001ahead and get started tonight. We don't have as big of a crowd as we normally do. Um so, welcome to our special budget meeting. Um we'll go ahead and stand, take a moment of silence, and then the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. So our next agenda item is the adoption of the agenda. And because this is a tenative special budget meeting, it's a special meeting. We cannot change the agenda. Um on the printed copy, it's a little different than what we have in our portal. Um so there is an agenda item after um the leadership spotlights that we get to hear from the two
002elementary schools tonight. Um, so I need >> I make a motion to adopt the agenda. >> Motion by Mr. Kaiser. Second, second by Miss Roland. All those in favor say I. >> I. >> Motion passes 5 to zero. Our next agenda item is consider approval of minutes from the regular board meeting on May 26, 2026. >> I'll make that motion. >> Motion by Miss Thomas. >> Second by Miss Brolan. Is there any other conversation? Okay. All those in favor say I. >> I. I. >> Motion passes five to zero. Okay. I don't Are there aren't any other public comments? >> There there are Mr. >> Oh, yes. This is a part where where I tricked him. So, I'm coming over here as um prior to my service on the board, I started as a partners
003in education volunteer in 20 I think it was 2018 and um I wanted to volunteer at Baker. I was seeing I was doing therapy going into the schools and met um Mr. Greg Yates and he asked me to come on as a volunteer for that. Um just a very it was very I've been on being a volunteer through the years. This is the first year I've had a really hard time doing it because I've moved to a new position and a new agency but definitely partners in education is near and dear to my heart. And um I talked with um Greg works with a board of um directors that they meet once a month. I had been really good about getting there except for the past eight months, seven months. I I'm on I'm all
004on electronically but not physically there. Um so we wanted to look at the pillars that we've been doing all through the school year. Um and Greg, he encompasses the whole picture. So as an empowered leader, um Pamela Baker, she works at Catalin. Um her her statement is, "I personally have appreciated Greg's rapid response to all of my requests, big or small. He he always he has always made Catalin and myself feel appreciated and an important part of PI. He will be missed. Catalyn goes where do they go Greg? >> RDC. Okay. So the next pillar is resilient learner. And what I saw through the years when I I think I participated as a board representative for the past two or three years, what I've seen Greg do is teach new board members, um how to
005understand budgets, platforms, um understanding funding and grants. There there's a lot to running a nonprofit and he is he educates and also learns himself so he can educate his board members. He does a really good job with that. So, as an effective communicator, um Casey Harden, who is she works for People's Exchange Bank, she says Greg is going to be a hard act to follow, which I I believe that his dedication to the mission of the organization, the partners of of education is unmatched and he has done a wonderful job obtaining and fostering relationships with the businesses of the community. And that is true. We have so many different he'll probably give us an update on that. as far as reflective innovator. So, CO 19 hit and I I was a volunteer then and once
006everyone got back to school, Greg was tasked with rebuilding his volunteer base and he came up with lots of different ways to do that. And I don't exactly remember what they were right off hand, but I know that he worked really hard because he went from having a really huge volunteer base to people kind of falling out and then having to rebuild after CO 19. and he's been able to do that and you can see the growth each year. Um, as an engaged citizen, he um serves as the RDC um youth service council advisory council as the chairman. He's also the Clark County Veterans on the Clark County Veterans Council as a board member. Um the DAV chapter 12 senior vice commander chapter Services Officer. I know he's been on the um Chamber of Commerce
007board. Um I know that he works with the Kuanas Club. Um, I see him in a lot of places. So, he is definitely an engaged citizen. He also served in the military. He's an Army veteran and also a National Guard veteran. So, he has served our country um in many, many ways. And then as a committed collaborator, um Cindy Banks, who's is the Clark County Chamber Commerce Director. Many of you all probably know her. She says, "Being the chamber director, Greg was more than a lifesaver to me, not only by participating on my chamber board, but involving chamber members with PI. It has been a wonderful relationship that I hope continues. So in summary, another board member of Henry Branom who everywhere he he's everywhere too and he serves as a PI volunteer um as
008well and he says working with Greg for the past 10 years as county judge executive and then as a volunteer I have got to know him pretty well. Greg is very dedicated and cares about the students in our schools. It has been my pleasure to serve as such a man these past few years. So that's I I love being able to integrate the board members because they work with him very closely. So we would like to um do a certificate certificate of greatness for Greg as an empowered leader, resilient learner, effective communicator, reflective innovator, engaged citizen, and committed collaborator. Everybody lo >> and then Greg, you can come on up and tell us about PI and your and your retirement plans. I guess I didn't mention he's retiring. That's why we're doing this. >> Well,
009thank you very much. That was unexpected and might be really appreciated. And um I want to first start out by saying I appreciate everybody in this room and board members for all their support for the last 12 years that I've been involved with partners in education. Senator Rambling and Dustin got me flustered. If you would pass him around, please. Um, and Dustin, if I mess this up, just help me out. But you're good. >> It's my understanding every Let me back up. Uh, I want to first say I appreciate the support y'all have given monetarily to partnered education. Uh, quick story. When I first got hired, it's like they hired me and two months later I thought we was going to be broke. They have to lay me off. And I remember me and Cor
010Hefner went and met with Mr. Christie and they bailed us out. And ever since then, they have been obviously the strongest and biggest contributor we have. 10 grand a year. If it wasn't for that, I would not be here. And I appreciate that very much. And uh every January, I send a letter to Mr. Howard and Miss Ellis to request the money. And uh it's my understanding it's in the budget. But uh what I want to do tonight is give you a an update on on where we stand. I've done that every year. I think I might not know the first couple years, but anyways, I've done it for a long time. So, what I've gave to you is to look at last year compared to this year, we've added I added four new partners.
011I added Community Trust Bank, the Fly Witches, the Public Library, and WU. And I'm glad to say that whoever my successor is, we'll start out with two more partners on top of that. I've added Community First First Insurance and L1. So they'll be off to a good start. Our volunteers has increased as you can see primarily because of what I put there. We added back we added back in GRC. It was sort of late in the year. I had to give the new principal time to get his head above water. But most importantly, we miss Lindsay Hail reached out to me and we added the Phoenix Academy. And that has been a big reason why our numbers of BAM Anglow mentors has increased so much. So, as you can see, we went from having 124
012volunteers last year to 150 this year. I don't remember. I'd have to go back and look. I want to say maybe this is our all-time number. The only one that might have been higher was right before COVID when Catalin had like 40 volunteers. I think we might have been a little bit higher than this, but this is pretty much the most volunteer we've ever had. And so, as you can see, that obviously made our volunteer hours go up by 520 hours. And because of that, uh this is the most important part, but your return on your investment. You gave me or gave us $10,000 just in volunteer hours, you got back $60,000 and change. Now, granted, I did show it down at the bottom. Inflation, the the value of the volunteer hour just keeps climbing.
