LIVE STREAM: April 1, 2026 | School Board Retreat | SCPPS

001kind of breaking down what is high level policy versus procedure level procedure level items. So the budget area is kind of our our first big big step. Um there was some the next policy is that curriculum driven budget policy 3.1.1. I added some language to align with our current practices about making sure that equitable access and there's been the movement in the last few years as we move to various practices and things. There was some additional wording that was able to find and kind of update to make sure that those are considered in these in these revisions. Uh last but not least in terms of uh the the budget policy as I was doing some research across various school boards and again consulting with the forethought group there is a general fund reserves policy. I

002know that's been a focus. I know Mr. Cody, you had some concerns about that at the last committee and board meeting. Um, but this really codifies in policy uh what those expectations are. This new change will really put into place that 16 17% that we discussed that best practice floor is going to put it officially into policy. It's also going to put a lot more detailed discussion about monitoring that reserve, monitoring those items and next steps what we're going to do in terms of making sure that we're in so many words compliance with that policy. So these kind of changes hopefully from the budget perspective will address not only the school board's concerns but bring us up to those be best practice expectations in policy rather than just an understood oh well we know we

003need to do it. This is putting it in clear language questions about the screen just went off. >> I have a question. >> Oh >> see if there's an issue >> I have a question that seeists >> I'm also turning away so I apologize. Yeah, it does sound a little >> Does it sound better? >> It wasn't anything you were doing. >> No, you weren't even touching it. >> Gotcha. >> Something was going on. >> Yes, sir. >> My question is how much is the eyes amper audit costing? >> That I'm going to have to do some digging and looking into. I haven't received a bill just yet. >> I think I need to know about this because I don't want to be surprised. >> Yes, sir. Sure, it's based on billable time and uh

004>> I was going to ask Miss Gray to come up. You're right, Mr. Al. It is based on billable time and those the those that are auditing are pretty high level. So, Miss Gray, you want to add anything to that? >> Yes. So, I received the initial invoice from Eisner Amper that was for phase one of the contract. As you may recall, there's three phases of their contract. So, the first invoice was right around 45,000. We have not paid the invoice yet because I am still going through and reviewing all of the charges before I send it to the superintendent for review. But that's how much phase one was. >> 35,000. >> 45,000. A little a little a little bit to 45,000. >> And we have u two more phases. >> Yes, sir. >> And

005any um idea how much those phases might cost? >> It it can vary. The initial phase is more likely than not the most expensive phase because they were verifying our actual cash. Phase two and phase three is not as much of document intensive. It's more verification intensive. So, it should not cost the same amount because it's not going to require as much leg work for those two phases. >> Any idea expect what you might be expecting? >> I do not have that answer at this time, but I can ask them a ballpark number and we can follow up. Yes sir. Um my question was regarding and I might have asked you this already but if I did sorry >> the 1617% uh general fund sir >> balance is right or or so is that based

006on what what what fiscal time frame is that based on and like a January December? It's usually based on the previous fiscal year in terms of your your estimated floor. So obviously when you're audited financials or your your most recent budget that would be your those general fund expenditures that would be your >> I guess my question is surrounding and I don't know that this the recommendation from whoever provides it gives this and um I think I mentioned this last time is if it's 161 17 and just use this as a hypothetical here. If our largest uh deposit from a tax base comes on Avalor, which is January, February, let's call it first quarter. >> Sales tax is every month, but it's not really the you know, you need the the Avalor if that's based

007on a the 1617% is based on a calendar year, right? So it ends on 12, you know, your year ends on 1231, they're saying you should have 16 17%. Then I would ask what is should it be if you end it on June 30th when you have another half a year. I know we've kind of briefly talked about this. I just that's a question because then I think the number percentage has got to be higher. >> Yeah. I think first of all understanding what you spend on a yearly basis is most important right so from that knowing for us as a school system we won't have as many of the big projects that we have recently completed. So really understanding in this very thorough process that we're undertaking right now will give us a clear

008understanding of what our cash flow is on a monthly basis. And generally speaking on on average what should we be $234 million budget or $200 million. I'm leaning more towards the 215 to 220 range because that 234 came from all the projects that that we had um you know built from a from the district perspective. So your question Mr. Greg is I think understanding what our regular operating and then above that 17%. So it's going to vary from the time to time but having a clear understanding of what our projected yearly budget is on a cash flow analysis then 17% above that >> right and if it's 17% >> or whatever you know >> let's just assume again goes back to my calendar year like like a parish is on if it's 17% recommended at

009on 1231 with your big deposit coming in January well then I mean to me I I would I think if you end the June 30th, it's got to be more than 17. I mean, now whether that's a that's an official recommendation and heck, we we had I don't know. I I'm just it's food for thought, but I don't want to get into, you know, we'll get into it later, but we >> we will definitely track that and and and this board has talked about it as well. And obviously, our long-term investments are important. So, almost think of that if we can position some of our cash in these long-term investments as part of us building up to the 17%. Above and beyond. So on a normal yearly basis, if we're under budget by whatever it

010is, let's say $5 million, then maybe the board will decide, okay, we want to take $3 million that towards that 17%. Something to that effect. >> Yeah. Okay. >> And just a quick update, Mr. Greson, the 17% number is on uh general fund expenditures, not the revenues. So it's it's it's and it is based on that previous fiscal year from July to June, not the not the calendar year basis. So that will be tracked and monitored appropriately. Okay. Uh last but not least in terms of section is moving into the debt revisions and updates. Again this was a matter of review and proposal of or verifying where we were versus where we need to be. It's on the second tab or second page. Existing policies was three policies and one procedure for debt. I'm proposing

011uh two new policies, one renaming and then two new procedures. Um and then we're going to kind of clean up all four of the existing uh policies and procedures. So the district debt policy again we strengthened the language about the limitations as indicated in our annual uh comprehensive financial report. We kind of just added in some additional details as well as the process for review by the state bond commission which is has been again behind the scenes but I want to codify some of that language in policy so that we're in compliance with best practices. Um the procedure as well it's I updated some guidelines around recordkeeping. I wanted to make sure that again it's a matter of best practices. are we truly following what is in the best interest of the school board with

012regards to those retention and retaining those documents accordingly. Um 3.2.1 is the the revenue anticipation notes policy. I think we've been we're going to talk a little bit more about what's happening with that. But one of the things I was looking at in terms of research and best practices a better term for that type of instrument is more of a shortterm debt policy because there are some additional instruments and we we'll talk about again some of these options in in the in some of the next sessions. there's additional options available to you where you issue debt shorter than 10 years. So, I wanted to make sure I updated our policy for not only just consideration of the rand notes, but also additional short-term notes. So, I kind of tweaked and modified that language so that

013it's in some words more inclusive of the options that are available to the school board um on a collective basis. So, that was the renaming. Uh 3.2.2 is going into the tax and bond election policy and procedure. This is again best practices. This may have been documented in some sort of internal manual or format. This was summarized only very briefly in a in almost a sentence in our original 3.2 line item. I wanted to really expand upon the process for bond elections, tax elections, and all the millage process that goes on in terms of the board's involvement, the declaration, and the public announcements and things like that. It's really codifying the official language in into policy and procedure. Uh and then the one of the new ones I'm going to propose was actually a recommendation

014from Foley and Judell our bond council. Uh there is a postisssuance tax compliance policy and procedure. At every bond issuance that the board does in the last say 5 to 10 years. There is a policy that is signed off on internally as a part of the issuance documentation. This is taking that policy and truly again putting it and codifying it into our actual structure in PNP. Uh the language was verified and vetted from FNJ and this language was basically just going to be moved into our actual policy and procedure. Last but not least is our local property tax. This is just a little matter of cleanup. Not a whole lot of major revisions, but I did uh add some information about the the canvasing requirement that happens after those bond election or after those elections.

015So, I wanted to make sure that that was truly clarified in the language. I know there's a lot to cover in policy and procedure in terms of updates. I tried to boil it down as best I can without going into the the detailed documents themselves. >> And and let me just finish from the policy procedure standpoint. Obviously, this is something the finance chair asked that we look into, especially in light of where we were, but we're also still going to work with Lean Frog to verify as well as Eisner Amper to make sure as we finalize these policing procedures that they give us the blessing as well as our standard operating procedures for the business office and really throughout our entire school system. >> So, the other the other two areas uh you're going to

016come back to is later on. >> Okay. I at this at this time given the the focus and the and the direction of the board I think those two areas were kind of our our highest priority and I wanted to to to address those items first. All right. Thank you so much for your time. >> Okay. Thank you, Adam. >> Y so at this time I'd like Miss Babin and Miss Weber to come up. Our next agenda item is a pre-K expansion update. As you know, um the board has approved a pre-K expansion going in next year. There's a lot of work taking place with Miss Weber and her team as well as Miss Babin. Um so we are here to provide an update. I've been providing some enrollment updates through the weekly scoop, but

017um our ladies are going to present just a further a deeper dive. >> Okay. Good morning board members. Uh we are here to provide you with an update on our prek expansion as well as um some updates on enrollment counts since we completed our first round of recruitment and selection last week. So we want to be able to share that information with you at this time. >> So the first um slide here just shows what completed applications we have um compared to last year. So last year's round one during recruitment and selection we had a total of 156 applications that were processed and this year we had 193 applications that were processed. So that is an increase in the applications that we were able to process. We still do have if you um look under

018the chart there we still have 112 incomplete applications. I believe I checked again this morning and it was down to 110. That simply means that families are completing applications on the portal. We are removing them off of our powers school portal and working through making sure they turn in their birth certificates, their income information, all of the other needed documents since we have so many funding sources. So that's why they sit in the incomplete section for um a little while. Again, you can see that we do have those students um that roll over from our prek3 to prek4. So those applications, those are students who are already in our system. We have our new families and then of those 152 new applications. 41 of those are actual Head Start qualified families. And then here we

019just kind of have it broken down by Bthoon Early Learning Center, what we had projected what the future classroom setup would look like to what the setup would be as of April 2026. So, we do have only two DD classrooms currently um set for that site. Working very closely with Miss Van Hovind and her team. There are currently 10 students that would attend Bthoon, but as of this morning, we have three student three more additional students that just qualified through early steps. So, they will be attending that school. So, that would put them at 13 instead of 10. So, we want to make sure that we keep that classroom available for those students as they get an increased enrollment. >> Miss Wber. >> Yes, ma'am. >> How many students are we thinking that would go

020into the three-year-old DD classes per class? >> So, at our meeting with Miss Nasser and our human resources and Miss Vanhovven, one of the things they looked at were the need of students. So you can have up to 11 on their special education rosters, but the needs of the students, we have some high medical needs of students. So at this time on their projected roster, I believe it was four on one roster and six on the other because of the needs of the students. I just I just wanted to make sure because of the fact of what you just said is that sometimes you have these higher needs and it's just difficult when you have kids in a class of 11. So I'm glad I recognize that. >> Absolutely. And as Miss Vanhovven has presented

021before and shared, we don't just staff on a formula for special education and that is from prek all the way through because the needs of the students vary greatly. So while it's a number on a roster, we want to make sure that we're responding to those services appropriately. Okay. And my next question, um, as you know, there's a lot of evaluations going on. So, are you going to continuously accept like at what point are you going to say we no longer can we can't fill anymore because we're at our max depending on the needs? >> We don't plan on that. So, um, if they have an IEP within our school district and they qualify, we have to accept them into our school system. So that's why we want to make sure when we're putting placing

022students at especially at Bthun because there are limited spaces we want to make sure that we have enough spaces for those students with special needs so that we are not filling all of those classes and not having any space at that center and then have to look at going elsewhere which was the reason why we wanted to put all of our three-year-olds on one campus. >> Yeah. And I'm talking particularly about the threes not the fours. >> Thank you Miss Wild. Those were great questions. And so then the next slide just kind of shows you our Carver. So again, what our future setup was and where we are now. Historically, our students who qualify for Head Start are going to start registering later in closer to the summer and when the school year starts. So

023that's why we were very fortunate to have our enrollment um part-time staff personnel help us. So, she is helping to call those families to make sure they can get those applications completed, all the paperwork turned in before we get to August so we can have additional students before we get to that point of do we have enough space? Do we not have enough space? >> And for our regular um zero classrooms, we can go up to what 20 or 16? >> No. So, those are actually a little different. So at Bthun, we can have 15 in the classroom because that's based on bulletin 137 because Bthoon and Carver will both still be licensed early childhood centers through the state department. So they'll be like um type three licensed centers. So we have a maximum square

024footage per student. Eastbank with the new wing, they can have 16 students per class, but Bthoon can I'm sorry, Bthoon can have the 16. Carver can only have 15. >> Fine. >> Thank you. Yes. And in the school sites, those are not licensed because they're within a school site. So they can have up to 20 four-year-olds in those classes. Okay. And so the last slide you'll see is just showing our school-based enrollment for our four-year-olds. So um you will see the list of each of the six school sites, how many new students are registered. Also, then the next column shows our rollover students who are currently in our three-year-old programs that will be attending their neighborhood schools for the total. You'll see that last column is the number of projected classes. And when we presented

025to you all in June at board retreat and then again in the early school year, um we've looked at the historical enrollments. And so we went for when we presented to you all for that expansion of saying if every student who attends kindergarten would come to our prek programs, this is what we need. And so when we look at that, that would be 31 classrooms across our school. You'll see these numbers total 24. So we already have 12 in our classroom in our schools right now. And so we would be adding an additional 12 moving those over. So, we're not at the capacity of um if every student were to enroll in our system, which we anticipated in the first year, we wouldn't get to that cap. Um but we definitely are excited about the

026trend in the data that we're seeing with an increase in enrollment. So, um we're we're continuing to tackle those um registrations that are partially complete so we can have a better picture of where we are, but definitely moving forward. So, thank you for your commitment to our early learners >> and and just as an added, you'll get a clear understanding relative to staffing overall as a school system when Miss Brown provides that. So, like transferring some of those teachers that were at the two centers into our schools. So, this is not going to come at at an additional set of of teachers as we had originally provided to the board. So you'll have a clearer understanding once Miss Brown and and others come up to provide the the overall view of the of staffing >>

027on the um the total number of students in classes projected it see it seems like most of them between 10 11 12 students per class but Alamman's is at six and what's the reason for that >> know that they historically will still register they're just going to do it a little bit later so Yes, >> it's going to be Alamman's and St. Rose are historically our two schools that and our three-year-olds that just historically they're waiting until the very last moment possible. I talked to actually three parents this morning before I got in here um because they had questions about what paperwork they have to um provide and why they had to provide some of that paperwork. And so I think I've also talked with Miss McMillan about getting out the word again, doing another

028push after Easter break and why it's so important that not only do you fill out an application, but then you fill out and send in all of the paperwork that goes with the applications. >> It's crab season. They're very busy. >> Very busy. >> It is. I can >> do Do we have a a limit on the number of students that can attend at each um site for four year olds? Um, so at Carver currently we have additional classes that are not being used. >> No, the the school um >> we staff at the 20 to1 ratio but our intention is not to turn away any of our students and we have capacity. >> The maximum amount of students we can have >> like for instance at Mimosa Park you got 55. >> Can we

029have more than that or or there's a cut off? >> Yeah. So right now we don't I can't say that we have a cut off. If we do 20 I believe as far as building capacity is where that's where the cut off would have to come because if Mimosa I believe in our original plan when we met but Miss Butler there was seven classrooms that could be available for prek moving classes moving teachers reallocating some of those spaces. So if you have seven classrooms at 20 students in each >> okay if if there's no limit on capacity >> and looking at the Alamman's low numbers and the St. Rose Elementary low numbers maybe we can um shut down one of those sites and and fill it in fill move those students to another site. So,

030what we want to do is make sure that we're honoring our commitment in the neighborhood schools, but definitely monitoring if we don't need three classrooms and we can suffice with two, we'll make that happen at >> Not just that, just just just it might be cheaper to bust them to another site. >> Well, I don't think that we want to take into account just the variable of what the financial cost is. You've got to take other things into account when you start the planning for children's education. And I don't want to limit what happens at St. Rose or any other school on the basis of what the economy says. So maybe we ought to take them from Carver and move them to another site. We'll continue. We feel we have plenty of capacity at our

031schools based on where you see the the grow, you know, our families and the number of of people in our family household. So we feel confident that we'll be able to meet the needs of all of our neighborhood schools. >> Okay. >> Dr. Ortland or maybe even Miss Babin or Miss Weber, maybe Miss Brown, have these three-year-old teachers, have they been informed that they're going to be moving to either Bthoon or Carver? >> I know that Miss Brown will be addressing that when she provides her staff. >> So yes, ma'am. >> Because those are usually the questions we get. There's the four-year-old program, the three-year-old program, and teachers, especially with the move. So, >> I want to be able to prepare exactly what I need to say if I get a phone call. >> She's

