. Any other questions? >> Miss Dedra, special services report. >> Yes, thank you. >> Um, I'm going to talk about my audit. So, the first thing I feel like I'm Lisa talking about an audit up here, but I'm not. Audit. So, each year the special education department completes a personnel categorical aid report and then PSD audits that report every year. So, our audit just came back this month in August. And I'd like to share share some of the results with you. You

113guys can look at this page, the entitlements. That's the page that I will be talking about. It's on it's an attachment within my report. So, um the audit ensures that our um personnel are properly certified, licensed, accounted for properly, and of course trained. And it determines our funding for the special education department for staff every year. So my assistant can um Karen helps work with um the HR department and the the budget department quite a bit um for this report. It seems like it would be kind of simple because every staff would be 1.0 FTE. However, there are several staff members, certified staff that are not 1.0 FTE for special education. All of our math early learning center staff are a percentage based on a formula of how many students on IEPs are in their

114classroom. We take a snapshot twice a year and then we average that to get a percentage FTE. They might be point or five 56% FTE and then their paras that work underneath them are the same FTE as well. Um we also have a good um handful of related service providers that are um that report time and effort. Time and effort is a percentage of time that you work with the um students with IEPs versus times you work with students with the our general education students. So that would be we have a couple social workers that are part regular education. So their time and effort all of our nurses um complete time and effort. our elementary counselors complete time and effort. They are not 100% FTE. The interesting part about it is reports due May 1st

115and so this school year we haven't worked the month of May and so it's always an estimate um when we finish that report and hit submit May 1st 2025 it's an estimate of what we think is going to happen in May. So if you look at the um entitlements page that I gave you um if you look at the very top line regular teachers um FTE claimed 78.59 um that's what we claimed but actually it was 78.66 or 07 adjustment and which was pretty on target. I am like wow. Yep. 07 away from the the total adjustment. And then we have regular age which is our um special education para educators and there was a small 1.77 negative 1.77 adjustment as well. So if you'll see at the bottom the total adjustment was $19,000 out

116of an almost $4 million budget. I think that's pretty good. So I'm pleased with our audit this year. Do you have any questions about any of that? Okay, thank you. Thank you. >> Um, it's our turn. >> Hello. >> I'm here to uh mention both with you a couple. Yes. >> Can I go back to Dedra real quick? Is that okay, Madam President? >> Absolutely. >> Okay, >> you can answer from back there. So, so the 19 grand that we were underpaid, right? >> Overpaid. >> We were overpaid. >> Well, we were overpaid. Okay. I'm sorry. Okay. >> Yep. If we were underpaid, we wouldn't get it back if that was your question. >> That was my question. >> We wouldn't get it back if we were under. >> But we don't have to pay

117that back. Or do we? >> Yes, >> we do. As it adjusts, they'll adjust it. >> Okay. >> Amazing how the money only goes one direction. >> Yeah. Isn't it? >> We ought to talk. >> You know anybody? >> Maybe somebody maybe >> uh early graduation. There are 25 requests that you guys have. All pretty compelling stories. They will all be on track to be able to meet the criteria they need to at December. and they of course would have the opportunity to participate the graduation ceremony if they wanted to in May. Uh you also have three of the 21 credit waiverss and those are students that would meet the requirements of Senate Bill 23 which there are some specific things on that and they will all be still going until the end of the

118school year but all have uh stories that very much warrant going with that. You guys will vote on this next month. So, you'll have the month to take a look and certainly if you have questions, reach out to Mr. Wilson or myself and we'll be able to get you whatever answers you need. Any questions for me? >> You're going to wait till I sit down, aren't you? >> Mart facility and grounds reforms. Whatever the hell >> just wanted to go over the summer months of what we did over the the June, July, and August. Uh we did the beginning of the summer, we started with our HVAC replacement with four units. High school, we put up screens so that you could actually see going towards the east so you're not blinded. >> It's actually really

119nice. big request from the teachers to administration. >> Yeah. >> And then the big one was the studio room where we remodeled that whole thing and she actually has a bigger classroom and all she's been >> What will they do in that room? Is that the media room? >> Yes. But they stage out. There used to be a stage up there. And >> so the green room >> she has more classroom. >> Got it. >> Whatever they call it. >> It's BTV. >> There you go. >> Thank you. It was really cool. >> Uh high school roof. >> Showed you guys that. I tried to get you guys up there but nobody >> I didn't >> see issue >> softball sidewalks got it around finally right >> some nice sidewalks >> kindergarten playground we extended