013I remember like a few years ago, it was like $25, but still, it keeps going up. Another big jump. I was really surprised this year and I I never ask any of our me or our partners to give money. I tell them if you want to that's great. Well, I'm just going to give you a few highlights of what some of ours gave this year. Community Trust Bank bought t-shirts for the staff and students at Concrete to the tune of like $4,875. Catalin bought Christmas angel trees gifts at $2,500 and some more gifts at another $3250. And the library spent $5,200 on books and we just added them as a partner this year, like I said. And then SAUI did uh I think it was food baskets for a special ed class, I believe, at
014Justice in the tune of $2,000. So that's why that jumped by threefold up to $24,985 for a grand total of what you're getting back on your $10,000 investment of $85,266. I know that's the most it's ever been. So you got 8 to1, which I think is a pretty good deal. Um the only other thing I want to mention really is bucks for books. Um, you see it dropped and that's because I'm getting my years mixed up here, but the two years prior to this year, we had a grant from the Steel Reese Foundation of like $5,000. When we that grant ran out, then we self-funded the program for Bucks for Books at 3,000. It would be too much for us to handle at five grand. She can attest to. But that's why it's a but
015it's still a great program. Basically, what we do is we give $500 each elementary school. I'm sorry, it's more than that. $700 I think it is to each elementary and like 1,600 to Baker but they create a voucher and give it to students who are come disadvantaged home so that they can still get a book for free during the Scholastic bookf fair school year. So that's all I have to present to you. I don't want to take a lot of your time. If y'all have any questions, please let me know. But uh I I'm honored to be leaving on a high note and letting the new person in go from there. >> Absolutely. >> Yeah. I just want to say a good giving challenge that's so competitive. You know, you have so many nonprofits going
016after the money. There's matches and it's very complicated. Yeah. >> Um I'm I'm really proud to see that we were able to raise that much because it it is you have so many nonprofits in Clark County going after that money and other nonprofits. >> 30 I think when I started it was 11. Now there's like 36. >> All trying to get a piece of the pie >> and if you do it at this time then you get this match and that is trying to figure it out. So, um, no, I I I'm I'm proud of the work that you've done and especially if people could see from when they came back after CO till now, how much work put in to rebuild this program. >> Yeah. We after CO we had 30 volunteers. >> Yeah.
017>> That year. >> Yeah. Okay. >> Thank you very much. Okay. I will. Um, our next agenda item is um acknowledgement of CCPS school leadership spotlight. This is Kelly Fix. Good evening. Tonight we have the last two schools that we will be presenting their leadership spotlight. So, we have Justice Elementary followed by Shear. So, I will ask Justice Elementary to come on up and I will turn it over to them. >> Good evening everyone. Um to start off I am going to share a little bit of the background behind the justice big rocks for this school year. So, we like to base everything on research at Justice and some of the latest educational research um by TNTP, the New Teacher Project, um has an article and research entitled The Opportunity Makers. And it is research
018that explores what are the top schools in the United States of America that serve marginalized populations. What are they doing to sustain strong academic achievement? And because of that research, they look at all these schools and they find commonalities and they have found that these schools have three things in common. And those three things are the things in which we have based our big rocks for this school year. and what we will for the following school year. So the first is belonging, the second is consistency and the third is coherence. So everything that we do at Justice with regards to our big rocks, the activities, our goals, our objectives, they all fall under one of those categories. And so there are it is a long laundry list of things that fall within our entire big
019rock. um so much that we would not be able to share with you this evening. So we are just going to highlight some of the things that we have done in the area of belonging this evening. Um so first this is our second year of implementing Jags on the Block. Jags on the block is something that takes place before the school year begins. So all of our justice staff, we get on CCPS school buses. We go into three of our justice neighborhoods. Um we take hula hoops, music, um popsicles, footballs, frisbes, and we meet our just the students and their families in their neighborhoods for um a time of activity um of excitement as the school year begins. Um we partner with our F FRC coordinator, Miss Combmes. We have a raffle at each stop
020along the way of Jags on the Block um where we provide uh school shopping sprees for uh families. they can enter to win that um free school shoes to start the new year. Um and groceries, things that help our families as they are making that transition from summer back into the school year. Um it is wildly successful. Um every year I feel like it gets a little bit better. Um I will say that probably the best feedback that we receive from our families is that they don't have to come to us. You know, throughout the school year it is come to justice for title one night. come to justice um for our uh meals, for our holiday meals, come to justice for um a variety of things within the school year. But this is one
021time where they don't have to lead their neighborhoods. We go to them and meet them where they're at. And I think that they truly appreciate um that sense of community that we build by going and seeing where our students play, where our families live. Um, and it has been a huge um, and wildly, like I said, wildly successful event that we have implemented. Um, and this was the second year that we did it this year. U Mr. Daniel has a couple of other things within the area of belonging that he's going to share with you. >> Um, on the next slide, uh, you'll see, uh, some information about our house system that we just implemented this year. Now, with the house system, obviously, we wanted to do a couple different things with that. one um
022obviously it fits right within our big rods of belonging. Um we split the entire school into five houses and it's uh from K through five. You'll have classes from every grade level in every house. Um it creates a sense of belonging. Two, we wanted to find a way to help integrate the terminology of our portrait of a learner. So all of our house names are influenced and inspired by some of our our competencies. So we have the house of empowerment for empowered leader. We have uh house of engagement for engaged citizen, house of innovation for reflective innovator, house of um collaboration for committed to collaborator and house of resilience for resilient learner. And so it became common vernacular for the students. So when we're referring to portrait of a learner, it's already something that's on
023the tip of the tongue because they are very well-versed at this point in our house system. Um, but it also allowed us to specifically target some uh deficiencies in the building that we wanted to attack this year intentionally. So, it allowed us to award houses points in certain areas that we wanted to see improved. For instance, cafeteria, we just had a conversation today in our MTSS meeting where cafeteria was our number one location of behavior referrals in the past year. This year, it fell out of the top three. And I would directly relate that to what we're doing with the house system. Um, but kids, adults alike, they have fun with it. They get award of points for not only positive behavior, but also competitions throughout the year that we were able to do. For
024instance, our walking challenge. If you come in during our walking challenge, you're going to see students and staff a lot sweaty and walking and walking around, but uh they get into it and it's and it's a lot of fun, but it definitely has uh fed into our belonging Big Rock this year. Uh on the next slide, you'll see uh some information on um our relationship mapping. So, as Mr. Howard has said um ever since day one that he's been here is that students are a northstar um what is best for kids and there should be not a single student in Clark County that comes to one of our schools and does not have a positive meaningful relationship with at least one adult. Um this allows us to be intentional within that. So, our staff over