032been working very hard in regards to that. There's been a lot of moving parts. Miss Brown's led a lot of that work. But if there are no further questions for the prek, we can go ahead and move into Miss Brown's next agenda item. >> Yeah, >> if you haven't got questions yet, then you might be late to the party. >> Thank you, Miss Weber. maybe late to the party because somehow Yeah, I'll I'll forward them to you from now on if you like. >> I'm late to the party. I'm never late to a party. >> So, this next, as I kind of alluded to the board uh previously, we're going to just provide information relative to our staffing. There have been a lot of moving parts. Uh good question by Miss Weber. Um but Miss

033Brown, at this time, I'll turn it over to you. >> Thank you, Dr. Orling, and good morning, uh members of the board. Um if you don't mind I can answer Miss Weber's question um regarding notification. Um it is embedded in my next presentation but specifically we have met with all the employees that we do potentially will transfer face-toface meetings um that is part of our um practice in here in St. Charles Parish is that if we have to move an employee from a location that is a face toface meeting. the next communication they will get is email, but we do value them and we want them to feel that and so they've had those face-to-face meetings. >> Appreciate that, Miss Brown. Thank you. >> Yes, ma'am. >> And correction, staffing is after the federal programs

034update. Miss Brown is leading both. Sorry, >> Miss Brown. >> I will be up here till noon. >> Okay. Okay. All right. So, we will start with federal programs. If you can pass up that. Thank you. >> Clicker. Got it. >> Hi. Good morning, Miss Smith. Thank you for joining us. Okay, so um there's been a lot of moving parts with federal programs and I just want to start by saying um we have a think tank that we formed last fall. Um and it has been a beautiful thing. Um it includes myself from the HR lens, Miss Babin from the CNI lens, of course, Miss Smith who is our director of federal programs, Miss Mthn who has the elementary lens. Um Dr. section is informed and does participate but we it is very heavily focused

035in elementary um and then Dr. Green. So this team has it's it's been really wonderful because we've been able to really understand all moving parts and how federal programs can have a greater impact. And you'll hear that in this presentation this morning where we are reallocating and refocusing those funds um in in such a you know great timing for our district um in order to repurpose things and have greater impact and greater reach. So I will start with my first slide which is um purpose um what is the purpose of bringing this to you all today and why do we want to inform you because we want to maximize the funds. Um we are trying to make sure we are supporting students with the greatest needs at our title one schools. We have six title

036one schools and we also want to make sure the title two funds that can impact our entire district that we are maximizing those funds through professional development and been able to um cast a wider net. So all grant funding has been strategically aligned to reflect updated district priorities and that's the key that's the key behind the think tank is that we are aligned and we feel good about the work that we are doing and that we are very refocused. So in the next slide is purpose. Um just wanted to hone in on the information that we received from the special populations task force is you will hear that in both of these presentations but it is grounded in that um work that was done and needs that were identified through that um those task force.

037Um but we want to increase direct support to our students and our schools. We want to strengthen family engagement and early learning which are priorities within federal programs. Improve efficiency of the federal fund usage and maintain always compliance. So our guiding commitments include strengthening services for students and families. That is always a commitment that we're making when we are in any of our schools, but certainly with title um funding. um ensure that ESSA is compliant, maximize the impact of title one, title two and title three funds, and then align resources to our district priorities. So, just to give you a little bit of funding framework, um just so you know, there are certain our title one funds are to support title one schools and that's where those dollars have to go. Um and they are.

038And then title two, as you've heard me say, that can have the impact on the entire district. So, we have a sum of money that we are going to reallocate for those purposes in order to support all of our teachers. And then we have our English language learners that we are going to support possibly through title title two and title three. Um, but we are looking at all those funding sources. So, all programs are aligned to student achievement and access for our students in need. So last year, last spring, we started looking at some positions to say, is this are these positions aligned to our current priorities? You know, why do we need why are we having these conversations? What are the needs of the district? How can we repurpose things in order to make

039sure that we are meeting our district priorities? When federal programs priorities were developed maybe 10 years ago, um they were developed for reasons at that time. So we are basically reassessing the district needs and saying okay what aligns to district priorities today and what is going to be needed today and over the next five years because we should be re monitoring this you know reallocating as the needs evolve in our district and so that is what we're currently doing that's the work that's happening right now and so the current structures as they are today they do limit our full impact of federal funds so that's why you'll see some changes that we're going to present to you but I want to be very clear about what are our intentions. Um we want our resources tied

040to our outcomes. Um we don't want it heavy in positions. We want it heavy in the resources for students and for our teachers. Um so we want we do not want to have limited flexibility. We want to have our flexibility there to provide service. Opportunities to better align funding is early literacy, family engagement, and of course our special populations. So our first set of positions that we've been looking at probably for the past two years are our class size reduction um teachers. There are four currently in the district and although they we value those positions and they had have had greater impact um there is greater impact that can be made by reallocating those funds. So I did meet with those four teachers. I'm going to place them back into the CLA classroom um not

041in the CSR role to release that funding so we can reallocate that. That is title two money. So we will be able to use that and impact the district, right? It it's beautiful to impact 30 students in one classroom, but isn't it even better to impact the whole district rather than just four classrooms? So, um, and we feel like that we are not necessarily, um, we're not losing anything by having the CSR. If anything, we're gaining and we're impacting greater. Um, so we're releasing those four positions. Funds are being redirected and we anticipate an expanded impact. I know you all have heard a lot about our family center model and changes. Um and so we are excited about this work. Um we do have some messaging going out to our family centers. Our think tank

042met yesterday um to make sure that we are reassuring our community and our families that we do value our play groups. We value that that work and we know how important it is to continue that work. So just so because I know the board has been involved in some you know conversations and information. So I just wanted to reinforce that. But we are we have two liaison that are assigned to Lulling Elementary right now and those liaisons will focus on our title one schools. Um goes back to title one monies have to go to title one schools. Okay. And so we want to make sure that the salaries and the resources that we're allocating as part of this model, they will f excuse me, they will focus on fact sessions, parenting partners, and you see

043our playgroups in here every other week. Um, parents will still have an opportunity and as I was had the blessing of going to many family centers and visiting these play groups, our families do rotate to each of them. I saw Alamman's parents at Lulling. I saw them at St. Rose, I saw them at, you know, Norco. Um, they will have a play group every single week to attend. Okay? So, I don't want you to be um concerned about that. But the model that we're developing ensures that resources are used in a reasonably maintaining title one compliance and delivering consistent services um and a very focused level of service. So, and then we will continue our learn with us bus support as well. Any questions? I have a question. >> When you um prepare your budget

044requests or these changes that you want to do now, were those changes a part of your budget request? >> So there's no necessarily uh budget requests for these. We are using all within title funds. So um we have not um gotten to the part of the the budget. We do know what these items cost um as far as our liaison providing the support for this specific model. Um but basically we are we are working within the title one funding. None of this is district cost. >> Okay. >> Does that answer your question? >> Close. Title one funding and you have title two and title three. >> Yes sir. Does funding come for title one then funding come for title two and three separately or or is the fund funding for all three and and you

045and you can decide where where you want to put the spend your money. >> We do have to be in compliance. I'm going to ask Miss Smith to answer the question regarding use of title one, title two, and title three funds. But we know which buckets, which areas need to fit into these buckets, and we will make sure that we're in compliance with that. >> Yeah, they're separate budgets all um with separate allocations and expectations for each one of those grants. So, they all h they're all separate. >> Okay. So, you don't you do a a budget request for federal funds? >> Yes, we do through EGMS. >> Okay. and and you have when you make a request, let's say you're requesting $2 million, you could say you're going to spend a third or or

046a certain amount for each each um group title. >> So once we submit our super app at the very beginning of the year, at the end of January, February, when the budget comes back from the state, it will be in EGMS. Allocations will already be in from the state. So they tell us how much money we have in title one, title two, title three based off of title one's based off of our students rank our class our school rankings and two and three two is uh staffing based off of staffing and three is based off of our sub population of um eels. >> Okay. And then once you get that information from the state that's when you can make your changes. That's when we make the adjust uh that's when we make the budget. Yes.

047>> All right. That answers my question. Thank you. >> And just to add on to that, um when Miss Smith looks at the funding amount that she's going to receive, um Miss Smith, correct me if I'm wrong, we operate on So when we're planning for 2627, we operate on 90% of that budget, right? We basically forecast out. So we know there's like a 10% Thank you, Miss Smith. there's a 10% um that we don't plan for in case they do reduce you, but you kind of anticipate 90% of that budget will be stabilized into next year. And so that is for planning purposes for us. Um so we can determine what need what we need right now for the 2627 school year. Okay. >> Okay. Thanks. >> You're welcome. >> Okay. >> I'm sorry. >>

048It's okay. Sorry. um the the source of the uh our multiple emails, at least the ones I got, um that they they're clear on like what their next steps are or because it was really more the rumor mill, right? Like I don't know if the car was in front of the horse or whatever the case was, but >> it was a Sunday conversation. That's all I know. >> Regarding family center workers, right? >> Family center teachers. >> Yeah. So we we did meet with each of the teachers. Um we do have communication that is going directly to the centers. It will also be drafted in their April newsletter. Um but a specific message that our family center teachers will deliver at the centers. Um that basically says what we said earlier. We are um committed

049to our play groups. We value that. We are changing the model. I do think it's important that we do change the model and there's specific reasons that we want to be um you know looking at the positions. Is it reasonable to keep specific positions to support this model? Um it's not reasonable. That's why we're shifting to the liaison model. Um where we can still deliver great quality service um and then utilize our teachers in teaching positions in the classroom. Um, so I met with those employees. They have been informed. But then as far as the um sustainability of the play groups, that information is going out to the centers um next week. Oh, well after Easter. So, play centers, I know my youngest son, Ree said, I used to go to them, so I'm semifamiliar,

050but do we uh I know they're not technically enrolled, but do we have like contact information on them or something that I mean, I know you have the flyer there, but in the digital world we live in like is that >> they have messaging too? >> Okay. I didn't know. Thanks. >> You're welcome. >> We've moved past the years that I've >> And Mr. Mr. Gregson, just to wrap that up, we are going to exhaust every avenue to communicate with our families to make sure that they get >> Yes, sir. >> Thanks. >> I have a question. >> Yes, ma'am. >> Um, I'm pretty sure that we're going to cover some more of this and this is all going to be wrapped up into a pretty bow about the differences in the non-title one and

051the title one and the playroups of the different things and the you mentioned the model and the sustainability of the model. I know those playgroup teachers have worked very hard to create what it looks like now. >> If we I'm sorry, miss if we could be respectful of the people that are speaking, guys. >> Yeah, it's hard for me to focus. I'm trying to listen to what y'all are saying, too. Um, are we going to make sure that we're looking at the sustainability of what has been created? You said the model. We want to be able to look at the model and say maybe next year, is it growing? Is it maintaining or is it falling away because maybe liaison weren't the answer? Like I just want to make sure that it's followed and it's

052not forgotten just because it costs less. >> Good question. >> Yes ma'am. And that is a great question. Um and we are in fact that was part of our discussion yesterday to make sure that what are we putting in place to ensure a high quality program and that it's sustainable. Um what you will see that will look a little different is um but consistent across all sites is the focus on fax sessions, parenting partners and play groups. Those are the and that is aligned to title one funding the priorities for federal programs. And so we are just being very intentional and very focused. Now, there may be some school buildings um that may have utilized people outside of these three areas, and we are working with each school principal where we may have identified those

053areas because we did a needs assessment along this way from each principal to identify if there are other um tasks or duties that that employee or teacher may have done. how can we support you to navigate a transition to maintain this quality service for your families and your community um while still just focusing the liaison on these very specific tasks which are aligned to title one programs. >> Well, and I'm glad you mentioned that because this isn't I don't I don't want anyone to ever look at that and think all they do is playgroups. Those fact sessions are valuable. The partnering with the parents is valuable. They bring in teachers. I I've even shared about it too going in at Almonds. bring in the teachers and the parents to say, "But you know how to

054help your second grader with math." It's important. Um, >> and I just want to en encourage you guys to make sure we we follow that throughout the year to make sure that it is still maintaining at a high level of supporting our community. >> And let me just wrap up with the title one because that's the school that I attend and what they offer. I don't know. That's why I said I don't want to get ahead of you because I know you're going to talk about the non-title one. >> Yes, ma'am. >> Also, but we are going to monitor this think tank is is created and is in place and is part of our normal practice. Um, and we do meet on a regular basis. Um, and it it is necessary. This work is necessary

055so we can keep our finger on the pulse. This is not solely fall on our director of federal programs. Um, which is why you see us here today because we're all part of a team effort. um it is a funding source, but it is also aligned to district priorities and all the other things that are wrapped up with that. So, we will monitor and we will provide updates as necessary to make sure that we keep you all engaged and informed. Yes, ma'am. >> Um I have just a quick question going back to slide five about the um funding source and you know we do have play groups, we have the learn bus, we have the ESL. Can these funds overlap? Because I know you have a lot of your um ESL parents that probably go

056to playgroup. I mean, I know you have to learn a bus. I mean, like, so can are you allowed for those funds to intertwine with each other? >> You can braid uh funds. Yes. >> Thank you. >> I like it. >> Record stream. >> It's called braiding. Yes. >> Questioning. Um I had a question on regarding slide six I believe which I think is a fantastic slide um you know why change is needed resources have been tied to positions rather than outcomes but my question goes to the better align funding to the special populations we just had a whole work group on our gifted and talented population are they included in this answer so the professional development the title two dollars can and will be allocated needed for the gifted and talented when it comes

057to title three and miss pad share. Um but >> title two >> title three is just for eels's was my my conversation. Um so title two could be used for the gifted and talented >> but we have we have some >> so so the special populations are broken out by title one two and three as well. You can support special populations out of two uh title one, title two and title three >> at our discretion or the or the rule or the federal guidelines >> at our discretion. The it's within your guidelines of title one >> title one school >> you can hit all populations. In fact, title one requires you to look at all your populations both high above grade level on grade level and below grade level. So, so I I'm I would

058be confident in saying that the the change in these realignment of funding will not leave out the gifted and talented students. >> No, >> that's a fair correct. >> That is fair. That's correct. Yes, sir. >> Okay. So, now we'll talk about our family center support at our non-title one schools. Um because we value playgroups at every site. Um, we are leveraging since we are expanding preK and since we do have Head Start students at our pre at our in our school buildings for next year, um, our family service workers who currently support our Head Start um, locations will be supporting this work. Um, when you look at their current job and how they can support these play groups, I think that they are aligned perfectly to support this. We will have to train them.