120it clear out >> e a >> those were really Cute. >> Yeah, we saw that >> the eyes. >> We switched the asphalt to concrete. So now it's all smooth and >> really really good. >> Nice. >> West Indian milk. It's 100% >> pretty. >> And then the orchestra which used to be I tried to get Yeah. >> Yeah. Looks like >> this is the bottom picture of what it looked like. >> They redid the floor and then painted it all up. >> It's quite good now. >> Yeah. Super pretty. Nice job. >> And then the concrete work in front of the middle school room is starting to he couldn't open doors. Got that done beginning of summer. And then this is where file comes in. Um, this is our drains that we had replaced

121in the middle of the hallway. Uh, right outside the band room in the music group. We found three cracks. We replaced the two major ones. So, it was uh quite interesting on that one. And then the second the last is uh we put cabinets in Northern Hills's music room. She didn't have enough cabinet space. And then the last one, you can't see it, is the light and sound at the middle school. We got it all done. And then we got the sound at the high school. >> Yay. >> Which I'm sure most of you >> Yay. That's great. >> We'll do the lights this up coming summer. So, but yeah, we got It's coming. It just won't be this. This is >> disappointing. I know, but I tried. We didn't get it all. >> I'm

122harassing. >> You give him a cookie. >> Most importantly, I will not be attacked by that water fountain anymore. >> I'm very excited about it. >> I wish I could have put all of watching videos, but yes, it'll be fixed by >> any questions. >> Nice. >> Um, I have a question, Mr. Wilson. Have you asked Le about um the report I asked you about for like facility use? >> I have not, but you can ask him and that'll be a wonderful thanks because I I don't I unless I did until I tell you I did, >> but I don't remember the report, so I probably didn't. >> Okay. Uh we had conversations about changing our facility use process and you know all how how people decide request could we get a report on how

123that's going next next time >> about what that process looks like how many people are utilizing it >> actually we've had more people utilize it and we've got money that's we are putting back into for like the netting and everything for the schools. Um, we actually just had our first incident at WI and some of that money will go back into fix damage to the restroom building. >> But yeah, >> Lance, do you know if Aaron could maybe pull the numbers, >> please ask her, see if that's a report she can get from there. >> I use the facility use thing a lot. It's handy. >> Nice. Do do you think our usage has gone up? >> Yes, it has. >> But we're not getting three three teams showing up at the same time. >>

124Now, nobody's arguing. Two years ago, we had four teams show up soccer field. >> Three of them had it, one didn't. >> He went and it was so he didn't know. You would have thought they would have just played soccer to see who could be on there, but instead it ended up being an MMA. >> Theon, do we have one of those out there? >> The other thing is I didn't realize how many out of district. We're starting to have a lot of people out of Kansas City coming in using our soccer. >> Wow. >> Yeah. Turfs to practice. >> Well, some of it's just coaches, too. There's a lot of teams >> based out of the Tika area, but it's coach by us. >> Yeah. Yeah, exactly. >> So, it's just there. We didn't

125realize how many. >> Yeah, >> but Kansas City was the farthest one. So far, >> I said I just like to kind of see the the data. We can pull up the reports. >> Thank you. >> Thanks, Lance. >> Sorry about that. >> Well, I think we talked about it briefly on our tours and Oh, >> you're good. Who's up considering bids? >> It's [Music] start. >> The first one is for uh five shades, one for each of the elementary buildings, and this has been on the long range facility plan for several years. And we finally just got to the point where this was the year that we were planning on doing it. They actually planned on it this summer, but had some issues getting the bid. Got the bid. And we are um hoping

126that you would approve the bid for the construction of the five shades, the materials, and the concrete pads for a total of 116,125. Each one of the buildings will get the same. >> So that's 116 per building. No, total for the five buildings together. >> So, five >> plus the plus the pad. Plus the pad >> that is with the pad. >> That's >> Yeah. >> 95 or 90,625 for the shades and the frames and 20,500 for the concrete pads. >> So, Jeff, can you go back one page, please? >> So, where will it like at each build? What where will they put it over? Are they >> over the >> Do you know? >> Isn't it going over the slides and stuff? >> It's 20 by 20. >> Yeah. >> And 12 feet tall.