025the course of several meetings throughout the year, uh we have a list of every student that's in the school and every staff member, not just teachers, administrators, um secretaries, cafeteria staff, custodial staff. We even arrange a time for bus drivers to come in and we map what relationships are already naturally there between adults and students within the building. After we've been able to map that out, it allows us to intentionally target what students are coming to school and are not identified as having a positive relationship so that we can foster that and make sure that they are feeling that sense of belonging. That is obviously our big ros. If they can't come to school and feel that one adult cares for them, we have failed as educators. It doesn't matter how much they learn. That
026is the first uh step. And and our relationship mapping has allowed us has been successful, but has also allowed us to be intentional with that. Um on the last slide we just have a collection of some pictures of um different ways that we've highlighted portrait of a Clark County Warner this year. You'll see pictures of our power of the house night that we um teamed our our spotlight of Portrait of Honor and Title One um in which our families were able to come in and not only learn about Portrait of Honor but also learn about the house system and what we've been doing and it was a lot of fun. you probably would have found me with the wheels spinning because we students were allowed to spin for points and that was a lot of
027fun for me and we we had a good time but students were able to highlight all the ways in which they're meeting the composes of a portrait of a Clark Kernney Wernner. Um our staff and student shoutouts were very intentional with our JAG brags and and really highlighting um how each of our staff members and students are highlighting uh the competencies of a portrait of Clark cringing learner. And then we had I don't know if it'll play on here. We had one video because at the beginning of the year when we uh put all of our students in classrooms into a house system, we had a sorting ceremony and I have been at the high school. I worked there for almost 10 years. There has not been a single pepper at that high school that
028was more rabid and loud than what was in that gym that day. And so this is one example of of one of our head of houses being selected. So just to say that uh our house system and our our big rock of belonging was a success this year. It was but it's not something that will stop at is something that we'll continue to foster and grow into the next school year. But thank you. >> Thank you. >> Anyone have any questions? We've heard a lot of heard from a lot of schools and uh different ideas at every school and this is really good. I like it. >> Thank you very much. >> Really cool. Thank you all. Really neat. Thank you guys for coming. >> I think we're going to have the sheer sharks are
029coming up. >> Good evening. Thank you for having us and allowing us to highlight the great things happening at Shear. So our purpose is our students and we have the privilege of serving the next generation and we're honored to be a part of their journey to greatness. So on that journey we'll go to our first big rock which is student engagement. Um our previous data in 2024 2025 um showed an increase in offtask behavior. So as a team we decided we were going to target that um behavior by increasing our use of cake in structures. So taking something um very basic like a sit and get um workbook in math and making it um more engaging for our students. So the photo is showing a quiz and show where students take that same workbook back
030to back. They answer and then they turn and show. and it also increases um accountability and they get to talk to more than just one student at their table. Um so it goes beyond just that academic piece. Um we're fostering those social skills like eye contact, body um language and um feedback and positive praise. Um we provided teachers um with internal and external coaches um to help them perfect their craft. And we also monitored monthly. So our coaches did give us feedback on what they observed. So we were able to take that feedback and then go back and um work on our professional development of where we needed to guide our teachers. And based on our monitoring data, we saw an increase in the structures used for academic purposes which um proved to us that
031our teachers are now more confident. They feel comfortable using the structures. Also um in 77% of our observations all of our students were actively engaged which is awesome. Um so basically we started out last year getting our feet wet. This year we really increase so that next year um it's an expectation with that we see that um in every lesson. Our next um big rock was differentiation. Um our goal is to maximize the learning for all students through the use of co-eing stations. Um so within each classroom um you may see three teachers. You'll see um a general education teacher, a special education teacher, and an instructional assistant. And the special education teacher is there to scaffold to u maybe provide prerequisite skills or provide um support for students with misconceptions prior to the grade
032level content. And then that same uh group of students will travel to the general education teacher for the actual grade level content. And then they'll continue to practice with the instructional assistant. And by doing that um schoolwide um we saw our typical growth median um go to 104% in reading and 100% in math. Meaning that um our students make were on track to make a full year's worth of growth. And we know that that is because of being intentional with our um instruction during PLC's and planning. We were very intentional with planning ahead for misconceptions, making sure that we are providing um specially designed instruction so that we are leveling the playing field for all of our students. Also, um there's something with I already called stretch growth, which means that students that begin the
033year below grade level, they are not only given a typical growth, but a stretch growth goal. And that means that that is going to put them on a road to proficiency. And 31% of our students in reading schoolwide met their stretch growth. And 26% of our 26% of our students met their stretch growth in math. So we're really excited about the growth this year. And we know that it was because of the intentionality of focusing on those two things. And Miss Campbell is now going to share about our um intentionality with portrait of a learner. >> All right. Thank you again for having us. Um, as all of you know, I'm Clark County through and through. So, um, Portrait of a Clark County learner is something near and dear um, to our hearts. And, you
034know, like Mr. Howard and Mr. Daniel said, our students are the northstar and we're growing great people, not just in academics, but the whole child. And the portrait of a learner really embodies that. Um, so this year we kind of went slow to go fast. Um we provided authentic opportunities for students um at the beginning of the year just having conversations around what do those competencies mean? Not just being able to repeat them with me on the morning announcements, but really what does that look like? What does that mean? So that was our big focus this year. We recognized staff and students weekly um who exhibited these competencies. So not only knowing what it is, but seeing it in action. Um that's really powerful when we um can share that with students like, "Hey, your
035teacher was caught being an empowered leader." Um in the hallways this year, we would hear students um and staff, you know, conversing, "Hey, I love how you're being an empowered leader." Or just those conversations, the language, that common language that we really want um to hear. We also um recognize students within the classroom. Some of our teachers highlighted um a student for the day. um some of our teachers took the um images of resilient learner, empowered leader and began putting it on labels, putting it on their work. So really making sure they understand it's not just words, but we want you to live this, breathe this. Um we collaborated with our um music teacher, all of our students um that participated. We had over um I think it ended up being like 89 of our