059We will have to help develop them and develop these skills. But we are confident and that was in our discussions yesterday on what is needed, what conversations do we need to have. And so we we will soft launch this to phase it in to make sure that we are um giving them the quality support that they need so they can deliver quality programs at Mimosa, at New Sarpie, and at Norco Elementary. Um but we do feel like they are the, you know, group of people that can support this work. They will be in our buildings in our non-title one schools because we have Head Start students there. So this is not coming as an additional cost to the district which I do love but it's also aligning their work as well. So I think there's

060some growth opportunity as well for these employees. So federal programs realignment we are looking at um realignment of a lot of different areas and positions. Um, another position that we are realigning is the elimination of one central office position, which is our title one coordinator position. And we are going to look at using those funds for English language learners and for school climate and student behavior. Now, the title one coordinator is currently paid with title one funds. Um and so you will see here there are two strategic additions not additional cost to the district but two strategic additions using our money that we are reallocating. Um that is one EL coach to support instruction and services for English learners which is one of our special populations task force identifi identified needs and then our dean

061of school climate and student support at a title one school. So, we want to make sure that we are supporting our needs and repurposing. And I think these are two great additions um to help support all of the priorities that we have in our district currently right now. Um our dean can be paid for with the title one funds because it's a title one school. Um the EL coach, Miss Smith, will be paid for with which title? >> It can be paid with either title two or three. >> Just for clarity there, you know how the buckets work. Okay. And once again, that the EL coach was one of the recommendations coming out of that special populations task force. So you'll see that scattered throughout this presentation is that we're really using the data that

062was based on that those task force meetings. >> And also, I think it's very important that we recognize the new accountability measure as well with our ELL. So, I appreciate y'all putting that in there because we know that population is growing tremendously when we did that um special task force and so I thank you, applaud you because this is an area that we definitely need to look at and I just see it growing even more not less. So, kudos to y'all for that. Appreciate it. >> Thank you. Okay, so moving on just to give you all an overall impact when we have the four CR it's total of eight positions but four CSR roles the family center teachers and our title one coordinator that's an approximate amount of $718,000 that we are going to reallocate

063to a dean an EL coach at professional learning so we have a lot of ideas um we have a follow-up meeting on May 7th with our think tank. Once we have all of our district data and we have all of our um needs assessments, sorry, needs assessments from our title one schools, that way we can have a good productive conversation to determine how do we want to spend these funds? What do we want to do and to ensure that we are in alignment with district priorities and to ensure that we are spending the funds where we need them and that is aligned to even our special populations task force. So, we have a little section here just to give y'all some additional although Miss Weber is, you know, kind of speaking to the special populations

064task force. Um, this is just a few little slides to talk about our English language learners and why are we adding that position. Um, I know Dr. Dr. Orland stated it came from our um needs assessment through the task force, but this just kind of reinforces that, you know, the district level ELLL support um being able to provide that coach which is going to push support down to our schools and ultimately our students. Um so we want to make sure we're continuing to grow and grow our teachers so we can grow our students in this area. Um then when you look at the next slide for rationale um they're supporting preK through 12 English learners um and Miss Smith will have to work through the pieces and parts where is the highest need for this

065coach right I know we had that conversation yesterday um where do we need to focus this coach and is that meeting our needs you know and what are any additional needs we are going to just like anything else with the family centers we're going to continuously monitor that's the wonderful you know work that this think tank is doing is we're we're all very laser focused on all of our areas. Me for human resources and Miss Babin for CNI and of course Miss Smith for um federal programs compliance and support of these programs. So a lot of what we're saying it aligns to to that as well. So, um, distinct instructional structures that we want to put in place to support our English learners, establishing one EL coach position and seeing how that impacts and what

066that, you know, what what are the outcomes as a result of that and then implement, monitor and scale support over time. So, this is the beginning for us, right, of this type of support, focused support. So, we are going to continue to monitor and provide updates. >> Just just real quick for clarification, I want to make sure The EL coach will be paid for by a breeding of one, two, and three funds. >> Um, it could be a it could be braiding of those three. It could be >> Thank you. I thought breeding was an odd word. All right. Braiding. >> I mean, possibly breeding, right? But we but just braiding. Thank you. >> We could braid them, too. So if we braid them, that just means you don't take it all out of one

067of the titles and that way it would leave some additional funding. May be necessary to pull from title one and two because they will be supporting title one schools but title two so they can support the other schools if necessary. If there's enough funding in one that it doesn't take away from any other initiative then you pull it out of one. >> Okay? So it can be funded by all three. So it can be used >> in all three. >> Exactly. >> Okay. >> And by the same token, and I apologize I'm dovetailing here. By the same rationale then for our gifted and talented services, could that be could that same rationale be used to blend all of the the the the title funds so that can be used at any school? Uh yes because

068in title one as I'm meeting with title one schools now I am reminding them they are still responsible for not just those students that are low performing or not meeting grade level standards they are also responsible for the students who are above grade level. So right now they have been challenged with looking at what are those initiatives within the building that we're additionally supporting those students with title one. Title three will allow you to do that same thing with our EL population because we also know that they're oftentimes left out of that gifted and talented population and it's there. Title two is only professional development and I would leave that to uh Miss Babin because that's where you start pulling in support to teachers to support students uh that may be gifted and talented. >>

069Absolutely. and just looking at in collaboration with these positions. So looking at the EL coach, making sure that the EL coach is sitting at the table alongside the CIA staff so that we're planning and looking at those instructional resources and and looking for those leverage points for our students um who are identified as EL as well. >> I apologize it'll be my last part on this. So, if I heard this correctly, title one and if we're on the with the lens of gifted and talented can be used to support gifted and talented title three can be used to support EL and gifted and talented eel >> within the EL population. >> So, with with that then is there any title one funds that are used for EL gifted and talented? >> Yes. >> Okay. Why

070if if title three funds >> EL gifted and talented? Why? Because it seems like to me then we're we're limiting the pool of nonl gifted and talented if we're using funding that only can be given to that group to supplement a group that has their own funding. >> So in title one, a lot of ESSA from title three has been moved over to title one. So, a lot of the laws that were required in title three have shifted over to title one because they've explained that a lot of our e population are at title one schools. However, to your question, the funds are there if needed in title one for your EL population, but you don't have to use them because you have title three funds to support the EL population, which then now leaves

071your title three funds open and available for all other students in that school, which is what the conversation is now. Look at your entire population in your title one schools. And that's all we're talking about right now with title one funds. If I look at my all my population, then I do need to be supporting my gifted and talented with my title one funds in my title one schools. >> Yeah, it just sounds like we're what I'm hearing is we're being a little cannibalistic on that when we have separate funds for EL gifted and talented in title three, but we're also using title one funds because of the rules that have been put into that. I believe it doesn't look in my based on the we we know that there's a lack of gifted and

072talented support out there for for all the populations. Are we saying that the EL gifted and gifted and talented population is the most populous of our gifted and talented because we're pulling from two different fund fund sources for it. >> Yeah, but you don't have to. We can >> we are >> you just said we are we are doing that. >> Currently we're not. >> Okay. >> Currently we're not. >> Okay. I I understood that we were doing that. >> Okay. So, I would make sure that we are being extremely mindful of where those buckets come from so that each population has has its rightful uh >> But I I can't necessarily agree with the logic there, Scott, because when you talk about earmarking money and it can only be used in that particular vein,

073I believe that there's a larger piece that you need to take into account. And that is if a certain category of funding is not needed fully to fund that aspect and there are dollars that are available that those dollars are to be used to fund the much more needed program. So, I'm not I'm not necessarily supportive of allocating x number of dollars here and it can't go outside that you see. I just think that we ought to fund programs that are necessary and that can that can uh enhance the education of children >> and that that will come out in all of the needs assessments correct when they complete them at the school level. And to circle back to your particular questions, Mr. Cody, regarding the gifted and talented task force, we are looking more

074intentionally on the programmatic side. We feel like those are regardless of funding, we're able to make some programmatic decisions. Miss Van Hovin and I are working through those that we definitely think will have even a greater impact moving forward. So, we're we're going to be prepared to share those with you very soon. >> Okay. Thank you. Okay. So we will focus now on EL coach primary focus areas um which is the K12 instructional support with the ALP aligned strategies and co-eing. Um Miss Smith you want to tell them what the ALP testing is just so they understand what that >> uh that ELP is the English language proficiency test that our EL students take to determine their proficiency levels in reading, writing, speaking, and listening. >> Thank you. um literacy development, um teacher support through

075PD and the PLC collaboration, monitoring of the EL, um exited and long-term students, support of graduation pathways, intervention and assessment, and then family engagement and communication. So operational considerations as we are doing this work and trying to determine our focus and our intentional uh steps forward. We just want a clear delineation of grade band and responsibilities scheduled campus rotations and this is just operationally what is needed to make sure that we are able to put the right things in place in order to move the data and student outcomes. define coaching cycles which we currently have already but just being very focused on that and of course regular collaboration between the EL coach um curriculum instruction and assessment team to ensure instructional alignment um and then direct reporting structure to district leadership and the CIA department.

076So just making sure that all the wheels are moving in the right direction and that all the pe right people are at the table on a regular basis having those conversations to understand next steps. So overall what we've talked about is um funding that is being used strategically with compliance to support high impact roles um positions funded through as Miss Smith has um as you all have had great questions um and Miss Smith has responded you know what goes in the title one title two and title three buckets um and then those remaining funds will support school-based programming student services and family engagement. So, we are we are looking for greater impact. That's what we're trying to do. That's the name of this game is maximizing human resources and greater impact. And I think we

077are accomplishing just that. We're super excited about next year and to see how all these changes in this work over this past year because this work has been going on for for almost a year now um to reallocation, not a reduction, maximizing outcomes for students and families. So, we're shifting school-based services to ensure that we're aligned with district priorities. And another shift that we will be taking on which is I think will be a great shift and provide great support to our federal programs and the goals and priorities of our think tank is federal programs will be aligned under instructional leadership. Um that way she has that support in that department of curriculum instruction and assessment. So we will be realigning her under that supervision. And so she has access to that team, the other

078co instructional coaches, they can certainly plan and do all the wonderful things that they need to do to collaborate and be right there housed in that department. So we are excited about that for program coherence, instructional alignment and accountability. So in summary, federal programs are being repositioned to deliver greater impact, stronger support, and long-term sustainability. um that is maximizing our fed federal funding, strengthening our services for our families, ensuring compliance. Um we we always operate in that space, aligns to district priorities and focuses resource where they matter the most and it is always based on our data. So anything that when we're trying to determine funding, there has to be data to support that. um that is where we're grounded and you know that's why out of the SP special populations task force you know

079it is all based on data and information that's being shared and considered so we know that we are focused on the highest priorities and putting those dollars exactly where they belong. So our next steps for April's board meeting are going to be to bring the we are having some modifications of the director of federal programs job description since we're having an elimination of one position in central office. Um we will also bring in the EL coach job description um program and organizational realignment making sure the federal programs is under that CIA umbrella to have maximized support there and then also continuing to roll out May 7th we will be talking about additional school-based supports to utilize that additional funding that we have um reallocated. Any questions? >> I have a question. The um um federal

080program allows a a small percentage of um Head Start budget that could be used um to get people who wouldn't normally fit in um or would be approved to receive services. I don't know if you you understand what I'm saying. I just remember when we had so many students um we could we could um take in and they allowed a small percentage maybe like two students um if they weren't technically eligible for the services to receive them. Am I correct? >> Um Miss Smith, do you have a response to that? So you're asking um Mr. Alexander funding for Head Start students. >> Yeah. When I remember when I was on the selection committee, >> we we had to review all the applications. >> We can have Miss Miss Babin, if you don't mind, have Miss

081Weber come talk to her and then we can provide that information back to >> Absolutely. I can provide. And um I was just on this selection committee a couple of weeks ago and I think you can have like 10% over the the the poverty um qualifications for Head Start eligibility. Is that what they're talking about? >> That's exactly what I'm talking. >> So that is already built into the Head Start formula and the funding. So that is separate from title, but there is um a certain portion that can be for overages for over income. >> And that's leading up to my question. Okay. My question is, we it looks like we're going to be providing services to students who wouldn't qualify for assistance. >> Can you elaborate on that? Are you talking about at the

082at our two early learning centers? >> Be uh providing um I can remember the um let me see if I can find the slide. You're going to be sending some people for uh something playground support >> playgroup support at non title one schools and the reason why is because you have head start students there. >> Yes sir. So, our family service workers that support our Head Start centers. Currently, right now, they work out of our um Carver and Bthoon um campuses. And now, we are shifting our Head Start students to our school campuses. And so, they will have to transition some of their work to those school buildings. And so since they're going to be there doing that wonderful work, um what better opportunity than for us to leverage their, you know, their resources, human

083resources in order to connect with our families, um and continue the the early learning work that we are currently doing right now. So, and they can because they we will have Head Start students in our school buildings, >> right? But are you kind of getting in the gray area by providing services to non Head Start? >> Okay, I can answer that one for you. Um, we typically have had they're already funded through Head Start, the family service workers. And so since they're paid through Head Start funds, >> previously all of our Head Start students were housed at two locations. Since now we're going to have them at our six elementary campuses, they're still required to provide those services and supports to families and students. So, they will be traveling already. They host playgroups. Where we

084host them is irrelevant. So, they're going to be able to host those playgroups at the non-title one schools as well, >> but the the playgroup support will only be for Head Start students. No, it's inclusive of and so just like we have over income students already on our Head Start, what we typically uh right now have as Head Start campuses, anyone can come to those, the same thing would apply. >> So, back to the 10% limit. Is there a limit of non Head Start students who can take advantage of federal services? Is there a a limit? >> Look into the the play group more. I don't think um nothing that we've read has has caused us to think there was any reason to be alarmed because anyone can attend play groups currently. >> I'm seeing

085a yellow flag in my mind. >> Okay, we'll look into that so you can have peace of mind as well. For sure. Well, I guess the qu does the question refer to the 10% limit in terms of numbers of students who are served or does the 10% refer to eligibility requirements? I I think that's where the where the confusion is. >> I don't think it has to do anything with the the number of students served. I think it has to do with eligibility requirements. A student may exceed 10% of what the eligibility requirements are. That still allows him to receive the services. So I think that may be where the confusion is. >> We'll get clarification again to mind. We go back to the Scott to the question that you and I were talking about

086earlier in terms of uh designated dollars. If you are offering a program at a school to serve two children who qualify for the program and the teachers going to be there all day. uh just because the money was directly allocated to serve those two students, you know, when you got a barrel of water, you know, everybody ought to be able to drink it. >> Yeah. >> So that that's the I think that's an example of what I was talking about. >> All right. Thank you. And that concludes our federal programs update. Now, we're going to roll right into our next, which is the staffing that and she's going to Miss Brown will allude to some of the things from this federal programs update as well as some other areas relative to our staffing. So, um,

087and some others may come up to the table as well, Miss Brown. >> Thank you, Dr. Orling. Okay, so you will notice throughout this presentation, um, we have a lot packed in here. So, please stop me just as we did with federal programs and ask any questions that you may have um because there's a lot packed in here and I want to make sure that I provide very clear responses to you and anything we need to follow up on, we will certainly do that. So, what is the purpose of our update today for you is to provide our annual staffing process. This is a lot of what you'll see here today is what we normally do every spring in order to prepare for our next school year and to make sure that our schools are

088staffed appropriately to service all of our students. So, we are aligning our workforce, making sure that we're focused on instructional priorities and fiscal responsibility and our commitment to protection of our picks, people, instruction, compliance, and safety. And so, that is where we are grounded. Our guiding commitments is to maximize, and you've heard me say this already a few times, existing resources before adding any costs. And I'm I'm happy to say, and I'll say it again throughout this presentation, this there are no added costs at this time. And you'll hear that throughout, um, we have a shift in reallocation of resources, but at this time there's no added costs. So, I just want to make sure that I'm clear on that. Protect classrooms and student services. Prioritize compliance and safety and strategic reallocation over reduction where

089possible. So those are our commitments and that's where I have been laser focused with all of my team members throughout the district because it has been a huge um undertaking with everybody in the district working together collaboratively in order to accomplish where we are today. Um so just to give you I'm sorry I was not advancing my slides. Okay, district staffing overview. So, this kind of includes all the areas that I'm going to touch on today and it's basically staffing updates. It is comprehensive. We're looking at enrollment changes. We're looking at reallocation of funding sources, which you just heard a lot about. Um, expansion of prek and special education programs and needs identified through the special populations task force. Um, you'll hear a lot of that throughout this presentation. So when we talk about district

090staffing, what areas are we touching on today? Its information technology services, curriculum instruction and assessment, equity and student support, federal programs, sped, special education programs, and prek expansion. So those are the departments and areas we'll talk about throughout this presentation. So this next slide shows our, you know, is telling you that we are having an enrollment decline, right? Right. And we've kind of been in that posture for the past few years. Well, every year in the spring, I respond to that and so did Miss Weber when she was here. Um, basically we look at the projected enrollment, we get that enrollment, I update the superintendent and I say, "Okay, so it looks like these schools may have a minus one, these schools may have a plus one, you know, how do we want to respond

091to that?" You know, and making sure that we make those appropriate adjustments and shifts. Um, we also look at our attrition and any retirements or resignations that we have. And so we know that we're going to place people where we need to and make sure that a school is not overstaffed, right? Because we don't want to have that. So this is normal part of our normal process. I'm just giving you more detail today um because we want to make sure that we are um providing you clear information and how it impacts the overall budget for personnel. So >> any staffing reductions, nine positions, does that include the conversations we've had just a few minutes ago with the federal and all that? No. >> Okay. >> No, this is just based on enrollment of schools ratio.