127So, is it like >> It won't be over any area. >> Yeah. high >> because at any given time the shade falls like that picture there on the lower right is actually outside >> correct shade structure >> y >> I think it's not over anything in particular that's a space kids to buy some shade >> correct deck area >> so I guess why do we need this because our kids are out of school before it really gets hot and we start school when it's So, is this for people in the summertime that may want to use our playgrounds, have shade? I I just >> That's a That's a good question. This has been a request for from the buildings for longer than I've been here. >> It It's for the beginning of school and and

128a little bit the end of school, but especially gets hot at the beginning of school. And there are just some kids that don't want to stand in the sun. Yeah. >> And this gives those kids a place to play that's not in the sun. >> And it's not just heat, it's the sunshine as well. >> If somebody lives in Kansas, they got to know it's hot in the summertime. >> Okay. But Kyle, we also have kids who have some disabilities who maybe can't move around like but they just install some stuff at the you know some of our kids in wheelchairs. I mean there's a lot of reasons that you might not be able to be outside in Pular all the time. Lance can use the mic. >> So part of that most of it

129is classroom outside classroom. So they don't want to sit up there in the sun. They can actually get underneath the vent do a classroom setting. So they just get up fresh air. The other one is because we got to shape. >> Sure. We got the special swings and things we put up. >> Yes. But a lot of it got a lot of [Music] and it's it's helpful for that. But A lot of it is classroom settings. >> I'm not worried about classroom settings. You know that that's yours. That doesn't matter. If they want to go outside, they go outside. >> I will agree with the handicap part. >> Yes. >> But this has been a part of our long range plan. >> Yes. >> Yeah. >> So, when will this be done? >> If you

130guys approve it, we'll get them arts. Yeah. So, >> I move that we accept the bid for the >> change structures as presented. It's been moved and seconded. Any more discussion? >> Hearing none. All in favor raise your hand and say I >> oppose. Same sign. Motion carries. SEC repairs. What's happening in this building? >> Okay, let me tell you the story. >> If you're not aware, this is the original building. Uh, so was that a couple weeks ago, we had uh a deluge occur in the basement. Uh, food service is no longer located in the basement. >> Um, >> you hear they're stuck back here in the corner and >> they are. We we have them entirely too close to Lisa and they've asked for her to be moved, but that's a whole separate

131issue. Um, so this has been an ongoing issue, but this was significantly worse than it had been. and Lance and I looked and then we had some real professionals come to take a look and we can see that uh there are some areas where the um concrete has dropped probably 3 or 4 in and it is pouring into the building in the basement now to excavate and then go ahead and fix this would be 24,497. Now, here's where I'm going to caution you. The the folks and and we were a little bit concerned of this. If you some of you remember for about two and a half years, they were doing construction on this intersection out here. And those of us that were in the building could feel the building shape the whole time they

132were doing that. Probably not good on a 100-y old building. Now, the only thing that we would say is this. This is to investigate and potentially fix the problem. What they're not going to know is what it's going to cost until they get down and they get the ground excavated. If it's something that they can fix and seal and everything's good, that's the most that it will cost. If it's something different, if it's less than $20,000, because that would be a separate work order, that would be okay. We'll go ahead and have that done. If it's more than $20,000, we'll need to come back to you guys and say, "Hey, you know, to fix this, it's going to be more than $20,000." >> And unfortunately, >> what are you going to say then when the

133sidewalk's all tore up? >> We'll probably ask for a special meeting. a special meeting so we don't get hold of that makes a >> problem is that this fixes it or it's less than $20,000 otherwise you guys will get to disrupt another >> or if you want to give a authorization to Lance of up to a certain amount >> right heal in the basement make it into a pool we have a swim team >> could we could people wanted us. >> I think maybe >> um how would you do that? >> Does anybody >> Well, I mean, we could just set a limit and then >> and then No, if we gave them authorization to go up to 50,000, >> right? >> Then we wouldn't have to meet. >> But if it was above that,

134>> we have to meet regardless. And and if it's above, if you approve the 2497 and a dollar amount above that, uh whatever that amount is, if say it's 50,000 or whatever, if it's another $50,000, we're probably going to need to meet with you anyway because >> that's some more significantly wrong, then we want to we may want to rethink how we want to approach that. Are we good if we just approve the 24 and then meet if we have to? I feel >> good with that. >> Okay. Mo, >> did I just make the motion? Just made a motion >> in a roundabout. >> Make a motion to approve the SEC repairs as presented. There your official motion. Second. >> Oh, Kyle got it. Kyle can do it. >> Been moved and seconded. Any

135more discussion? >> Hearing none. All in favor raise your hand say I. I. >> Oppos. Same sign. Motion carries. >> We have hit executive session. So I make a motion to go into executive session to discuss confidential employee information pursuant to the exception relating to personnel matters of non-elected personnel. And the open meeting will resume in the boardroom no later than >> um give us oops maybe five after 8:05. >> No later than 8:05 and I'm inviting Brady Tanner >> second. >> All in favor raise your hand and say I >> oppose same sign motion. I'm eating a