036students participated in the musical. Um I think most of you were there and got to see that but a student going through that experience that embodies each competency of the portrait. Um so that was a great connection that our music educator had and the staff that helped with that they really highlighted that throughout the rehearsals throughout the actual weekend of the production. So really giving them real life examples um and highlighting those making sure students understand those. Um, also like I said on the morning announcements, we say um after our shark anchors, which we've connected our shark anchors, um, we have them visually around the building in every classroom. We have our shear shark anchors where we're safe, helpful, accountable, respectful, kind, and there's, um, movements to those and our kids do it um, every
037morning. But we've also this year connected our anchors on a chart in every classroom to say you're being safe. This is the competency that matches that. So really putting portrait of a learner out there. You're seeing it, you're hearing it. There's no way you can have no idea what it is because it's we want it out there. We want you to know. Um so that's something that we did. So our kids are not only just saying it, but they're seeing it as well. Um we also had our student showcase um this spring. We're very excited about that. Um our students we participated in student le conferences. So that gave them a time to just share with their families ways that I'm being an empowered leader or resilient learner. And that was really powerful for our
038students because especially in elementary talking about yourself sometimes it doesn't come natural especially today in our world um in elementary. So we really provided students the opportunity to practice. So, um, fourth graders may have gone to like second grade or third grade and practiced talking about this is how I'm an empowered leader and they had a template that they followed. Um, some of our younger grade levels, um, first grade in particular, they kind of took a different route, but we had the guidelines, parameters we wanted to see. Um, but it, I mean, even our youngest ones were able to show and really talk about it. But that big that practice piece which collaborating inside your building with your students, mentors older to younger, that's very powerful because it's different presenting to your peers. Um so
039that was definitely a success that we had. Our families um we had a great turnout for it being the first one highlighting portrait of a learner. Um so our families really loved it. I feel like they walked away really understanding more about the portrait. Um because I think that's our next step now is you know looking forward to how families are now going to understand a bit more. Um with that we our goal was to have every student have someone come so they could share. Um you all know me I love pictures. I love videoing memories and moments. So um we had a grand idea that the ones that didn't have participation or nobody came that night will video it and they can we can share it on parents square. Well that's a big feat
040when you have quite a few. So we um flipped the script a little bit on that and we had community volunteers that picture on the bottom um we had a community volunteers multiple actually came in and partnered with our students who didn't have a family member or someone come that evening. So every kid did get to share their portrait of a learner um ideas and ways that they felt like they showed those competencies. So that was really powerful. Um just making sure we had authentic audiences. the kids chose, you know, is that this is your academics and this is things that you do. So, pick somebody that you want to share your accomplishments with that can support you and be proud. So, even though some of our kids didn't have family that come, we truly
041partnered with our community to make those experiences valuable. So, um we continue we look forward to um continuing the work with Portrait of a Learner um and growing all of our students um towards greatness. So, thank you all so much. Go Sharks and go Carts, of course. Does anyone have any questions? >> Thank you. >> All right. Our next agenda item is consider approval for the GRC Hoops team to travel to Cincinnati, Ohio for a college tour and basketball camp on June 2nd at the University of Cincinnati. So, we just need to make a motion to approve this travel to Cincinnati. >> I'll make that motion. >> It's not overnight, right? >> No, it it's not overnight this correctly, but it is out of state. So, that's why we have that board. >> Yeah. So,
042was that made motion? >> Second by Mr. Kaiser. All those in favor say I. >> I. I. >> Any other com convertion? Conversion. Motion passes five to zero. Okay. Our next agenda item is consider approval of tenative budget for the 2026 2027 school year. And we have Mrs. Alicia Ellis here to >> All right. Talk to us. >> Ready to talk some numbers? >> Oh yeah. >> All right. So this is our second step in our budget planning. I lose my pen. Um so this is what we have to submit to the state by the 30th and what we will start our school year with. So um again snapshot in time. There are still changing factors that will happen before um we finalize the budget. Actually budgets are really never finalized. There's always moving parts.
043So this is just kind of a summary of all of the different funds. So we've got our general fund which is our big bucket revenues u special revenue which is grants district activity school activity those are the things where um that happen at the school level nothing gets budgeted in those until monies are actually collected so that's why they're sitting at zero we've got capital outlay and building fund those are our um what exactly what they sound like for our buildings um construction fund again nothing happens in it until we actually are doing some kind of activity which is you'll start seeing something budgeted in that when we start this um renovation that we're doing, but nothing has really happened on the on the books yet with that bond until all of that starts, which
044will be in the next month or so when we sell the bond and then you'll start seeing a budget. But right now, that's not happened. Um debt service is where we pay our bonds, school nutrition, food service, that's what that is, fund 51, and then childcare operations. So, those are a lot of funds that we deal with. We've got a lot of buckets of money. Um, so here's just kind of a pie chart summarizing. Blue, that big blue up there is our general fund. So, that is our largest bucket of money. It's where our seek dollars from the state and our local property taxes, our taxes. That's our biggest pot of money. Okay. Any questions on quick summary of overall revenues? That's where we start building the budget from as we figure out our revenues
045first. >> On the seat funding, >> what is the percent of seat funding we got to >> um >> is seat funding and transportation the same thing? >> Transportation is within SEC. >> Okay. So, I know it was like 81%. >> Yes. Hold on. I got to page you. Let me dig through my notes here. So, um this year transportation was 81%. Prior year was 74. So we are not 100% funded on transportation but that is given to us within the seat formula from the state. >> So how much do you know the difference on how much we received on seat funding? What percent are we off on it? >> I'm I'm not completely understanding your question. I guess >> you're talking about upcoming. >> Yeah. Uh I know it's changed like over the next
046two years but as far as like the percentage that the state >> within the ne within the new cycle of >> so the transportation is set to stay the same through both >> I think it's% >> it'll be at 81%. There's actually a state law constitution says that it should be 100%. >> Who can we arrest? >> We're still working on that. I would say context say I don't think the percentage has changed in the news seek say it's still at 81% to my understanding. I know the percent like her child went up like a little bit and then I don't >> Yeah, it went up 30 $34. >> Yeah, >> this next year and then it's supposed to go up another go up a little bit. It'll go up almost 300 the next year.