092>> So when we look at our K12 schools, this is me looking at enrollment of each of those schools and saying, okay, how many teaching positions do we need at X school? Right? So when I looked at elementary, there are nine teachers that we would have to reduce by overall. Not every school has a minus. We call it minuses because we'll have to place that teacher somewhere else in the district. Um not every school, but this includes of the schools, there are nine total in elementary, one at middle, and six at high school. So if we have a position where we may have an elementary school and they um have a resignation and they had a minus one, it cancels out. But I'm still collecting it as a minus because overall if they had 20

093teachers now they have 19. So it is still a savings there. Okay. So I just want to make sure that I'm being clear. So it's 16 total positions. I did add each salary of each person. Um and then I added on the benefits of each one and that is an estimated. The benefits is an estimate just to be super clear. So it's approximately um 1,479,000. That's with those 16 positions having that reduction there. Okay. So then we look at placement strategy. We look at existing vacancies. We look at attrition. At our board update um most recently in March, there were 22, right? Resignations and retirements, there were 22 that I reported. So those vacancies allow me then to place our minuses into those positions and to look at any additional needs that we may have

094across the district in sped or prek and it allows me to start putting my little puzzle together. Okay. So existing vacancies, attrition and program expansion through prek and sped. What what is the the current enrollment and what is our projection for next year? >> I don't have our current >> this year is around 8,800. We're expect to be around 85 to 8,600 next year. >> We're expected to be around 86 200 fewer than where we were this year. And we've seen that pretty consistently between 150 250 the last three or four years. And and as I've stated previously to the board, there are very few school systems in Louisiana that are increasing in student population aside from like Ascension. Uh Livingston is one and one somewhere up. >> Even honestly, Ascension for the first time

095going in next year, expect a smaller decline in enrollment. >> But yet our special needs and ELLL enrollment is increasing. Right. >> Are those other districts having similar experience? >> Yes, sir. Very similar. Doc, >> Dr. or just want to ask it are is the U population um >> um going down in the parish >> I would assume so based on where our students are enrolled if you recall I think from the last update from um what's the company I can't think of the name off top of my head that does the >> uh central planning >> central planning uh the numbers were down a little bit lower that than where they had originally projected so it does seem as So there's still a small decline in in the parish as well, Miss Ellis. >>

096Okay. Thank you. Okay. >> Okay. So our notification process and I just wanted to be very clear and intentional and share with you all how we and I kind of shared a little bit when we started before our federal programs. So basically we identify, you know, which schools will have to reduce. I do go out and meet with and I have met with every single employee individually with their school principal if they're available. Um that way if we are shifting them which if I'm meeting with them I'm shifting them unless there's a resignation or retirement in that school building and I can leave them there. Um it is always my priority to leave them in their school building if I can. So if a vacancy comes up I want to leave them there. But first

097and foremost we prioritize certification. So if I'm going to leave them there am I putting them in their field right in their based on their certification. So we're very clear and transparent. Um I do get a lot of great feedback. back. I want y'all to know that cuz we have a lot of teachers that come from other districts and they thank me for being able to come out there and speak to them one-on-one. Why? Because we value them. We, you know, we know it's hard for people to move from one school site to another. They get very connected to all their friends in that school building. So, it is hard, but we make sure that we value them. We listen to their preferences and I that's the first thing I say is I will always

098prioritize keeping you in the building. I will always prioritize your certification because that's compliance and we need to do that. But the next thing is if I can't keep you here, what information can you share with me on priorities? East bank, west bank. Doesn't mean I can do that, but it means that I'm valuing that employee and I want to make sure that they understand that we're going to do our best to ensure that we place you in your area of preference outside of the two areas that are certification. And if we can leave them in their school building, then we certainly will. So, I just wanted y'all to know a little bit about that and but how that process has taken place. this is probably the most um number of employees that I've had

099to meet with this year. And so um there may be some chatter around the district or in the community um going to you all and I just wanted you to kind of have a handle on how do we handle that and what do we do? So I will notify our employees um before job fair of their placements. There's some internal position notices that are currently happening right now and I need those vacancies to be filled and then I can determine final placement and where we will place our teachers for next year. Okay. So now we will get into the departments and the areas that I just want to update you all on. Um starting with our phase three organizational alignment which involves our two executive directors um equity and student support and executive director of

100student services. Um that is we are consolidating to one executive director which you already are aware of that but I just want you to see the whole picture. Um reallocation of one senior secretary to support its aligned with the assessment from leanfrog. So we are, you know, trying to find the wins at no additional cost and being able to support those departments as best as we can without adding cost to this district. And so that was one area where it's not additional cost to the district, but it's going to help meet the needs of that department. So we're happy to be able to do that. And then, you know, that we had that um as a result of our consolidation of executive directors, um the addition of the director of mental health and counseling, and

101then aligning staffing and evolving district needs with no additional cost to the district. And that is the name of the game right now. Okay. So the next slide is CIA and this is really just we appreciate our friends in curriculum instruction and assessment and Miss Babin for really taking a very hard comprehensive look at her team and determining where can she reduce in order to meet needs of other departments, right? Where can we maximize those resources without impacting the current services that we are providing. Um and so she was able to have a reallocation of two literacy interventionists. This is not impacting anybody's positions. These are vacancies that we are going to reallocate um to our sped needs. They also had um an assessment and looking at through the special population task force some positions

102that they needed in order to support the needs of their students and their growing population. And so we are looking at the whole puzzle to see where can we shift and allocate and where can we prioritize the priorities and that's kind of what we're doing right now. Um in addition there's a reallocation of a literacy coach to sped to support student needs as well. So we are repurposing these positions in order to maximize our services for our students. Um, in addition, you've already seen this, but just to put all the pieces of the puzzle in there, shifting one secretary from the arts to the ELPAC to help with the operation side. So, basically, we're overall strengthening the student services and compliance efforts. >> So, the reallocation the sped that's enabling us to keep up with

103the increase in enrollment in that area. >> Yes. Yes, sir. >> Great question. Okay. So, I am going to touch on I know y'all heard a lot about federal programs, but it is part of my big overall puzzle. So, I just wanted y'all to have that information as I'm going through each of these areas so you can see that overall impact. So, you know, we're realigning federal programs dollars and we have that one position that we are eliminating. We are reallocating to our schools and our family center restructuring. the federal programs reallocation is for greater impact to make sure that we are providing the most um support that we possibly can to each of our schools um all of our schools across the district and making sure that we're meeting the needs of our title

104one schools which is aligned to federal programs priorities. So, you know, we talked about the eight positions, which is the CSR roles, the family teachers, and the title one coordinators for an approximate cost of 718,000 that we are currently using those dollars to figure out, you know, where are we going to position those dollars to maximize services and maximize human resources. So, this is just a recap of those two positions that I talked to you about earlier in the federal programs. one eel coach and that's the salary range just to give y'all some numbers. Um and then the dean of school climate and student support for Lulling Elementary and that is again you see that salary range there and then we have approximately 550,000 that we when we come back together on May 7th we

105will determine okay how based on data based on needs how do we want to spend that money any questions moving on okay sped and specializ iz program support. Y'all have heard a lot about SPED, right? And we are we are really excited to be able to um provide them some additional support to meet those needs because we know it is truly a need. Thank you, Miss Van Hovven, for joining us. Um so we have a reallocation of vacancies to support our growing population of SPED students. Um, and so this is no additional cost to the district, but we are able to meet those needs with the eight teachers, two speech language pathologists, and two talented teachers, which is in compliance, right, but also meeting our needs um for each of our students. And then the

106reallocation of existing resources, the three general education positions through the literacy interventionist and literacy coach that we are going to reallocate to support our um sped positions in central office which is one behavior interventionist. They are central office but they do support our schools every day and two elementary sped facilitators which is greatly needed. Um and that work came out of the special populations task force and so we we feel really good that we are able to meet those needs. Um, and I do have Miss Van Hovind here, um, if y'all have any questions for her. But we are also elevating, again, not an additional cost to the district, the assisted technology and specialist to coordinator of assisted technology instructional support of complex needs. And that is going to be paid for through funds, which

107is another funding source in order to at least engage a portion of the phase one sped restructuring. So that's what we're doing. We're grabbing where is our highest need and what can we do without adding additional cost to the district. >> Miss Van, I was go ahead. Miss >> um >> when we talk about the special ed um populations, are we is that the three-year-olds as well or is that coming out of a different source of prek? Is all together? No. No. So, you're talking about the additional three-year-old special education teachers that went through staffing and was approved based on the number of students we have at East Bank and >> West Bank at this time. >> Okay. Thanks. >> That is in my number here. So, just so you know, that's part of that

108eight. >> Sorry. >> No, no, you're okay. to add as well is these elementary sped facilitators are to address the increase in the significant needs that we're seeing in behavioral supports. So, it's not just adding to that overall number, but very intentionally looking, as Miss Brown referenced, it is part of that phase one of the reorganization and looking at the very intentional supports that are needed for our students and our schools. So the eight the eight sped teachers some of those are coming from regular enrollment vacancies. >> Yes sir. So on my many slides ago we had 16 where we actually reduced um and I'll probably have an overall financial impact coming up soon but basically we reduced by 16. You know how many total vacancies? I reported 22 at the last board meeting. We've

109had a few more since then. looking at our overall reductions, right, just based on normal attrition and based on enrollment changes and vacancies and what can we shift without adding additional costs and is there a net cost savings and I'll be presenting that shortly. Does that answer your question? >> To answer your question, yes, the aid is coming from the 16. >> Okay, moving on now just to um touch on the prek expansion and strategic alignment. Um, we talked about the impact of our minuses in each of our school buildings and we looked at certification of every person in the elementary area. Where could we place them? And I'm happy to say that as Miss Weber has reported, you know, the numbers on prek, we're not adding additional cost at this time. She does have

110112 that still need to be processed, right? But at this time there's no additional cost to the district as a result of the prek expansion because we're able to use our minuses, our employees that have to shift from another building into those positions and they are prek certified. So it's a beautiful thing to allow us to just fold it all in without any additional cost there. Um so we will be having se some additional um conversations and again these employees will be notified before job fair because remember when we have job fair on April 21st we want our principles to know what am I filling what vacancies have do I have remaining um and so that's why all this work has to happen and notifications have to happen for each employee at that time okay

111and here's our financial impact summary So there's 16 positions that we reduce based on enrollment. Um reallocation of three positions to sped to meet the identified needs. Um we have our 12 positions to meet our needs of our sped talented and speech language pathologists. Um and then that is an estimated net salary savings of 450,000 right now. Um additional savings from central office adjustments. We're see we're we're constantly looking and monitoring. I can tell you we are laser focused. I am laser focused because this is a hat that I wear. And so I'm asking lots of hard questions to say, okay, do we need this? Do we need to replace this? What do we need to do? Um because I understand the charge and I understand the work that needs to happen and we are

112very closely aligned in those conversations. So I hope that that number is going to continue to go up. um and then placing those federal funds so we can continue to minimize additional costs to the district and utilize our funds through IDEIDA, through title money, through any other funding source that we can maximize that first, then decide is this a need and what do we need to do moving forward as far as staffing and personnel. So just to wrap it all up for you all, we are very focused on our picks, right? our people, our instruction, our compliance, and our safety. Aligning staffing and enrollment trends, which is our normal process, prioritize student services and compliance. Maximize funding and resources. Supports employees through strategic placement, and strengthens long-term district sustainability to make sure that we are

113operating in alignment with all of our areas, including finance. And then our final next steps um and you saw some of these in my previous presentation but we will bring the director of federal programs job descriptions because we are going to have some changes for that. Our EL coach that is a new position that will be paid for with federal funds. Our assisted technology and sped specialist that will um that role will change slightly paid for through IDEIDA funds. Um our organizational realignment we are going to move federal programs under CIA. We are also going to move early childhood under CIA. That way they have that support of instruction and very focused on all the priorities and that we're in alignment. Um and in addition just some leadership realignment. We will move our director of

114early childhood um basic I'm sorry administrator of early head of head start will shift from the director of early childhood to the executive director of elementary schools. That will be in alignment with all of our school buildings. So, is it fair to say with the reduction of the number of student enroll enrollment, but with the addition of the the preK4, universal preK4 and the additional special education students that we possibly could have had a reduction of force hadn't we added the prek and the the additional sped students? >> I want to make I want to make sure I understand your question. if we wouldn't have had Oh, it's it's one way to look at it, right? Um is that we had those vacancies to place them in. Um I really can't answer if we would

115have had to do the >> So, I think it depends on a lot of things. I mean, if student enrollment was the exact same as it was this year going into next year, it would have been much more difficult to to handle. I I'll say this too, and I don't know if you picked up on it, but those family center teachers, okay, uh were funded originally by federal funds. Now, they will be funding um the the specialists or whatever the title is for those schools and those teachers are filling vacancies across the entire district, right? So, think of it from that standpoint. We're shifting some of the the the funding, but we're able to overall right now still save and we're still looking at at opportunities to save. And then we're going to get a

116little bit further into interim budget savings options for the board to consider and for us to consider from an operational standpoint, knowing that we're still working towards that interim budget. Uh but just talking about some of those things and really asking our team if there's a vacancy, can we support the vacancy needs of that school or department without currently replacing it totally? So it may come at at an additional challenge, but we'd much rather take that route than the word you just previously mentioned. >> Mr. Well, Quinn, I I I believe, and I could be wrong, that the um prek and fouryear-old students are included in our enrollment. >> Not current. Well, it's but it's we don't currently have a universal prek. >> Okay. But but I think I'm not sure what what you what

117you're implying, but I think our en total enrollment of 8,800 students has to include our head start all the all the kids that we're serving >> currently. Yes, sir. >> Right. And the enrollment is down 13% since I first came on on the board. Yeah, it's about between two and 4% every year for the last five years. >> But we are hopeful, right, by expanding preK4 that we'll start to see a increase overall. >> And and what is the um increase in sped students? >> It's about 2 and a half% from beginning of year to end of year each year over the past three years. So there's about a two and a half to 3% increase each year. >> The last how how So you if we multiply that it's it's up to over 10%.

118>> Yes, it is. >> In two or three years, you see? >> Yes. >> Is it over 13% right now? Currently, you know, off the top of your head, >> I believe it's 14% off the top of my head, but over the past three years with from beginning of year to end of year, there is a consistent two and a half% increase. So, it looks like we going to become a special ed school district. >> We're going to continue to respond to the needs just as any other district is experiencing as as Dr. Orling shared um while we're experiencing a decline in enrollment across the state and nation, it's it's experiencing an increase in that. So, that's >> and increase in spit. >> Yes. And so our staffing shifts. Hopefully you're seeing that we are

119trying to be very intentional with meeting the needs of of those changes in our population. >> I'm glad that y'all are aware, but I think I'm speaking for myself. I'm I'm being enlightened enlightened by the reduction number reduction of regular students and the increase in sped students. >> I guess my concern is just a little bit different. >> Microphone please. Sir, >> I I said I guess my concern is just a little bit different as it relates to this particular matter. I am more concerned about the categories of decline uh as opposed to the numbers of decline. I think that over the years we have had an increase in specialization in special education and we have more people now qualifying in some of the less challenging areas. For example, uh Scott, going back to you

120again, gifted and talented. I think we have more. So I wonder if maybe for for for one of our next discussions on this, we could take a look at the categorical changes in student population in special education over the last 5 years, 10 years, whatever you you you want to look at it, so that we could see just where that change is taking place. If we are we having more students in our behavioral classes? Are we having more? You see what I'm saying? Absolutely. So that concerns me just a little bit more because where we allocate the dollars u are we having more children coming in uh in the um in in in in the special ed I mean uh prek programs uh than we have had before which contributes to uh the success we're

121having in in the district. So we can make all kinds of inferences from that kind of data as opposed to just generally looking at at a decline. And Mr. Smith, we we'll bring that information back. That was and to your point, that's how we structured our special population task force meetings by providing that data at with those it was basically a needs assessment for those specific populations. uh but we will bring those data slides back to the board for further discussion. But we are trying to take a very strategic approach specifically just like you said uh based on what the data is currently showing us according to those different categories including increase in talented if you notice there is a an increase in services for our talented students and that came out of our special

122population task force and based on those numbers. So um you said that we other school districts are are the same things happen decrease in enrollment increasing in sped numbers. Are any of our surrounding school districts seeing a decrease in their special ed numbers and we're seeing an increase. Can can that be answered or >> I can't answer that. We can definitely look to to to see what that um the neighboring districts look like. I can tell you um there's a significant number of students um transferring into the district each year. >> Yes. >> Um and >> I mean I I and the reason I asked that I know some realators and and they've specifically said that people bought this house because they lived in a neighboring district but they wanted to receive the special education

123services that St. Charles Parish provides in comparison to what their district that previous districts provided. transfer in >> transferring in for these would be sped students. >> These would be special education students, disability. >> I I have um currently at this time today at this date um are we seeing any positions that we need to be filling? I mean, do we have how many positions are available today that when they go to job fair? We know that we need to fill those. Is it more in our high school content? Is it more about probably our spad areas? I mean, what are we looking at? And what school is um let me see if I can word. What school has the most um we're going to know going to have spots that need to be filled?

124So on the regular let's talk about put them in categories. um on the regular ed side currently right now I think there is um for high school I don't know that I have a position in high school at this moment at this moment um today >> correct um middle school and the the reason why we're still placing all of our all of our people right and before job fair I will I will have placements um we are still looking at middle school I do have some vacancies in PE and math However, I'm probably going to fill those with placements. Um, and then in the elementary, I do have sped and I do have some regular ed positions. Miss Babin is in the process of filling our internal position notice for our literacy interventionist vacancies. Um,

125I don't know what's going to be a true vacancy at this time because I am placing all of our people and then I will provide a report to the superintendent so we can determine, okay, which positions going through the test that he spoke about which positions do we want to fill in the vacancies. Um, I'm not saying we're not going to, but we we have to, you know, we're charged with looking at each of those vacancies before we fill them. So, I don't have a conclusive um report at this time because I want to be able to place people where they need to be and notify them. Um and then we can provide an update to tell you based on those shifts. August, I mean, sorry, not August. Um April 8th, I'm meeting with my

126team to make those final decisions on placements. Um and then I will have a better picture to say how many vacancies do we actually have now? and how many, you know, are we going to hold on any of those or are we going to go ahead and fill those? What is the impact if we didn't? So, I think we're just really taking a hard look at each area, moving a little slower than we normally do because we're trying to be very carefully laser focused on the charge. >> Um, thank you for that. And and I am very aware how fast things can change very quickly. So, thank you. I just, you know, people reach out to us as board members. You know, I really want to apply in St. Charles Parish. I'm, you know, do

127you know if there's any vacancies? So I just tell them apply, >> you know, and you know, you don't know because it changes so quickly. So I want to make sure what I'm saying is true. True. Because a lot of people are saying we're hearing that St. John's Parish is not hiring. And I said, well, that's not true. You know, we we do encourage you to apply. So please do. And you know, we will invite you to job fair if you meet all those requirements. And if not, just continue to reach out. So, I just want to make sure my language is being said correctly. >> Yes, ma'am. And I appreciate your question. And I know that we will need a speech language pathologist. I know we will need spet teachers. >> Um, I know

128that there are some other special populations positions that they that we will need. Um, but as far as our regular classroom positions, that's what I can't give you clarity on today. And as soon as we can give clarity because I want to give you the necessary information to be able to respond to people in the community, we will certainly do that. >> And how about like um our nurses and mental health professionals? How are we looking there? >> I don't have any known vacancies at this moment, but that changes by the day. So >> I'm aware. >> Yeah. I had a question back to the the 16 um staffing that that number um I don't want to call it a reduction but we know that that that's >> they are being reallocated correct okay there

129was I believe the number was eight or the the were the vacancies on the sped part is that correct or nine I think maybe is what it was >> eight on sped >> okay so from that 16 eight are now being going going into sped you have to be qualified to be a sped teacher. Correct. >> Yes, you do. You have to meet those certifications. However, we do place people on and we can call an OFAD out of field teaching authority and basically they have three years. So, if we have a regular ed teacher that says I'm interested in being a sped teacher, um then we will place them um Mr. Truding does that work, wonderful work with our certification process. we apply through the state to put them on an OFAT and um and

130they have three years to get certified. We do support them in that certification. Um and the same thing goes to if somebody's teaching math and they want to be a PE teacher or they're in PE and they want to be a math teacher, there's an OFAT for each of those. So, we can support that. And as long as we provide the OAT, >> just for the sake of time, I don't mean to be rude and interrupt you, but for the sake of time, but math to PE, I think we can all intellectually be honest and say that sped versus non-sped qualified is different. Okay. So, what I want to make sure is is that out of those 16, if you were sped qualified, to me, it seems like you would get priority to go into

131the sped program. Corre. Okay. >> Right. >> Yeah. However, there are other reassignments that are open that don't necessarily need sped qualifications. >> So, as a sped qualified teacher now, it seems like you're almost pigeonholed naturally, and that's a bad word. That's not the correct word I'm looking at, but you're limited in your options based on what's happening. You have to go into the the sped opening. Okay? Whereas if you're not sped qualified, your openings seem to be a little bit probably more open with regards to a reallocation. Is that a fair assessment? >> It is. And I I want to make sure that I'm responding to So I don't anticipate at this time to force anybody that is not sped into a sped offering. But you are and exactly that's what I but you

132are essentially putting someone that is sped qualified that maybe doesn't want to be at a particular location or at a particular grade but because they're sped qualified we're essentially going to probably reallocate them to a sped a sped opening. Correct. Okay. >> Because Yes. >> So it's a three-year process to become sped qualified. Is that is that fair? >> Out yes. Out of field. Yes. >> Okay. Is there any way to truncate that to make that a is it a three-year process? >> It's it's left up to how well that person individual works towards certification. Many times they can get certified within a year uh from that standpoint, especially if they're a experienced teacher. >> Okay. I think we need to explore requiring that that process to be truncated. And I think because to something

133that was alluded here earlier with regards to the population, we need to probably look at making that a a requirement for all teachers. And here's why. It's naturally going to be a reallocation into more sped openings than non-sped openings. And if a teacher if a teacher does not want to become sped qualified now we're we're forcing them into that at the very least we can say you have to get it within instead of three years one year. But if we required everyone to at least get it in within one year, if that's feasible, if that's something that I just think the population is telling us that we're we're going to have to make these and I don't think I think three years to me with some of the issues that have come up with with

134some of the sped behavioral problems. I don't think we're putting our teachers in a position to be as successful as they can when we're saying, "Hey, you got three years to do this." Well, you know, on your certification, you you you could be certified in something your entire career, whereas you may be certified PE, math, English, social studies. They may be on your certificate, but you've only been in math all these years. You can turn around the next year and you go teach social studies and you're certified. You don't have to go for the certificate. It's only if that certification doesn't appear on your your certificate. So some teachers maybe have the ability to teach other areas but just chose >> not to over those number of years. Am I being >> right? But what

135I and that's a good I get that point but I'm trying to say that this the sped qualification I think is just to me is a completely different qualification. And so to ask someone that does not have any qualified sped credentials to go teach in a sped classroom and say you've got three years to kind of understand this. I think we're setting them up for failure. Our teachers to >> I think some in that sped classroom one year and then the next year and opening uh VA a vacancy becomes back in their area. They move back in area and they don't have to go back for that other certification. >> Right. But but we're having in just this instance alone and I believe this will be the norm probably moving forward. We had eight or

136nine reallocations from current teachers into sped program. That's half that's 50% of not a reduction but 50% of reallocations into sped. If we are not increasing our sped teacher qualification uh pool, we are setting them we are setting the teachers and then subsequently setting up the students for failure if we're not if we're not seeing far down the line and understanding that we we cannot put non-sped qualified teachers into sped classrooms. I mean I know we have to right now that is something we should really avoid trying to do. >> And and and Mr. Cody if I understand I do believe to a lot of it that they don't move so quickly is because of funding some I don't know do we fund school for teachers who want to get their certification in spag do

137we give funding for that >> so that might be it then you have some people um you know when you work in spag it is a lot of you to be required of you and so to do that and if you are a um a mom with kids, you got to go to school. I mean, so I think that's why they kind of give you that three year window. And I understand what you're saying about that year. If I'm understand what you're saying, I understand that path, but I think a lot of it has to do with funding, the time that goes into those courses that is just not as simple as to say, I can do that in one year. Now, some people might, but I know the teachers that we want to grow

138in that area. We want to make sure that we can support them as well outside of getting that certification because in that classroom as a sped teacher, it's a lot of work. A lot a lot of work. And um and I think we need to be mindful that if we are going to grow that area, what else can we do to support those people to get those certifications? >> Yes. And right now we do have a very targeted professional learning um onboarding uh for our new teachers, our zero to3 teachers in the district or in sped and just outlining that and that's something from the task force that my team has done and we continue to do is outline those three years and what that training support job embedded looks like. There were so many

139great ideas that came from the task force and so thinking of the positions that we talked about with the special ed facilitators that are targeting the um the highest need population. So making sure that we have those there. Um one of the other things that we're able to do through different funding sources is provide additional days. We know that not only do new teachers need all of the curriculum side, but if they're a sped teacher, they need that plus. And so we want to make sure that they have time to look at the behavior plans going over IEPs. And so we have additional days that are going to be built in paid through a separate funding source for those teachers to make sure that they feel ready to hit the ground running on all the

140supports that they needed in place. An additional piece that we also have incorporated since the task force is looking at, you know, students don't just go to the special education teachers class for a portion of the day. We want to make sure that all of our gened teachers are prepared to handle those behaviors. And so part of um the collaboration between Miss Vanhovven's department and with Mr. Vanette with our safety and security is building in some of those responsive behaviors. So that way at the beginning of the year presentations, all of our teachers are trained in some of those deescalation techniques and how to handle the offtask behaviors to that point that we want to make sure that everybody is equipped. So, some great ideas that we've been able to implement in a short time

141from the task force. >> I just want to say I think I guess what I'm kind of gathering what he's saying and then I hear what she's saying also, but what the the the ask I think moving forward is to say in the population of all the teachers that we do have. Is there anyone who right now in your current position would want to start this process? So, you aren't in the special education classroom trying to get your special education certification while everything's happening. It's how can we be proactive and not reactive to the moving of the teachers, right? >> I just think it needs it it's responsible on our part to let the teachers know, guys, this is the data. >> Look at what just happened. 16 reallocations, eight of them were spent. at

142some point non-sped teachers are not going to get they're they're just not going to get the places that they want to go because they're just not going to be there. So it's a responsibility for us just to say these are the numbers you go if you want to go out and get this qualification to kind of have it in your back pocket. That's probably where the majority of our teachers are going to lead in the next 10 to 15 years. I just think that's I think that's just being responsible based on the numbers. um eight positions shifted from Head Start to support the preK4 expansion and two positions will remain at Head Start. Uh if these people are are currently on Head Start budget, will the district pick up the salaries of these eight positions

143staffing perspective? >> Yes, I can. So the positions, it's a total of 10 positions that the district is already currently funding. >> The district are funding these 10. >> Well, a portion of it is funded through Head Start. A portion is funded through I don't know that specific breakdown between the Head Start budget and the district. >> 6040. >> Okay. >> 60% of it picked up from the from the district's perspective. That's that's not in >> the overall budget of Head Start. Is is that including the um the part of the Head Start budget that the district supplements? >> Yes, sir. And that's all inclusive of the Head Start budget. So each of those teachers is partly funded through the school systems general fund. Is is that because of the money that the district has

144to is required to um supplement the head the federal money? Is that where it is? >> Yes, sir. >> Okay. But now these people are going to be working primarily for the district. So we when you when in terms of our Head Start budget, we use those funds specifically to fund all of our Head Start students and and additional supports. So although but they're spread out now across our entire school system. So we're not losing any of that funding and supplementing it with just district funds, those are still considered Head Start positions because our Head Start qualified students, they're just now being serviced at all of our neighborhood schools. So there's no, it's not like we're picking up the additional cost. That money is still being utilized in an efficient way. And if I could

145go back to Mr. Scott and Miss Budro's question to kind of summarize that, I would like our team to come up with what are going to be our recruiting efforts to increase the number of certified special education teachers moving forward to address the need, but we're seeing where general population is declining. That's I think the ask of us and that's what we'll bring back to the board at a later date. And to your point, I don't know if we can require legally anybody to get a certification, but we can incentivize put other programs in place uh to increase that number because that's a valid point. And and just so you know, we did increase from from some of our initiatives with goal B reach right was an initiative that we used to increase the number

146of of special education teachers uh as well as several other programs that we've instituted to increase that number. But let's it is a great time now to to re-evaluate and have a more strategic look at at how we're going to increase those numbers. >> Can't answer my question. I was just going to say we did increase the number of love our paris by making them go through the program and become certified teachers. So we can just answer. Thank you. >> There there are multiple pipelines that we that we utilize. So Dr. Orling, thank you for bringing up the reach pipeline. Okay, at this next time we'll bring in um Mr. Adam Neighbors for our interim savings options. Once again, I'm going to ask Miss Brown to stay. Miss um Babin, Mr. John Rome can come

147to the table as well. Once again, if you notice from the agenda items, we've been very strategic in laying it out in such a way that you you'll see what we're working towards, which is um a tighter interim budget when it comes to next year. So with that said, I will let uh Mr. Neighbors begin the discussion. >> Let's make sure you turn on your mics, please. >> All right. Good morning again, everyone. Um there is an attachment to this agenda item again kind of covering some of the the plans and the processes that we're making in terms of some more specifics. This morning was a lot about the process and how we got here. Uh this this session is more about where we're at and some of the options and things in terms of

148providing as much information as we can to you um to make some informed decisions going forward. So there is an attachment in the uh agenda item kind of talking about the uh interim budget savings options. Uh we're going to start with the high the higher level things in terms of revenues. I think we've been keeping most of you up to date in terms of the the variability and the uh options that are available on the table that we've been discussing with bond council and other uh underwriting sources to make sure that we're investigating all avenues. We want to make sure that we're visiting all of the options that could be in ter could be out there in terms of uh providing some cash flow and or additional monies for the district. The first of which

149obviously that everyone's been discussing is the revenue anticipation note or as Dr. Orland calls it the RAN. This would be right now the estimated cap uh capture is around 30 to 35 million but that is a temp a a a interim calculation that we're going to have to bear out based on the results of the Eisner Amper discussion. So that number could fluctuate a little bit. Um this measure is a a cash flow stability measure just because a revenue anticipation note is basically pulling current or future monies into the current year projection. So that would be borrowing against in so many words the future ad valorum collections. Our estimated timeline would be looking to go uh to receive or go for this money in se or get this money in September and then repay it

150shortly after the turn of the year in January when those adorums come in. Uh this type of action does not currently require public vote or or hearing, but it does require board approval process. Um as I kind of noted in the discussion, this could assist with some of our fall operations to kind of provide that uh that bridge uh between where we think things could be more of a concern as those cash flow projections come come into better focus. Okay. From there would be the the the more significant option of general obligation or go bonds. Uh right now based on calculations and discussions with our bond council uh Foley and Judell, we again are are hovering around a 30 to $35 million number there. But again, that's also kind of dependent on the market and

151the variability and and again kind of figuring out where that that need is going to be. Um uh when we start moving into that discussion, we have to be uh very cautious and careful about how we frame and and and disclose our narrative around what those funds are going to be used for because talking to bond council, we are able to pull in and possibly in so many words recover some of the expenditures that have been occurring in the last 6 to9 months. And I think Mr. Rome, if you want to talk a little bit more about, you know, the capital project side of that type of uh investment. >> Sure. Yeah. I mean, obviously at this point in time, we're committed to a couple of the long range athletic plan projects. That's uh mostly

152speaking to the middle school and elementary school gyms. Uh that that number is going to be in the 17 to 20 million range in the next year and a half when you talk about construction costs, site work, testing, A&E, uh furniture, technology, things of that nature. So, um, the idea behind that is we know within the next year, year and a half, we're going to we're going to experience expending those funds. So, a a go bond in this nature on a construction side would be able to kind of back feed those expenses almost like on a reimbursement basis. So, just as an opportunity option there, we know we have those fixed costs coming and uh this could potentially be some relief to that. >> Thank you, Mr. Rome. Again, this one is the more significant

153involvement in terms of it revol it doesn't require public vote and approval as well as the board approval and action. Our timeline right now based on discussion with bond council would be uh going out or announcing in the July or August time frame and then board approval for that board approval and then putting that on a December uh 2026 election. Um, and then according to the calculations provided by Foley and Judell, they believe funding and/or the receipt of that money could come as soon as February of 27. So there could be, as uh Mr. Rome mentioned, relief in the next current fiscal year's um calculations. Uh right now based on my calc my discussions with Fing Judel, this type of note or this type of geo bond would most likely be a shorter term than

154our historical issuances. We've kind of historically went to a 10 or 20 million or 10 or 20 year sorry not million 10 or 20 10 to 20 year note on these based on the timeline and the turnaround. It is proposed that we maybe shrink that to six or seven years so that the overall obligation may be a little bit higher as things happen but our overall payoff and our effect on interest considering the way that the interest is right now would be reduced in the short term as well. Um the and one of the last points about this would be the the upcoming election could be a barometer of as to the the public's appetite for this type of offering. I feel like it's going out. >> Mr. Neighbors, if I could add into kind

155of part of that conversation um by having that shorter term in this this specific defined amount uh does protect our capacity uh for future general obligation bond issuances. I believe around 2031 there's going to be some capacity that becomes available. But by doing this amount in the short term protects our opportunity to go back out uh for more funding at that time if appropriate. Thank you again, Mr. R. Yeah, because the 2031 there are going to be some of our historical ones that start to roll off or those obligations start to decrease significantly. Okay. Um two additional options that were proposed by the bond council or or the underwriter firms were similarish. Uh, one of them would be a refunding general obligation bond, which basically takes existing debt and recapitalizes it and spreads it out

156over a new term. Um, and that would be kind of focusing on the oldest debt at this time, which is the 2015 uh, GEO bonds. When we kind of at this time is about 23ish million outstanding. when we kind of looked at the proposals and I worked it over with bond counsel, the amount of cost savings that would be calculated wasn't significant enough to really take that option as a a a truly viable option. Uh the largest savings would be incremental and mostly related to the interest cost which is kind of still in a variable state right now. So the cost savings that that that was proposed to us may not even fully materialize with the the market instability that we have going on right now. um the in the end all was only about