047>> Yeah, but it's not specifically to transportation. Transportation still at 81. Is >> that what you were asking? Okay. in a round by the way. >> All right. Um so let's hop into general fund which is our largest bucket of money. So assumptions that this budget is making is that we are going to um just so you can see what the budget looks like at the compensating rate which is assuming our revenues will stay the same for local dollars. Um the payroll step increase is just doing step increase no raises on the budget. and then staffing based on the allocations that were presented um in April. And then we have that set aside um bucket of revenue, I'm sorry, expenses for any emergency purchasing that we need to make in case something comes up. Okay,
048so I know this is kind of small, but basically this is a summary of those um revenues. So, we're projecting we kind of cut off most of spending. We still have some purchasing coming up, but most of spending we have cut off at this point. So, we're projecting we're going to have a little bit of an increase to our beginning balance um from what we thought at the draft level and what we actually have this year of 8.6 million to 8.8 million. Um and so that's what we call our fund balance. So just kind there's been a little bit of so just to kind of give a quick reference on fund balance and contingency. They're two different things. There's been a report from the state out there. So there's just some chatter out there um
049in talk of what everybody has in contingency and fund balance. So there is a report from the state that says we have a a 14% contingency. That is not accurate. We have a 14% fund balance, which is this beginning balance amount. So that's when you end the school year, what you roll over into the next year. That's your fund balance. So that's what you brought in for the year, what you expended for the year, and what you got left over, your fund balance. That does not necessarily mean that's what you have sitting in your contingency bucket. is you have commitments. You have things that you've got set aside that you have planned for certain expenditures or liabilities that you have to set aside and have committed to things. And so we have a 6% contingency
050more like 4 million instead of 8 million. So that's kind of a difference of what that looks like. So that report from the state's a bit misleading. So I just wanted to kind of So we have like sick leave balance, we have school carryovers, like there's different things in that fund balance that's not really contingency. Um so again, property taxes are remaining the same. And then the rest of this is kind of um looking at historical amounts. And then we've got um two different buckets that have changed a little bit. local revenues we have gone down. Um just the big difference there is interest which our cash has gone down so I'm not expecting to have as much interest and the revenues that we're getting ready to get from the bond's going to be a
051really quick in and out honestly because that project's going to go pretty fast over the summer. So, it's not like the preschool money where we sat on it for almost two years and had a good chunk of interest come in. So, um we've decreased that interest bucket because we're not going to have as much interest coming in like we've had in the past. Um and then also we had a Sprint lease, but that's that broadband line that we just sold. So, we don't have that source of revenue anymore, which is about almost um for a year almost 100,000. We don't have that bucket of money anymore. Um, and then down on the transfers at the draft level, we did not think we were going to have the use of capital funds because we thought we
052were going to have to pay that in debt for this new bond. But then when we've sat down with Compass and talked about bond and structuring our bond payments, we have kind of inloaded our payments. So, we had less payments at the beginning of the 20-year bond so that we could take advantage of our capital funds and have the cash now. So we do have um that cash right there >> which is a transfer you all approved on Tuesday. >> Yeah. So what we talked about on Tuesday that capital funds request that's what that money is. So that's back in the budget. So those are the two biggest difference between draft and tenative. Is there any questions there? And then this is kind of the pie chart for revenues. And our two biggest buckets of
053revenues are seek and property dollars. So, they're about even, but when you add up the three buckets of local taxes, um we're really um at 38% and state dollars are at 35%. So, we're a little bit more on the local taxes than we are on state. >> If the state were fully funded, we wouldn't be, right? >> Well, a lot of that has to also do with equalization, which we're going to look at a chart here in a second that kind of explains that. But um so those are our two biggest buckets when it comes to state and local dollars. The rest is made up of some miscellaneous revenues and um our Medicaid monies that we get from the federal level. So this is what I was talking about a chart that we would look
054at. So I don't know if this thing has a pointer but the bottom blue line is our property values. Okay. And then the gray line is state and the orange line is local. So the correlation between this is as our property values increase which is what has to do with the value of property only. This has nothing to do with tax rate. Okay? This has to do with the value of our property in the county which means how rich the county is. You can see that the gray line is going down. The blue line's going up. the gray line from the state's going down. So the state says as your county gets richer in value, we're going to give you less money because you have the availability to raise more money in your county. So
055the local line orange is going up. So they're saying you have the availability as a county because you're a richer district to receive more money locally. So it's an equalization from the state. It's that's what the seek formula does. So because the state money is the seek, okay? So that's what the state money is is seek. So that's what equalization in that formula does is a county gets richer in property value because that's one of the very first pieces of the formula is property value. Okay? It says, "As this dollar value goes up in property, we're going to take state money away from you because you have the availability to tax your citizens more and get more money out of your local people. So, we're as a state going to give you less money. That
056has nothing to do with the tax rate. That is completely property value. So, that's why as the property value goes up, we're getting less seat dollars. So it really has nothing to do with what you all are setting the tax rate as. We lo anytime the property value increases our seek from the state goes down. So that's what we're offsetting it with when we decide what tax rate to choose. It's offsetting the loss from the state. I mean that's just plain and >> so like some of the other bigger districts like probably Warren and >> they don't get much seek at all. Bay County and Jefferson get hardly any SEK dollars. >> It's all on the citizens. >> Yes. >> Y a lot of these small independent schools, they get hardly any SEK dollars at
057all because they have such high property values. That's what that equalization from the seek does. >> So it's not like when we property values go up, it's not like we get extra money. No, we actually get less money. >> We get less money from state. >> Yes. Yeah. >> We get less money. It's not like property value goes up. Oh, y'all going to get a bunch more money cuz state's going to cut us and we're not going to get it. >> Nope. State cuts us. So, that was just kind of a correlation so y'all could see that that we get we cut get cut on one side. Unfortunately, that's kind of the the math of how that works. equalization. I think that's exactly >> not saying it's it's fair. >> The state thinks it's fair,
058but it's not. It's not fair >> in some local taxed 100%. >> Yeah. >> So much more growing that's happening right now. Subdivisions getting rid subdivision adding on to the subdivision behind Lowe's. >> Yeah. >> They're building a new one on 627. So >> y That is a challenge that we're going to have in the next few years. >> All right. Any questions on the revenue side before we move on to expenses? All right. So, summary of expenses. Um, >> pretty simple. >> Yeah, it's pretty. So, not a whole lot of changes. I mean some but we combed through expenses and did our best to cut as much as we possibly could cut. Um we have paired down positions as much as we had could pair down to make sure that we had as much
059facing towards our students for the needs that we need. We have through attrition not replace positions when it comes to like central office stuff. Um, I'm not going to name positions specifically, but I mean, we are doing our best to make sure all of our monies are going forward-f facing to students. You can look at some of the buckets of money in ' 0400. It has gone down um about 400,000. that summer maintenance project money that we are we've done a lot of stuff around the district and we have decided to not put some money back in that budget to just kind of hold on that right now and pause to make sure that we have enough money where we need it when it comes to staffing um fuel unfortunately that's in the um 0600
060we had to increase that about 200,000 to accommodate for inflation and fuel costs it just is what it is everything is up >> so what was the budget electrical refuel >> uh about 400,000 >> and we're increasing it. Is that going >> we're going up to about 600,000 is what Mr. S has requested for next year cuz he is the costs are just exploding. >> If it doesn't go >> it's double the price right now though is what I'm saying. I just >> No. And to give you >> Oh, and what he spent last like last year what he spent um that's what you're asking. >> Yeah. So fuel um >> like half of the year this year was $2 something a gallon then went to five. >> Yeah. >> So he um in 25