157maybe $300 to $400,000 over the course of the next 10 years which is in so many words a negligible impact to current operations. The other option proposed by bond council was a sales tax bond comparable to our recent or not recent the 2019 issuance. Um the movement here would be more about issuing it in a 20-year note and in and to help us with current funds we would make the first 10 years of payments interest only. You may have been familiar with like a a mortgage loan or something like that where you kind of focus interest only from a cash flow perspective. This cash flow or interest only payment schedule would help us in the short term. But unfortunately at the back end when you start kicking in your principal the principal balance would start

158have to be paying off at a higher or an accelerated rate over that last 10-year term. And so the net wash was you may save some short term for as Johnny Rome said a long-term pain. So you could gain in the interim, but the inter the end all overall cost would be a net negative to the district. So those are two options that were floated and considered, but at this time that was not the most viable options in terms of um savings or or the positioning for the district. >> And for for the sales tax one, you would have to go out to for a vote as well. >> I' left that over here. And last but not least in terms of revenue discussion would obviously be a revisiting of our me our millillage calculations

159and whether or not we wanted to proceed with a roll forward. But again, some of that also could depend on the May election and where we end up in terms of approvals and and things of that nature. Trying to figure out where in that matrix of what assessments should we should we uh put out there in terms of making sure our operations are stab stabil stabilized. And if I could just say before we continue down this presentation is this is all contingent upon us determining what the interim budget is and truly having an indication of where cash flow is from the revised budget. You know that we'll end the year around $26 million. And so we have to determine how much we're going to spend between July 1 and December 31st to really give us

160a good idea of what options we really the board will really need to consider. In the meantime, we're doing everything that we can. Hopefully, you've seen uh from our efforts internally to to reduce expenditures from that standpoint. And I think that's where we're kind of going into next. Yes, sir. As a as a part of that discussion, we are going to continue to make sure our projections for the adorum and our projections for the sales tax are accurate and up to date by having our conversations with those key parties uh including the assessor and our sales tax council in terms of making sure that all of those things are accurate and not dependent on in so many words unviable information so that those those revenue projections are truly capturing what we what we know to

161happen instead of what we hope to happen. Okay, moving into the sec second half of the discussion obviously is the expenditures discussion. I know you heard a lot uh this morning about the plans and staffing and things like that, but when it comes to expenditures, we at at the school board, we tend to break those down into two major buckets. Obviously, the largest bucket being our salaries and benefits expense, uh which is kind of tied into the human resources staffing matrix that then the review that uh Miss Brown put out a little bit earlier. So, one of the things that we wanted to make sure that we're considering is kind of talking about those changes and including the cost of those changes or lack of cost as she discussed with you, but I will give

162her a chance to kind of do a quick highle summary of where we're at with some of those. Again, >> thank you, Mr. Neighbors. And and you know, outside of the information that I've already presented to you all and where we are with a net, you know, um, cash savings as far as projecting for next year, we are also looking at stipens. We are also looking at AWAs. Um we are taking a very thorough look at all of the things. We're moving very slowly with this intentionally because we want to make sure that we are maintaining our um quality um services that we're providing by also reducing where we can without impacting that. Um, we are, you've heard the superintendent say, you know, a freeze, you know, looking at each position before when when I

163finish um on April 8th to determine, okay, this is where I'm placing all of our um reallocated positions and our our people, what is remaining that needs to be filled, and let's go through the test to see is there any additional um positions that we can pause on at this time. And so focusing on critical replacements where necessary. Um and then of course the consideration of our step um freezes, you know, all could be potential options as a superintendent said when we have more information on our interim budget, but we are looking at every single area to make sure we have very thorough um and in every budget line item um that we can that impacts personnel um which is a big bucket of you know of our expenditures for the fiscal year. Excellent. Thanks

164so much, Miss Brown. Um, additionally, as in in in connection with those hiring discussions and the freeze discussions, we are also considering a step freeze as well in terms of trying to figure out whether or not that could eventually generate in so many words savings to the district of of where those numbers could fall and or how those those changes progress. So, those are all all of these are part of the big picture of how we're addressing salaries and benefits. Um the other thing obviously the the one thing that's coming in the next few months would be the effect of amendment two as those those things happen in terms of the three sorry amendment three in terms of the the the pay raise as pushed by the state of Louisiana or in terms of reallocating

165some of the funding that the district would have to provide could be reused or reallocated to pay for the a salary increase. uh that we still have to wait to see the actual effects of whether or not that does pass. And we didn't want to build too much into that until we get a firmer picture of where that's headed. Um and last but not least, all of these changes and discussions would obviously have to be uh married into the salary book that's going to be proposed and put in front of all of you for the next year. Okay. If I could just mention something about amendment three just because um you know we were at the capital yesterday and we were at LSBA with other superintendents but from our thea organization they've been in close

166communication with the governor's office relative to what they're supporting um if amendment 3 passes first of all they're working on some documentation for school systems to determine exactly what the cost savings is for each district should it be passed. Uh, so that'll be coming. Uh, as well as their what they've been communicating is if amendment three passes and they do plan to approve what Bessie sent to the governor as far as MFP goes, which is increasing about like 1.375, which isn't much, but so that could be an additional, you know, uh, revenue generation for us even though our student population is declining. At least we're able to supplement some of those funds from that standpoint. >> Excellent. Thank you, Dr. Worling. And additionally, the other the RSA uh expenditure section would can be kind of

167general and operational expenditures. Those that are in so many words controlled or maintained or monitored by our departments as well as our schools. So, as we discussed this morning about the processes, I just want to give you a little bit of a heads up and kind of defer to some of my compatriots up here in terms of some of their results in their initial discussions and review as they've been going through their interim budget plans and kind of using our process that we've been discussing to kind of figure out and kind of calculate where those changes are are perspected or projected to come from and what sort of efforts they are making to really start targeting those those larger items or those strategic items when it comes to operations. So I'm going to turn the

168floor over to I'm going to start with Mr. Rome to talk about his uh areas of review. >> Yeah, thank you Adam and and yeah, exactly along those lines. I'm going to share the measures that's kind of being taken from the OP side from physical plant to maintenance to technology to safety to transportation to child nutrition on behalf of you know all of those departments. But just taking that critical eye, critical look at our our finances. Um, and and kind of I'm going to walk you through a bunch of them, but just kind of at the end, the key takeaway is pretty much all these things are still planned or in the planning phase. In some instances, they're deferred, some instances, they're reduced, some instances they're absorbed, and in some instances we're coming up with

169alter alternative or creative solutions to address the same uh things. So, uh, what I want you to understand, I'm going to be proposing a lot of areas that we'll be looking to to trim, but, uh, we're not abandoning the needs that that go with those items. So, I'll kind of emphasize that as I go through it. I've got a bunch. I'm going to highlight some high points for you here. Um, in regards of its, they're deferring uh, their major major projects, including their obsolescence. So, one of them, for example, is audio enhancements. It is an enhancement. We do have it at some sites. Um the overall larger project we're just going to defer for now. We still have plans for it, but that that's a savings of about $950,000. So almost a million dollars there

170by just kind of pushing that back. It it's something that will assist us and we've identified as as as a good thing, but we don't absolutely have to have it fully implemented this time. So a lot of these are going to fall along those those lines. Um deferring of the leanrog expansion of the IT department. uh we made some, you know, short-term measures that's really going to help them out uh on on the uh secretarial administrative side, but there's some other things that we can, you know, look at other ways to absorb and and cover until then, you're looking about $800,000 in savings there. So there's some other things, but just in technology in that regards compared to fiscal year 26 interim and fiscal year 27 interim, we're looking at about $2 million in in

171in expenses that we had planned to incur but that we will not be uh in that proposed interim budget. Uh that's on the tech side on the PPS maintenance side. Obviously you know this is a big area you know a lot a lot of funding goes through through this uh these departments as you know we come to many of you with them. uh with the bid projects and such. So there is a a lot of areas for some pretty significant savings. Um just for example, our normal operating accounts, these are accounts that just kind of get us through the year, you know, with maintaining our facilities, emergencies, upgrades, things of that nature. Uh there there's an opportunity to to tighten the belt strap, if you will, on those. U be really strategic in in the

172repairs we make. um stay on top of those budgets throughout the year to monitor them uh to make sure we're kind of at at a reasonable pace and then make decisions about things. Should we do this? Should we buy this piece of equipment? Uh can we kind of, you know, continue to work on that air conditioning unit a little bit instead of replacing it and then maybe plan for it a year or two down the road. So those type of decisions kind of continue to be made and will be looked at even more critically than in the past. But for example, just a couple of them. PPS upkeep of buildings, uh, general operating account, upkeep of grounds, uh, PPS safe schools. If you add what we projected for or we proposed in interim 26 composed,

173I mean composed to interim 27. Am I saying that correctly? Okay. You know, you know that year thing gets me sometimes. 27. Uh, you're looking at that's $950,000 right there. Just those three accounts. So, you know, we did that deep wash of pretty much every account. Those are some of the big ones. Another example, PPS, long range, major maintenance, capital improvements along with maintenance, long range, major maintenance, capital improvements. Those are our five-year capital outlay projects. It it's a complicated matrix how we come up with them. We we talked about it before from you know work order data to life cycle uh expectancy to warranties to all those things that tell you how long a product should last and when we should look to replace them like roofs, HVAC systems, things of that nature. So

174we've done a really good job of trying not to defer maintenance. Uh we, you know, if it's cycled up, we try to attack them. That way we're not doing a big chunk at once. We do it systematically and then that that prevents the emergency work and then hence more expensive repairs and things of that nature. So, it is prudent to plan that way and we still are. But, um, the items that we had upcoming, the work order data and the things that we have, all of our tools show that while we know we need to replace them in the short term so we don't have long-term problems, it does not have to be this year and maybe not even next year. So, we'll continue to make that uh evaluation analysis. But between PPS and maintenance,

175what was requested last fiscal year compared to this year in those two areas, you're looking at 1.35 million and 1.75. So over three $3 million in that regard. So you can see there's some big chunks there that you know when from last year analyzing cash flow to this year, we're taking those chunks out of the cash flow. You know how that breaks out monthtomonth, you know, we've got to factor that in. But these are some big chunks that are, you know, being removed that were part of fiscal year 26 that won't be part of 27. A myriad of other things there. But just kind of being short on the PPS maintenance side, uh we're looking at proposing a a budget that'll be some uh in the PPS area, $11 million less than last year. In

176the maintenance side, $3 million. So 14 plus million dollars uh reduced from fiscal year 26 interim what we had planned for that year. So uh we we hope to experience some some positive uh growth there. So couple other things 2020 bond issue we're closing that out with the aluling canopy this summer. I know that's separate funds but it's still all the district's money right. So, we are closing out that last project. So, that the the burden or the expenses of that 2020 two bond issue are going to expire or end at the end of the summer. So, that's good news. Um long range plan for physical education athletic facilities. We're in a bit of a freeze hold on that. As you're aware, we are obviously moving forward with the elementary and middle school gym projects

177because we had already started, right? The train had left the station. Uh we were under contract. Uh if you've been to the sites, they're they're actually there, you know, uh starting work. fencing's up. They've driven pylons mobilized. We have meetings weekly on that. So, those those projects are the good news is they're progressing nicely, but uh the the expenditures that go along with them will hit over the next year and a half, and we're we're planning for that. Uh a couple other minor things there before I I hit transportation and child nutrition real quickly is on the safety side. Um, we do uh we are looking at that closely as well on the Lulling I mean I'm sorry the Landry Alternative Centers program uh the Genitech conversion for the door and locking hardware. We were

178able to defer that project before we got too too far into it. Um that is a great thing to have, but we do have doors, we do have locks, we do have a system in place that is sufficient and safe. We were just looking to enhance it. We were able to defer that at a cost $170,000. So that's just an example of that. On the transportation, child nutrition side, uh looking at some of those major operating accounts as we did in PPS and and maintenance u new buses, we feel that we're in a position with the bus replacement plan that gets brought to you every year. We can defer that next installment of buses at a tune of right under a million dollars, 978,000. So, a pretty significant savings we can experience this year and

179just not abandon that, but just move it down the line another year or so. Um, also our new vehicle count. This is where we replace our white fleet. We're pretty much putting a a hard freeze on that. Um, you know, we may have criteria where a vehicle might meet the mileage requirement or the year requirement where we would typically replace it to keep the fleet up to date. Uh, we can we can push that back a year or two and and definitely hold a line on that. That's a $250,000 savings. So, and and I'm just about finished up on the CMP side. Um, obviously that's different budgeting how that works with the the federal ramifications there, but uh they are taking a hard look as well. Large and small equipment purchases kind of the same

180thing, the same thing down the line. Uh the allocation last year was $250,000. We feel we can with minor tweaks, minor repairs, maybe moving equipment from sight to sight, taking those critical looks, we can we can defer that cost a year. So that's $250,000. And then some experienced increase proceeds or projected additional sales based on trend data in the area of 150,000. So while not as big a chunk, still chunks that add to the overall piece of the pie. So that just gives you just a general overview how we're taking a deep dive into all these budgets and trying to see what we can defer, what can we reduce, uh what can we eliminate, and then even even better if is there a better way to do it that's more efficient and at a reduced

181cost but still getting the same outcome. So any questions y'all may have on that? >> Thank you. real quick. >> When you the stuff that we've pushed back, especially more on the obsolescence side, >> will you come to us and give us a heads up? Hey, we're we're going to extend this one through another year. We're going to >> Yeah. >> Just so that we kind of understand, I mean, we're kind of looking at a fiveyear window here, right? >> Yeah, absolutely. And then um you know that that continuum or that 5-year capital outlay plan that I usually present to the board in March, you know, at the board meeting, we we said we we didn't because we're planning for it, but we're not uh putting in the budget. But what I can do if

182if appropriate to the board and the superintendent is the summer uh or one of our next retreats or another meeting. I can bring that that continuum that five-year capital outlay and just basically show how we just shifted the line, you know, like what was 26 27 is now 27 28. But I can certainly provide that information. Thank you. >> Excellent. Thank you, Mr. Rome. Uh, I know Teresa, Miss Brown, you've been kind of talking a little bit about human resources and the staffing models, and you kind of kind of gave a pretty good highle summary of trying to keep everything neutral or at least cost neutral. Anything else you wanted to add or do you think your original comments were good? The only other thing I want to add is we're looking at I told

183you we're looking at every line item, every contract um and just seeing where we can tighten up and so we are having a coordinated effort between um the business office um myself and um the schools on subs, right? We're just we're taking a look. We've sent a survey to principles just so we can anytime we're going to look at um possibly modifying something, we want their feedback so they understand, you know, what are we looking at? How can we impact this budget here? Where can we reduce and tighten up um without impacting the services that we need to provide? Um but just so you know we are that is one area that we are looking at and with a very close eye just as everything needs a close eye right now and so we will

184I look forward to doing that work um and to it's really going to be a collaboration between schools regularly and the business office and HR to monitor that. And so that's another outside of stipens and AWAs and all the other ways that we may pay people um any contracts through ESS and AMM, we are honing in on those as well. >> What about the um annual summer board retreat? Y'all look at that. >> That's on later. >> That's actually on the agenda a little bit later to discuss. >> Excellent. Thank you so much, Miss Brown. >> All right. Um at this time also wanted to see if Miss Babman uh uh curriculum instruction and assessment did you want to kind of expand or elaborate some of the plans going on at the CIA level? Glad

185>> to do so. Um some of our contributions from CIA have been as mentioned previously with some of the positions. So, not necessarily reflected directly in our budget, but in the overall contributions with the district when we think of the two literacy positions, um, interventionist, the literacy coach and the secretary from CNI being reallocated to support the district in other areas. One of the areas that our team was charged with and have made some some great strides in recently if you recall on March 11th we had a student holiday and that afternoon portion was dedicated to professional development. Our team looked at what are some professional developments that were scheduled on instructional days and what could we move to that day. So that way one we were preserving instructional time then we were also reducing

186subs as Miss Brown just mentioned. So, we were able to make an impact in that area. What we also have scheduled is on those half days, the last week of school, May 18th and 19th, we have strategically looked at the calendar for any PL that was going to happen um near those dates or early in the summer, and we repurposed that to happen on those days. That way, not only is it um making sure we have a captive audience, it's a workday for all of our employees. So, we're not then battling with summer vacations, but that we're also reducing the need for stipens because it's already a workday. So, those are some areas that we've been able to make some some intentional decisions with. Additionally, we're looking at funding some stipen contributions that we've already

187earmarked, looking at other funding sources through the state. And so we have identified some areas that we're going to be able to fulfill our cop our contributions and commitments but not having to dip into um what we have budgeted for and also looking at any places as Mr. Rome said that we can just maybe hit the pause button. So when we look at our textbook adoption cycles if it's something that we can continue to um maintain the services and it's not something that we need to go >> sense I mean so how much are we pausing there um because we do see the significance of it um so what are we what are we looking at there for that um our PLTS I know we do a lot of um out ofstate travel for that

188continuing professional development which I know how important that is. So, what is that going to look? Is somebody now going to be coming in? Um, and then the next thing, any other things I know you talked about the financial literacy, so I I got that written down. Anything else that we're seeing from the state that we know that we're going to have to adhere to. >> Okay. So, the first one was the social emotional learning. >> So, social emotional learning, I might defer to um Dr. Orling. So we consider that and you know and it sport has invested right the academic component is as important as a social emotional learning component. So we are moving forward with seven mindsets for our entire district. There are some ways that we are cutting back on what originally

189we had projected to to send 30 something teachers to Florida for the training. We're not we're going to send seven or eight and use our internal people to help train them. We're we're also bringing uh the author Shikler in at the beginning of the year to talk to our leaders. So where we can is going to kind of tie to the to the PLT and and NIT which is we did spend a lot of money which was an investment in our teachers and going to different uh conferences relative to NIT. NIT is actually in New Orleans this year. That's why Dr. Shex well Mthan a few of them are there currently right now. Wherever we can bring NIAT in that is what we'll do. One good thing is we made this board made a significant

190investment in approving that for us this year. And if you recall, all of our principal and AP meetings have been coordinated with NIT every month. So they have been provided four hours of basically training from NIT by bringing them in this year. That investment is already paying off. And I want to commend uh Miss Babin and the work that she's doing with her team and Dr. Shex Snider because you're already seeing a difference in uh that particular focus. It's a small shift not just PLTS but what our ILTs instructional leadership teams at our schools to really refining what our teachers are doing well in certain categories so that we can provide better support which provides better instruction for our kids which should increase student achievement. So one to answer your question yes we are staying

191we are committed to seven mindsets that'll be districtwide next year. Uh so we are including that as part of our budget because we feel that's one of the that's the eye the instruction piece. Secondly, where we can, we are bringing people in instead of sending people out where possible. However, as I just shared with my team yesterday, there are some cases where you're going to have to vet that through me eventually, right? If you feel as though like John Rome is the president of whatever organization, um, >> yeah, national school plan management. So, there is a benefit for us as this board has supported obviously for us to be involved both from a state level as well as nationally. So when we measure those things where we can we do but those are the questions

192that we're asking ourselves and I' I've asked my staff to bring those to me for for example Eastern States Consortium they are coming here next year we are the school system that they're visiting so we have a April meeting while my flights were originally cancelled we have a credit but I chose because I feel it's important for me to pay for the hotel piece for that. So th some of those things I think are important because we're hosting nation states next year. So I feel it's important in this April meeting. That's when they plan those things for me to attend. So in that case I plan to attend. Before I was bringing Anel and David and or maybe Johnny, they're not going. I'm going, but I'm also partly contributing to to paying for that myself.

193So I hope that answers those questions. >> It does. And um and I think it's important because going around seeing that social emotional learning seven the seven seven mindset piece um I'm seeing the work and the work is very impactful. I really and I and I don't know if this in the piece. I hope we can send a survey for our students and for our parents and public and publicize that because I think our families need to see how much that work is being valued because I visit elementary, middle, and high and I know we working on high getting that better. um Miss Budro and I but we are seeing that work and I think the more we publicize that kind of stuff that's coming back and and helping us to raise healthy kids, the

194better they're going to be about understanding and want to continue to support this. Um Dr. Artland, what about and Miss Babin, what about direct instruction going on at Lulling and what about our curriculum technical um areas as well? I hopefully we're not going to be doing any cutting and those things. >> No, ma'am. and and I'm gonna let Miss Babin talk about DI. That's definitely not my wheelhouse. Um, but as far as the seven mindsets, I totally agree. In fact, we were we had a guiding coalition, our coalition meeting yesterday. That's the meeting that we facilitate with the judges, uh, the district attorney's office. Uh, it's led by the student services department, and we focus on uh, attendance, truency, all those things. And I can tell you the initiative uh, we shared yesterday. I know

195Mr. Rogers in the background over there. uh but we look at data and we share from the different organizational perspectives where the data is trending based on what we're implementing and I was very pleasantly pleased to see the data in terms of student violence significantly been reduced and and from that stamp now while the vaping is still especially at high school it went down in elementary and middle uh but the the fights is has dropped significantly now can you directly correlate that I think you correlate it to a lot of things But certainly I think our seven mindsets and the reflection reflective nature of that um instruction I think is important. Whether or not that's directly contributing as well as everything else that we're doing I think is is paying off. So I I did

196ask Miss Kisham uh to provide some of that information so that I can share it with the board as well at a future meeting. And I'll let Miss Babin talk about DI. >> Okay. So we hit the brakes on DI for this year. Um and the reason that we did that with the moving into we were looking at the needs assessments and really just not seeing the impact of that program as it should have been. So, as you know, excuse me, we have flooded Luling with other resources at this time. And I'm very pleased to say that we are seeing tremendous growth in kindergarten, first and second in a very short period of time with our progress monitoring of our students in our regular core instruction as well as in our traditional DI program. Excuse

197me. And that that that information will be shared with the board this week because I don't I want to reemphasize that we saw quite a few things. If you recall back in November and September as a result of data that we were seeing, we did a need assessment. We had Miss Murgo in there with her team with external leaders into Luling Elementary School because we continued to have concerns since January. Since while it has been I wouldn't say an inconvenience, but it's been challenging for the CIA department. It's been challenging for the administrators that have been left on that campus. The investment that we have made in a very short period of time goes to show you when you have strong leadership processes and programs in place, student achievement can rise significantly. And just in

198a short period of time, K2, because actually Miss Mthan just texted me. I'm sure she was texting me that as well. I told her to put it in. But you're talking about 20 to 30% gains just from last semester in terms of literacy. Obviously with our with our focus in literacy come in in December those we only had about 30 35% of kids that were on track to be um what's the the word at Benition at >> right so now those numbers over 60 75%. So that is that's significant but also just reinforces our our belief and our approach and this board supportive approach that success rises and falls with leadership processes programs in place that that are strategic in nature and that's what we plan to move forward with. So I do believe from

199the DI perspective, Miss Weber, was it a byproduct of not having a good implementation because we did see varying results, but we thought by streamlining what we're doing there with a very focused approach that is more imp impactful for student achievement and we're seeing the results take place. to go back to one of your previous questions, Miss Weber, about PLTS that aligns to the conversations and some of the slides that Miss Brown had introduced regarding the title 2 funds for professional development. So that is part of that $550,000 that we are looking at for allocation across the title funds bringing in people instead of sending we do feel like we are at a point where we have um reached a you know a critical mass at each school to be able to carry on with

200the PLT processes from attending those previous conferences but now we want to invest in bringing people here and we're going to be able to reach more of our teachers through that strategic allocation of funds. Um your last question was in regards to other demands from the state and if we're meeting all those. At this time we were in full alignment. Financial literacy was the biggest lift. Um not only did we adopt the curriculum, but we were also able through our committee to add in our future ready competencies. And so we really feel like we have um a program that is going to serve our students well beginning in their junior year that they would take this course and helping them with things like resumeumés and scholarship applications, interviews, really making sure that they are ready

201for whatever their future looks like. So thank you. >> And just for the public record, DI's direct instruction, it's a program that directly supports the literacy development in a different way. Direct instruction. Um, one other thing I did want to know because you did ask what's on the horizon from a curriculum instruction standpoint. One thing we are looking at are high schools are because if you recall they're moving away from the six end of course test and they're reducing it to combined math and English that'll be taught and students will be expected to take that integrated exam at the end of their sophomore year. If you recall from previous years when we used to have G Miss Weber, right? Some of those courses were combined. So that team the CIA Dr. Shack Snider really looking

202at whether or not it's more uh impactful if those courses like algebra 1 and geometry are taught separately or we take the integrated approach. The state department has passed some integrated standards. So you can kind of see they're on a fast track moving that direction. So we're still and I think a lot of school systems are considering different options for that. Miss I don't know now probably would be a good time to start kind of laying some groundwork for for the board so they understand where we're going. >> Sure. This is precipitated by legislation of the comprehensive exams being implemented with the 2728 school year. And so it is going to be required for all students in their second semester of their second year um to take these exams in English and in math regardless

203of when they complete a math course. They don't have to be enrolled in one. Some of our students might be finished in freshman year with certain maths. So we are looking at all of those um course progressions for our students. We're engaging in discussions as Dr. Dorling shared with our high school leaders about what is that correct sequence that we need to look at as well as the integrated math option that has truly um gained some momentum in the past couple months as far as having standards now readily available and having um resources available that weren't previously there. So we kind of feel like there's some um maybe writing on the wall as far as where the the state department is headed. And so we are in collaboration with state leaders um but even engaging

204with our school level leaders and and our middle school principles as well because by the 2728 school year we will no longer um have the state is no longer providing an algebra 1 exam to our students in 8th grade that are taking or any algebra 1 course. So meaning we just need to look at what is the best course of action for us. We've got a little bit of time, but we want to make sure that we are engaging all of our leaders in these discussions along the way. >> Okay. >> Excellent. Thanks so much, M. Thank you, Miss Weber, for your questions. Um, and again, just kind of following up on a little bit more of the department as as my uh cohorts touched on, all of the departments within the district are are

205being touched in terms of review. It's not just these ones that we presented today. It's that systematic approach that we're really going through in a detailed level and having them revisit their plans. challenging those those perspectives and make sure that we can identify and and try to implement those cost savings where possible just as we did for the revised budget process. We're using that same format and attacking those for the interim budget as well. Um the and the other half this the expenditure picture obviously is talking a little bit as we did this morning about the school budgets. Um just to give you a little bit more reference as we as we referred to the the per pupil aotments as well as the the the business office managed. I was doing some some check-in just

206to make sure to address Mr. Alexander's question. Uh historically speaking, some of the budgets that have been allocated and communicated to the schools for the the core 15 locations and in the interim budget last year, it was hovering between three and a half to 4 million for those core um ideas, those core topics that we discussed. Um at the revised budget process, we were able to shrink some of those numbers down to approximately 2.5 to 2.8 million. So there were some cost savings there in terms of the overall uh variety of options like materials and supplies, those other administrative expenses, things of that nature, including the um th those those items we discussed earlier with this change in visibility and bringing some of those uh items that I proposed in into next year's conversation. I

207just in terms of frame of reference, I did want to mention that that 2 and a half to three million that we're that we've been talking about in the revised budget. We're going to expand the visibility for the principles on those other topics that we talked about the mileage, the travel, the sub cost, and the uh amm cost. We're going to bring that visibility to the principles. And those costs collectively run anywhere from three and a half to four million. Obviously, the contracted services, the the subs and the the temporary contract workers being approximately $3 million of those items. So it's it's a collective a whole process and trying to make sure that hey historically you were aware of this but now we want to make sure you're getting the full picture and being responsible

208and monitoring those types of things in terms of okay well why is this number accelerating why is this number behind is it a matter of usage and that's where we're going to be more interactive to give them that information but I did want to provide at least a little bit of an update for your question Mr. Alexander, but again these collective numbers will be presented as part of the integral budget. >> Any any questions regarding anything? Obviously, next we'll continue to keep the board informed and I keep on saying it, but it's the we have to have the end of our budget. So, we're working very hard towards that. So, we're hopeful uh in April, no later than right early May to bring it officially, but as we get closer, especially in April, we'll have

209a better idea, especially when it comes to cash flow analysis. So, I'm really pushing us, but we want to make sure it's right. And we also have to have it validated with with Eisenar that's currently doing the work as well. >> And I like I like what Mr. Rome said, you know, defer, reduce, eliminate or how we can even do better in that area as far as being fiscally responsible. So, thank you for that helps me to look at things that way as well. >> And I just want to commend this entire team or all of our executive team because they're really leading the work by department. Um, you know, obviously Mr. Adams, Mr. neighbors has kind of stepped into a to a role and he's he's doing a great job building the relationships necessary

210to lead that department because I know that was obviously part of that that process but bringing his level of knowledge working with this team. So kudos to to this team for for really putting boots on the ground and embracing this commitment of fiscal responsibility. >> Thank you. >> We'll keep Miss Brown at the table. >> Miss Brown I know it's >> it's okay. Well, I drank all of it. All right. >> So, uh thank you, Dr. Orling. At our last board meeting, um the the board approved the um Ashner digital medicine to go monthtomonth and I really wanted to circle back um to provide Thank you. Thank you. some additional um information and and just get some direction from from you all so we can um move this forward and make those decisions that we

211need to make in order to um >> gentlemen can can we please give full respect to the people that are speaking. Thank you. >> So at y'all approved the monthtomonth which is at a cost of $11,000 a month. um that is for approximately currently right now 221 people because I did check those numbers again but based on the feedback um we can proceed if that is the board's pleasure to transition our um team members to the UMR condition care which is a program that is currently available um and included in our administrative fee from UMR. Um what that will entail is I would reach out to Ashner Digital Medicine because due to HIPPA I I cannot see who those people are right for our retirees and our employees. Um but I will work with Asher

212Digital Medicine to communicate to them. We can work through public information to at least let all employees know that if that's the board's pleasure, we would transition. Um I would recommend um the end of May. So transitioning to condition care June 1. that gives them enough time to um get all their things in order and proceed forward. Then we would work with to then identify the employees that would be eligible for this program and let them do communication. So we would do communication to everybody just saying this is the direction that we're going in. This is the program that we're providing you. Um work with Ashen Digital Medicine to set an end date if that's the direction we go in. Um so that will be to shift our employees to some additional services. Um the

213second thing that I would want to make sure that we do is communicate to UMR um our expectations for condition care. You know they have a low engagement. We've already identified that. So what can we do to boost that engagement and to get our employees engaged in this program because we know it is effective model and so we know that the current program is effective and we want condition care to be just as effective. Um we want that for our employees. Um so the recommended timeline would be implementation to UMR condition care effective June 1. Um timeline allows for clear communication to our employees coordination with USI and UMR and an adequate time for employees to transition between programs. So I'll answer any questions or comments. >> So just to clarify and and Miss um

214Babo, can you please make sure there's in the minutes? This this was this was the motion move that we approve month-to-month agreement with Ashner and request the superintendent to have our insurance brokers USI to provide a comparison of Ashner and UMR's care program and all options available to us at a future board retreat. That's what was approved. Okay. We decided to bring this to the to the board as I referenced in the email response to you, Mr. Greson, because we did not have enough time to discuss it at the last board meeting in opportunity just to go into further detail because that was a different motion that was originally we thought we were going to bring. So, we just simply wanted to bring this agenda item with the actual cost because at the time we

215did not say what the actual monthly cost would be and then bring this information back for specific board direction because it was done in a very short period of time right before the board meeting and then obviously the motion was made. So that's all we're doing is just providing the opportunity first of all so that the board has a clear understanding of the cost associated since this is a a cost and generally speaking if there's any more direction that you want to give administration is all >> right >> to clarify on the broker we did request for the brokers to be here Mr. Babin texted at 10:12 to say that he was under the weather and could not >> to clarify I even mentioned the superintendent. I did not I set a future board meeting.