061total spent 400,000 and at half of the year mark this year he'd already spent almost 300,000. >> Okay. >> So yeah and he was he's been shuffling monies the last couple months trying to get all the bills paid before the end of the year. He feels pretty solid about that cover though. >> He he is assuming it didn't go to seven $7 a gallon, right? I mean, so we're we're really at the mercy of diesel prices. >> Um early in the fall, I'll give you an example. We were budgeting like $3.50 a gallon. We were getting it for about 250. >> We're actually saving money. >> Save some money there. >> Yeah. >> But then everything went wild and then we immediately went to being worried and losing and then it went really crazy. It
062jumped up to $5 a gallon. we had only budgeted 333. So, we've set the budget on kind of current prices, high end, uh to make sure we'd have enough money. So, unfortunately, I do not have a time machine that can go out a year and see where we're at with diesel prices, but we we feel a lot better at 600,000 than we did 400. 400's. There's no way we did it. >> So, the inflation, >> the inflation is is hurting B County public schools just like it is our families, even with food costs, everything. So, we've tried to adjust for some of that in the budget. So that's what I mean like we've had meetings, we've had double meetings, sometimes triple meetings. Mr. >> Walk three times. >> So we have hashed out budgets multiple
063times trying to cut as much as we can possibly cut. Um just to put some back in savings or that contingency as much as possible for the rainy day if something pops up. But some things you just have no choice. I mean, we've had um and we've got another slide here at the end to talk more about it, but I mean, as he said, inflation has hit us. We've got insurance premiums. >> That's where I'm at. I'm on that page. You >> got We could get some We could get some butts and bolts of it. Yeah. >> So, I mean, I can go ahead and skip to that just and I can skip backwards. But, I mean, this is stuff that we know is hitting us that I've already budgeted for because we know it's
064coming. And I've already gotten noticed that our insurance premiums are going up 25%. That's 275. >> Every insurance or is that like is that our liability or >> that is >> every that's fleet that's property our umbrella like all our kind of >> miscellaneous comp all that in >> not workers comp. Workers comp's not >> that one not has not notified me yet. But like all of our other things except workers comp, I got a notice that premiums are going up 25%. So that's an additional 275,000 on the budget. But the worst thing is the deductible went up that high and you still >> and then our deductible is changing from 2500 to 10,000. I mean that's a huge that's huge. >> Yeah. >> Um so I mean that's a that's a big thing. Um
065fuel cost we just talked about that. I mean, Miss Fifth has I mean, she has requirements coming up with these um high quality instructional resource requirements. They keep throwing out this HQIR thing and I'm like, "What are you saying? I don't know what that is." And then finally, I'm like, "Can you please spell that out for me?" >> So, we did. It's in the parentheses up there. >> Um, so I mean, we have some grant funding, but we don't have enough grant funding. So, we are going to have to put some general funds towards this $700,000 year one cost. I mean, >> so how many years is that we're going to be paying that? >> That cost us for year one. It does get cheaper after that. >> Okay. So, how many years are we
066looking at though? >> Um, >> is it a continued thing for year after year after year? >> So, we've got what about 400,000 I think we come up with out of title one and two to put towards that. So, we're still talking about 300 400,000ish out that we need out of general fund. Um, and then you can see utilities are up. We have already know that our athletic trainer contract went up. We're talking about we're going to talk about raises in the next line item. So, I mean, just there's all kinds of costs that are just up for us just like they're up for everybody in their personal lives and other businesses. I mean it we're not I mean we're subject to all of that just like everybody else in the county. So um we
067have to figure out how to make that work in our budget >> just like everybody does in their home budget. So >> um let's jump back a couple slides. But that's >> Can I ask just real quick what can can we just get more information about this high quality instructional resource requirement? Is that like a program? What what is that? >> Yes, ma'am. We're going to plan on doing that at the the June board meeting. I'm going to show some of our priority data results, >> what we've done in the past, and then what we're looking to do for this next school year. >> So th those are basically instructional tools to teach kids how to read and do math. Um, so even with our curriculum with Gordon Gillingham, teaching phonics, teaching the basic foundational
068literacy skills, we are still having gaps in our upper grades. Um, so we're looking at several curriculums. one we piled it was called magnetic literacy. Um we're also looking at some math curriculum for grade level for the entire district. So those things are going straight in our classroom straight to kids. We're not talking about you know supplies for teachers >> but it's in all grade levels. >> That's correct. We're not targeting one particular group of >> 100%. >> Whereas we've been so heavy on K through three like I keep talking about teaching kids to read. Now we want to make sure they continue to be successful. So, we've got to get the staff curriculum that they can use to teach kids. You talking about the most important thing we talk about instructional resources for kids
069in their hands to to close gaps or eliminate them. >> That's that's exactly what we're talking about. >> Thank you. >> Absolutely. >> Thank you both. >> Thank you. So, >> Oh, absolutely. All right. Let's jump back a few slides. We skipped some stuff. Okay. So summary of expenditures, personnel as we said is our biggest expenditure that it accounts for 85% of our budget. Um the rest is what we're trying to operate our district on which is very steep. Um so that is becoming increasingly difficult but we are doing the best we can. >> We are >> um again that's in intentional. We are intentionally making sure our budget is on the most important thing which is our staff. So um but with that we have to make sure we have enough revenue to cover
070the needs. Okay. So what that looks like in a sense of do you have enough money coming in in the year to cover the expenses that you're trying to pay out in the same year because you do not want to operate reoccurring expenditures on rollover. Okay. So what this slide is telling us is do we or do we not. Okay. So with the compensating rate so keep that in mind. This is based on compensating rate. Okay. We have $51.1 million coming in for the year. Right now, we have budgeted going out 55.6. So, it looks like we're deficient 4.5, but I want you to understand what that's made up of. Okay? So, some of what's in the budget really is part of our rollover. Okay? So, we're not necessarily deficient. 4.5. So one, we have
071set aides that 700 is budgeted out in that 55. So that's part of our beginning balance. Also, schools are carrying over 237 of their school carryover. So that's really part of the beginning balance. We're going to estimate that we have about 1.7 in purchase orders that we didn't get closed out in the current year that are going to roll over. So that's really part of beginning balance. Okay. So then that's leaving us with the assumption of we better have 1.8 million in one time expenditures that we're saying is part of carryover or that's part of the beginning balance or contingency or something that we know we're not going to have that's reoccurring expenditures. Is that realistic? Well, one, this is compensating. So if we take the 4% revenue increase, that's another million off of that.
072So, we're saying a million would come off of this 1.8. So, that's really only 871,000 deficient when you look at it that way. Does that make sense what I'm saying to everybody? So that is a little bit more realistic that we would only be 871 deficient in the sense of we might have 871,000 in one-time expenditure type items of purchasing that could come out of contingency possibly or we are inflation and we really are overbudgeted 871,000 because of inflation and we're spending in contingency in our fund balance because we're we're overbudgeted. Are y'all with me? >> Yeah. >> So, the the other caveat that that is a little more sunshine is we do not expect to spend all of our money from this previous budget on the district side. >> Correct. >> Right. So, if
073we don't spend all of last year's money, that will help offset the the the even the 87. This is the assumption you would 100% spend everything budgeted. >> Yes. >> But we cut off spending for this year for the most part. >> We won't know that till >> that's what that's where this is the process. >> I'm expecting to roll over an extra 200,000 in the begin. So if you say okay we'll roll over about 200 300,000. Well then you're down to about 500 spending. So I mean there's caveats to this but a lot of it is inflation is starting to hit us. Okay. it's starting to hit our budget as well. So, we're getting to a point that we've got to watch our spending as well. We've got to be mindful of what we're
074doing as a district and spending our monies on as well. and and specifically even though we we want to give everyone a raise every year and a significant raise, we're limited because of that number because of the inflational impact on the district is causing us to not give it bigger raise and especially this year when the state is only paying us $30 some dollars per kid more right now. It gets better in the next budgeting cycle in year two. U but I always want to protect the district and be very very conservative. Um, and again, we've got some some things in here for you to look at certified wise. I'm jumping ahead and I want to No, that's um you know, we we you guys approved the 1% raise on top of the step raise.
075We're looking at classified tonight. So, you'll get to some numbers on and and and Alicia and my recommendations on what we can comfortably afford, right? But those are the conversations moving forward on what and why we're limited. I don't want our staff to think that, you know, we don't want to support them. We don't want to give them raises because we do because they're dealing with the same inflationary factors in their homes. We've got 1,300 employees who are paying higher water bills, electric bills, gas bills, right? Insurance bills, etc. And if we don't help support them, they start going other places, which hurts kids, right? And our my job is to do right by kids and then hire and keep the best staff because that's the best way to do right by kids. Um, so
076I just want to make sure I narrate the right way. You know, our staff live in this community as well, you know, right? They also have higher property assessments. They're dealing with all and and 60 to 70% of our staff work and live in this district and almost all of our classified staff who are the lowest paid in our district live in Clark County that are also dealing with higher assessments of properties. Um, so that's a fact. So as we move forward, again, we just want to be really conservative. We want our staff to understand it's not that we don't appreciate you any less because the raise wasn't as big. We appreciate you tremendously. In fact, we cannot do the work without you because you're the backbone of what we do for kids, but I
077want the board to be very well educated on that piece. >> So, um, just kind of moving forward still. Contingency is actually in a better spot than we are currently. And looking at this budget, we're at 6.6 whereas currently in our working budget right now, we're at 6.3. So it's a little bit better looking at this um tenative budget. Um so getting into the considerations kind of building on what Mr. Howard talked about, these are the options to build revenue into the budget from where we sit right now. So obviously the max that we have available to us to take is the 4% revenue increase which again these are assumptions because we don't know exactly what it will be until we get our tax reports from the state. Um but we're assuming it'll be close
078to this a little bit over a million um with the assumption that it'll be a rate decrease. Um, so we're going on the assumption based on the last three years of what property values have kind of increased that roundabout they'll go up about 7% again with this last quadrant being assessed. Um, so that would put the rate around 64.1 with an increase of revenue to us of a little over a million. I gave you some different percentage options there to look at just so you all can see what that looks like. Um but kind of what that looks like to to the citizens. Um so this is kind of like what does that mean to our property owners? I mean residents in three4s of the county most likely are going to see lower tax bills
079this year because their property values aren't going to change. Um the board of education has reduced the tax rate for the last three years. Um, so unfortunately that quadrant that we just talked about, the last quadrant that we're estimating the 7%, we don't know 100% what that percentage is going to be. We're just estimating. But unfortunately, they're being reassessed and they're not immediately going to see that decrease because of the property value area being increased. That lower rate will be evident for them in the future, next year and beyond. Um, but keep in mind the tax bills that the reflecting all jurisdictions in the county, while we're while the board of education is the largest, we're not the only one. I mean, there's multiple taxing jurisdictions. So, um, but this is kind of what a
0804% looks like. So, currently we're at 65.5. If that estimation is close and it goes down to the 64.1, that's a 1.4 cent change. So that's just on our part of the taxing bill. That's not taking into consideration anybody else. But on a $100 value, $100,000 property, that's $14 for the year and so on. 200,300. So that's what that looks like for the property owner. So that's just kind of a visual what that looks like. So, um, kind of that's the revenue available to us. What we're kind of talking about if that's something the board wants to consider. What you all have approved is that 1% for certified. So, we already know we've kind of taken up 276,000 for certified. These are >> Is that already in the budget that >> it is not in
081the budget you just looked at? >> Okay. Um, so looking at revenue up here of roughly a million or if you choose one of those other options. So you're going to have to do some math kind of thinking mathwise that's not being approved in this item we're talking about right now. But this is just kind of looking at numbers. We'll prove that when you all look at salary tables on the next item, but this is hourly options. So you've got percentages and what that equates to centswise. Okay. So, in their step raise, they're going to get a 1% or 15 cent increase. They're already getting that, which is built into the budget. Okay? That's already part of what they're going to get next year. So, anything you would add additional would compel on to that
082for them. So, this is what that would cost. If you gave them another 1%, it'd be 15 more cents and they'd get a 30 cent raise and so on. That makes sense. So, these are the options. This just kind of summarizes what that looks like for certified. They got the 1% table increase, another 1% from you all. So they get a total of a 2% raise next year. Um, so that's a total cost on the budget of the 553, the additional 276 that I have to add when we come back for our working budget in September. classified, they're going to get the 1% and then anything you all would choose and then this is that known expenses that we just talked about. So that's kind of where we're at with fund one. Okay, any questions?
083Any discussions? Okay, so just kind of running through the rest of the funds. fun, too. These are where we are this year on grants, what we know for next year. I never um show anything until I know what they are. I'm not going to make the assumption that we get a grant until I know that we have been awarded the grant. Um so, at this point, we have seven a little over 7.5 million in grants. At this point, we know we're going to have 6.3 for next year. Um just a note, we are down in title funds about um 155,000. We already know that. I mean thankfully we're up a little bit on IDB funding about 50,000. So that was good. But we've gone down in migrant 47,000. >> Does come up any >> on
084what? >> Migrants don't even come up. >> No. So that's a big cut to that program. Um, so that's kind of where we stand right now. And it's not to say we won't find out. I mean, this is pretty much our federal funding. We've pretty much gotten all of our federal funding that we're aware of at this point. Um, we'll still there's still more state funding that will come in that just hasn't been awarded at this point, but most likely we'll get most of that. It just hasn't been notified at this point. But um again 22 and 25 I'm not going to read through all those slides. You all have that in front of you. But that stuff is not booked until it is recorded and collected at the school level. Fund 310 is based
085on our ADA, the $100 per student count. 320 is those nickels that we have in our tax rates. That's what we put into the building fund from our property. 400 is our debt service. It is going up. That's based on that new bond that we just um are getting ready to sell. I think it's actually getting ready to sell like next week. >> Next week we should have some numbers and percentage. >> Yeah. So um that will happen. So this is just kind of a summary of those numbers. We should still have about 1.3 in that capital funds which we'll put over to general fund next year. Fund 51 school nutrition. She's still really close to same budget. She's adjusted just a few numbers, but not much. So, I won't go into detail there. I
086don't know if anybody's aware, but we're opening another daycare. So, now we have eight locations instead of seven locations. But, um, so that is kind of a run through of everything. Again, future considerations, there's still um waiting on PBA change whatever tax rate you all decide. still waiting on some grant awards, any um legislation decisions that could possibly change. So, any possible enrollment changes that might um add some teachers possibly, which I think there's a few on the cusp of getting a growth teacher. So, I mean, there's a few things that we'll bring back at the September budget that you'll see any decisions we make between now and then, you'll see at the September budget. Um, so next steps and then we ask approval of the budget. If there's any questions, anyone have any questions
087for themselves? >> I make a motion to approve the 20 26- 2027 budget as presented. >> I'll second. >> All right. Got a motion by Mr. Kiser and a second by Mr. Dorsy. All those in favor say I. >> I. >> Any other discussion? Motion passes five to zero. Okay. Our next agenda item is consider approval of the 2627 school activity fund budgets. So this is um just a compliance that we need the school activity fund budgets approved. So this is a redbook compliance activity that they have to do. every year. >> Every year. >> I was going to say, is there anything different from last year? >> No, I mean it's just them estimating what they activity they think they're going to do through the year. We will not actually book this information specifically.
088We will roll over what their inbalances are on June 30th to start the new year with and then they'll book as they collect monies. But this is a required activity at Redbook. It's really more of a planning for the sponsors just to kind of think ahead and plan for their clubs. And >> I'll make a motion to approve um a 2627 school activity fund budgets. >> Second by Miss Roland. All those in favor say I. >> I. Any other discussion? Motion passes five to zero. Okay. Our next agenda item is consider approval of the 26 27 pay schedules and extra services. >> So these are what you presented last month. Um so the certified skill does have that 1% in it that you had already approved but otherwise they look exactly the same and it's
089your discussion of what you'd like to do to change anything on the skills. >> So what we voted on the last one is already on this. >> Yes. So they look exactly the same as what you were presented last time. >> Okay. It's just whatever discussion tonight of how you'd like to change them. >> Specifically with classified staff. >> Yes. >> I didn't add or put anything in it because I wasn't sure what you were wanting to do. >> Waiting on the will of the board. >> Yes. The will of the board for the classified staff. And just for those who may be listening, classified staff include our cafeteria workers, bus drivers, >> instructional assistants, >> attendance clerks, custodians, >> bus monitors, >> secretaries, a lot of the people that that make this district, right?
090That other page was in that other >> uh you're looking for this one. >> Yeah. So upon understanding this curve, the raise we've already put in for the teachers increases the budget by 276,750. >> Yes, sir. And if we do 30 cents 2% and increase by 214, but that actually equates to >> 45 cents. >> Yes, it' be 45 step with their step raise >> and the 30 would be 45 cents, right? >> Yes, sir. >> That's what I'm for. 45. I mean, it would be the 30 >> the 30 >> 30 cents >> and that would add >> that adds the $214,000 >> plus you got to put in the 276. So, it put you right out a half a million dollars you're spending alone. >> Melis, how did how I'm selling the therapist.
091How does that make you feel when you say that? >> That was funny. I usually hide my face with water, but I didn't I couldn't do it that time. You caught me off guard. >> How comfortable are with that? >> I'm comfortable with that knowing that we have the inflation costs and the HQIRS to deal with. I would like grazes to stay around the 500 mark just because we have other costs that we also need to compensate for. So I respectfully ask the board to consider the 4% revenue increase which would bring us a million dollars and then use half of it for raises and half of it for inflation if we're >> Yeah. So when do we have >> that's not until >> the revenue >> August. Yeah. August >> tax rates aren't until
092August but you got to consider that revenue source to consider raises. >> So it's the same thing that happened last year. >> Yes. >> Correct. Yes. >> Please, please don't back out of that once we get to August cuz >> it's all kind of a circular decision together >> and it's kind of backward the way they make you do it. >> It is. The timelines are very backwards. They have >> It's never made sense. >> You always got to be weary. >> So, as long as we do the 4% revenue increase, this will be covered with that. >> Yes. >> And again, it's not tax increase. It's not a tax rate increase. It's a revenue increase. Yes. >> Great. >> So, what do I need to do to >> Well, does anyone have any other
093I know we usually do the >> Does anyone have a question and understand what we're saying? >> So, let me understand what you're saying. So, you're you're saying to add an additional 1% onto the already >> No, I'm saying add an additional 2% 30 cents an hour. >> Oh, okay. I got you. to the to the 1% >> to the 1%. So that will put them >> get 45. No, I see it here. So 30 there is 2%. >> Okay. >> But the step rate already has 15 >> cents built into the step rate. >> So it should put them at a 45 cent >> per hour with the two combined steps in the for the Yeah. Step increase and 2%. Okay. Yeah. >> Well, because you >> we were talking we talking about this
094specific. So, what were we thinking? >> We're not thinking. I mean we well we are thinking but she's asking if I was kind of deal with this >> but what Charles I guess want to make a motion on >> well I don't know how we cuz this approval of pay schedules they are so we need to change the pay schedule >> you just say it with the motion to increase them with whatever >> okay to So, I make a motion to approve 2026 2027 pay schedule and extra services with an additional 2% added to classified staff >> hourly. I would say classified hourly staff. >> Classified hourly. Okay, I will make second that um motion. All those in favor say I. >> I hear three. I hear Kaiser, Hall, and Dorsy. Can I get um
095an answer from Roland and Thomas? >> I five. >> Okay. All right. Motion passes five to zero. >> Does Does that make sense, Miss Bell? What we did? Okay. All right. Is that Is that all? >> That that's all from for Miss Ellis. We'll let her for the moment. I mean, you know, from my perspective and looking at this, reading it, I feel like I always have a good understanding of the budget and how it works. You do every month >> compared to >> could be more transparent reading through these things to know what we're spending our money on and what we're doing. I see a lot of I see a lot of work. Of course, my company does a lot of work with other school boards and I see a lot of the same
096stuff and ours is you do a really good job as far as presenting >> the information, letting us know what options we have, giving us Yeah. details. Yeah, it's comparatively awesome >> and and that's why, you know, people in the community, we can if they ask us questions, we can >> confidently talk to them about it because we know you're confident and we we know you're what you're saying when you so from my perspective anyway. I that's how I look at it and appreciate you so much. >> Ever have questions, you're my door is open. >> Oh, absolutely. Yeah. Thank you so much. >> Thank you. Okay. All right. Um, our next agenda item is um, we're going to adjourn to close session. And in this close session, consider approval to I'm sorry, consider approval
097to adjourn to executive session per KRS61.810 1F discussion of board hearings which might lead to the appointment, discipline, or dismissal of an individual employee, member, or student. And KRS61.8101B 8101B deliberations on the future acquisition or sale of real property by a public agency, but only when publicity would be likely to affect the value of a specific piece of property to be acquired for public use or sold by a public agency. Do I have a motion to adjourn to executive session? That motion go. >> Okay, Mr. Dorsy and Miss Roland. All those in favor say I. >> I. >> Motion passes 5 to zero and we are in close session at 7:23 p.m.