216I didn't say a date because I didn't expect anybody get done in a week is what I st I did not expect that at all. That's why I said that's why I said specifically future. Right. So I didn't expect anybody to get it done in a week. That was not the expectation. So I certainly won't expect USI um to to come or or even you guys to prepare for that. This was just out of a courtesy for the board. I just felt as though okay because all of those things occurred >> very quickly at the board meeting on Wednesday night that it was it was appropriate for us to bring the cost associated with the monthtomonth because that was something we did not discuss specifically and also if there was any clearer direction that the

217board would want to give administration. That's all the only reason we put this on this board because there was a lot of discussion that day. So I just want to provide an opportunity for everybody andor more specific direction to us. So Miss Brown was simply doing that. It wasn't intentional any other way not to follow the board's recommendation. >> And Mr. Greson to clarify your question and comment. Miss Brown did provide the comparison between the two programs and that has been previously completed and presented to the board and the information from that hasn't changed. >> I'm just stating the motion that was made that the board proved. That's all I'm stating. Okay. So, but from the overall board's approval, because this this was passed, let's keep the goal in mind. The goal was we are

218unsatisfied with the current state of Ashner. Okay. So, I think to Mr. Gregson's point, what we're wanting to see is there there could be an opportunity if Ashner comes back and has the u the guard rails in place with regards to physician feedback and things like that. That's kind of what we're looking for. And then it was our understanding, at least my understanding, I do not want to speak for anyone else, the uh the comparable program that has was something that we were not utilizing to its fullest. Is that fair? >> Not necessarily that we're not utilizing it, the employees are declining to participate in it. >> Okay. And so, >> and that the program does not have the same capabilities that the Ashner program has. So, to your point about physician feedback and different

219things like that, program does not have those capabilities because they don't integrate with Epic. So, I just want to make sure that when the board's looking at >> Yeah. But even with the And I apologize for interrupting. I'm only interrupting for the sake of time, not for anything else. Um but Ashner doctors have the same input into Epic and they're not utilizing any input with regards to this program. So Epic has nothing to do with this in my opinion. So I think what we're wanting what I understood is it is I'd like to to get you're saying that there is a a comparison based on current structure between UMR and uh and Ashner Digital. I think what we're saying is we would like to go back to USI and have them say, can you build

220something within our current structure based on kind of what we want out of what we're getting out of Ashner Digital? Is that something that we can build into our current structure with with UMR? Is that is that fair? Did I say that correctly? I think that's kind of what we're looking for. So what is currently on the books, for lack of a better term, with UMR, can that be enhanced essentially? >> And just to provide commentary to that, because I have been involved, we are under a three-year contract with UMR. And what's contracted is the services that we are already receiving should we want to deviate from that contract, and we are requesting additional services outside of that contract that will incur additional costs. I'd be happy to have UMR to prepare that. However, I

221have been in discussions with them about that and we are in go in in a contract and that program was negotiated as part of our overall medical fee. If we are looking to ask for additional services, that will be outside of our current contract and that would be an amendment that they can consider to see if it's available, but that will come at an additional cost. >> We're not asking for additional. We're asking for the program that they already offer to be what we are using. And then you talk about low participation. Well, if I'm already in a program and somebody emails me about a program that I have access to, why am I going to even look at that because I'm already in a program. So if they're already attached to this asher digital

222medicine that information being given to them about UMR cares program however you have to do it with HIPPA if it's just a a broad statement if you are an employee and you are participating in this this is what we have access to. My problem has nothing to do with it being better or worse. My problem is we're paying for a service we aren't utilizing because we're giving them another one that we're paying for. That's my problem with it. >> I believe there's a misunderstanding, I guess, on my part of when the board is saying additional enhancements to the program or understanding. I'm misunderstanding the information that you're requesting about the program. >> Um >> I and let me let me clarify and I apologize, Miss Weber, just since it was a direct question. Um I

223you are a very talented negotiator and I'm not I'm not questioning that at all. We pay a lot of money to UMR. We're already paying on this service. I got to believe that we can go back to them and say, "What would it look like if we had X, Y, and Z?" Or to even Miss Budro's point, if we utilize this more effectively considering it's already within the scope, like I I just think that she's bringing up a valid point. I don't think we're utilizing it properly within the actual scope underneath our contract. And then I've I've I've also got to believe that if we just went back and said we might want to look at A, B, and C on this that maybe they maybe they say yes, maybe they say no, but the

224answer is always no if we don't even ask them. So I think that is where we're going going with on that. This again this stems from the fact we are unsatisfied with the current state of what the Ashner digital med medicine is providing. if they can uh change a little bit and kind of bring in some of the things we're talking about. So this this this conversation is not that we're axing asher digital at all. We're trying to get improvements done upon it and get answers made. So that is hopefully that clarified where I was coming from on >> but only your side because that only clarifies what your problem with it was. Correct. Correct. For me it has nothing to do with what Ashner is or is not doing. It's the fact that we

225are paying for someone who does something. Whether they're doing it well or not doing it well or if Ashner's doing it well or not doing it well, we are paying for two services that do the same thing whether it's well or not well is my problem. >> Miss Weber. >> Um yes, for someone who is doing both, I can speak of truth a little bit about it. Um the digital medicine is fine. I mean I take my medicine is good. you know, they don't very rarely do I hear from them. Um, I do agree with Mr. Surn that it is off somewhat. Um, but I did enroll in care and I talked to Miss Budro about that. The problem with that, it is a long process and timeconsuming. So I do feel if we communicate

226to you about this, reach out to those who have it and how we can improve it to make it um more accessible to um people who might want to use it because you do have to spend some time on the phone. You have to talk to them. You have to meet with them so often. It is a lot and I don't know if our employees who are working full-time, you know, families, I I just don't know if that is something they willing to to do at that moment. I do think it's something that is worth visiting because if you look at all the things that it does, it does a lot. It doesn't do just diabetes and blood pressure. address chronic illnesses, serious illnesses, and they also direct you to other places to get the

227support that you need. So, to me, reach out to the ones who have it and see what they say about it, you know, and I think we need to reach out to our employees and say, "Did you even know we even have this?" because you get this little this little pamphlet like this in the mail and people are not going to know it's related to your gonna look at it as as what is it trash mail and just throw it away. So I think >> so on the HIPPA side and that's one of the struggles with the care program and why the engagement is so low. We are not allowed to engage with the employees and UMR only has two forms of communication right now which is to email or mail. So email they can

228email them and send them an email to say we would like to speak with you but they can't say why they want to speak with you. They can send that card or they can leave a voice message to say that we want to speak with them. They that's the only capabilities that they have. We have asked them if they had text message capabilities similar to the Ashner program. They do not. So that's kind of the struggles right now about the program, but I my department cannot engage with them on care programs because it violates HIPPA. >> Um, and I I don't remember when I read the emails y'all sent out about health matters. Have we mentioned in there about the care program at the very top? So when you open that email, they oh, can

229we just send out one email to our employees just letting them know about the care because it really to me could be a gamecher. It really could if we're paying for it already. I just think we need to get our employees more um aware of it and I just don't know if they aware of it. So, so from an administrative standpoint, what I'm hearing the board ask us to do is continue first of all from your point, Miss Weber, as far as um helping our employees become more aware of the care program that's currently being offered while at the same time starting a discussion with USI and really I'm more inclined to actually have UMR come here, right? Because and ask that we can ask specifically to them because to your point, I do think

230we are spending and investing a lot of money in this in this company. Therefore, let's ask provide the opportunity that they can answer the questions that board members have and we have from that standpoint with USI um understanding where the contract currently is. But I'm I'm also inclined should there be amendment based on the amount of money that we're spending there may be some options there. So, and then I think once we get a clear understanding, we will start advertising that we can bring it back to the board at a later date, another board retreat, bring in that way we have a lengthier time to discuss. It's not going to necessarily be at a committee meeting, but this is the kind of conversation that I was looking for so that could provide us more direction

231moving forward. >> I guess maybe I'm misunderstanding. I think that I'm trying to figure out what are we trying to do? What are we attempting to do here as a board with respect to both of these programs? It was my understanding that when we went with the digital medicine program and the other program that it was in response to the board's need to reduce the cost of health insurance by having members of our employees attending to vital symptoms that could lead to hospitalizations and so forth. Now we are trying to judge the relative effectiveness of the program against all other kinds of standards as opposed to the standard or the question that we were trying to respond to when we went into the program. I I guess if we don't feel that participation in the

232program results in a decrease in health insurance premium then it is not effective and we need to get rid of both of them co because that's why we are there now all this other, you know, stuff that we're trying to tack on. Doesn't mean a hill of beans cuz the the the the whole thing here is aimed at attempting to try to respond to the question that we put on the table. Now, we had other programs that we were involved in. uh art and I used to run to get our points and so forth for from all these other program and we got rid of them because they that they just weren't paying off for us if we don't feel that you know but I I'm not ready to just keep chasing programs and chasing

233these programs to see who can do this because the bottom line is we want to reduce costs of health insurance. If this is not a good option for us, let's get rid of it. So, I guess at this point, uh, you know, my recommendation would be if the board's uneasy and unhappy with either one of these program, let's just make a motion to get rid of them. We can do that. But this is what we do. and and and we can ask the staff to let's look at some other options for attempting to reduce cost of of insurance. >> So So to Miss Smith that those are all valid points. You're right. The original intent if you remember when we had human was we didn't have a a pro we felt as though go 360

234that the board didn't feel as though those were making the marks with obviously the the goal and primary intent to reduce health insurance claims. We figured one sending our employees to the PCP primary care physicians was one shift that we made instead of go 360 as well as this uh Ashner digital medicine plan because just as you mentioned when you're monitoring your your signs and you're more apt to to seek the care when necessary. I think what has transpired over the last few months is the fact that we're currently in contract for three years with UMR. if they have a program that meets the similar outcomes like you referenced, then why are we paying for two when the other one is shown that it's not as much participation, but we're still paying for that service.

235So, I think you're right that is the intent to lower overall health health care costs. Can we get UMR to enhance whatever it may be by bringing them to the table to get the same participation so that we feel because that participation was linked to a study that was referenced during UMR I mean um Ashner's presentation relative to those that are on it and the overall health cost savings. So I think bringing this information back then I think the board can obviously determine is it worth the investment from that standpoint. >> Right. But I think that if the board and and it sounds to me like the board's already at a place where they believe that the UMR program is is a better program. But and and and if the Asha program is is not

236the program that you want of record, then let's get rid of it. We don't need to send and and spend a whole lot of time uh asking you to do something seeing this about Ash. if our if our if you know if we made that determination then let's get rid of them. We we we don't need to do that. If we're in and and and we've paid as a part of our premium uh into the other program and we we can't get out of it, we're stuck in it, then we can talk about ways to improve it. But we don't need to spend whole board meetings and what have you trying to do that cuz you paid into the program already. And if it's a part of what we negotiated as our program, we're trying

237to modify it. Let's just have the staff to continue to try to work to make the program more useful to members and more user friendly and so forth and and get rid of the other one. So what's the the board's pledge? So the LA what the consensus of the board is for administration to your point right is to bring information relative to UMR and us enhancing UMR's efforts with that program but we would have to bring if if the boards like Mr. Smith is asking if we want to get rid of Austin Digital Medicine and that would have to be an agenda item at a future board meeting if that's the the majority of what the board wants to do. >> One thing is we we we made the motion the other night to go

238monthtomonth. Okay. I mean, we don't have to terminate this at the end of this month and say it's over with. We have another board retreat coming in early June that can give you guys time to go back to UMR and say what can you do with the money we already pay for this program to enhance it to make it better and so forth and see what they can come up with and compare and come back in June and compare okay is it worth the um 11,000 a month we're paying Ashner for digital medicine that we may be able to eliminate and do a cost savings and you and Morris program pick up where it left off. I think I think giving you guys two months to come back to us gives ample time for you

239and you more to put something together and to really truly evaluate is is it worth it? I mean to to cut ties now and not to look into it any further because again Mr. Smith's 100% correct. We were sitting there saying uh insurance rates were going out of the yazu and we said what can we do to lower cost and we looked at a few things and this was one of the things we looked at and they came back a few months ago and said yes you're saving. It wasn't the problem was it wasn't um concrete. It was yeah we think you're saving because less people going to the emergency room and so that's hard to evaluate. It's hard to evaluate, you know, if we cut this 11,000 out a year, are we really truly

240saving 11,000? It's it's kind of hypothetical and and you got to make your own judgment there. I don't think they're throwing numbers out there that's not true or not accurate, but I think we have to give administration time to go back out to tor what can you do to enhance the program that we currently already pay for so that we possibly may be able to save monthly costs in paying asha if it can so-called say do the same thing. Art, I agree with you 100% except we want to go back to UNR and say, you know, give us a a a better, you know, give give us a better model. You've already decided it's that you that that Asha is not cutting the mustard for you. And we now if we cut Ashna today we

241cut ties we have no more payments to make to them regarding this program. Am I correct? Why spend another two months of premium in the program that that we're going to probably end in in two months anyway? Why don't we just call it and then go to UMR and say, "Hey, look, uh we you you are our guy now. You you we're riding with you and we want you to be able to do this with your program." >> If appropriate, may I ask the board if we can have a risk management and insurance committee meeting and get UMR in the seat and Ashner in the seat to allow the board to ask their questions directly. I know there's been some requests with you and I USI but respectfully as our brokers that that's not really

242their role in overseeing the program. So if we can bring UMR directly to allow the board to ask their questions and and allow them to put their feet to the fire to respond directly. >> I think we have a risk management insurance meeting next Thursday. >> That's the uh review of the student accident okay insurance RFQs. I'm not sure if I have an appetite to hear people after that, but >> we do have a board retreat, you know, early June, which is >> I don't want to just keep sitting here every month trying to make a decision about uh something that we could make a decision on right now. I >> I don't disagree with any of you guys. The reason I mentioned monthtomonth, there were a few reasons. One, there were concerns. I believe

243Mr. Cody mentioned something about maybe could we do a year if that was correct, something to that effect. There was other concerns from other board members, but there was also in speaking to operations that she needed, Miss Brown needed an off-ramp, right? Like because otherwise we we met on March I don't know what our board meeting day was. 19th, no 24th. She couldn't do it get people what 200 something people off in a in a week, right? So the monthtomonth provided that opportunity for her to figure it out operationally, us to go ahead and get presented with whatever information and we weren't locked into a year or or or anything like that. It just got us to that right. It got us to the next step. So I I don't think it should be debated.

244I look I I'm good with getting rid of Ashar. I'm I'm fine with it. You see what I'm saying? It was it was a multi it was a multi- uh yeah thank you for the word multiaceted reason for doing that. So I'll I'll leave it there. That's it. >> Yeah. And Mr. Smith just to understand so if um let's figure out if I think where I'm coming from is so that there's not a jolt to the system quote unquote. Right. So that's why the monthtomonth I think makes a little bit more sense. And then uh to Miss Gray's point we can get both of these in and evaluate it. However, if it if we think that this is something we need to cut today, we can. I would be in favor of still keeping it

245monthtomonth and then evaluating it. As I've said three times already today, Ashner could be the way that we go if they can make the needed corrections that I think were were brought up. So, that's where I would be hesitant on cutting them off immediately right now. I think monthtomonth gives us more flexibility and a lot more angles. And the only problem I have with monthto monthth is that we've had we've had a month. So now we're into the second month which will go to a third month by the time we come back. If we're interested in getting out of this because we say we have duplication of services and it's costing us twice the money. we keep if we continue to just keep month to monthing we will be a year down the road and

246trying to make sir decision >> no sir we won't that the idea is monthto month to the June uh board board retreat where we'll then hear both of them then we'll make a decision and it very well could be where the decision is to cut everything off I'm not I'm not putting anybody I'm not putting anything but the monthtomonth keeps the the jolt of the system >> I'll go to June but in June let's make a decision Let I don't want to just keep sitting here. We got other stuff to do. I got other stuff to do. >> When when when the meeting started this morning, we're doing what you asked us not to do by jabbering back and forth. I let the record um state that I'm in favor with the proposal you came

247with this morning. >> Yes. I don't know what that proposal was cuz I've heard all kinds of things. >> We're going to come back in June, June 1st with UMR and Ashner. It's going to be monthto- monthth until then with the goal to put it on the the board agenda on whether or not what program we keep or not in June. >> Miss Brown, could you please clarify the proposal that you came forward with? So the option that I was providing was to um June 1 to be the offering meaning and that would be the new start date for the UMR condition care for our employees that are currently on our digital medicine and keeping it until the very last day of May. Um, but because that gives us time to communicate, clear communication to

248employees, coordination between USI and UMR to make sure everything's intact and adequate time for employee transactions between programs. Um, while at the same time communicating to UMR that there's a low employee engagement um, even outside of our two the two programs that we currently have right now, there are seven other conditions that Miss Weber referenced. Those are all low. And as Miss Gray has mentioned, they don't have all the communication types, which is why there's got that's got to be the reason why the low engagement, but um if we want to go with the June 1st, you just let me know. If you want me to bring it back in June, I can bring it back in June as well. But the proposal was was to offramp them and have them effectively start on June

2491. >> Okay. And what No, but what I've understood though is that June 1st is going to be the date where we are going to reassess. So we are not making a decision to go with UMR or Ashner at the June 1st board retreat. We will have them both in there for questions to be asked and then to Mr. John's point at that point now then we have a clear direction A B or none of the above. >> Yes sir. >> will the work be being done in the process of communication to the employees of the possibility of or the access to this other opportunity? I would almost want to meet with what Darren or Miss Grace suggested was meeting having a an insurance committee with UMR before that June 1st time frame to see

250what they can start doing already like that we're waiting two months to initiate a conversation with a company that's supposed to be providing the service already. Does that make sense? or is that something that can already be done by our risk management insurance team currently? >> So we do have monthly we've so this is a new something new that we've started now that we've discovered the ex fully extent of what's available to us through our contracts. We have started monthly meetings through our care programs. So that presentation that Miss Beerus brought to you at the risk management insurance committee meeting about us having low engagement in all the programs except one across the board. That's where that information came from. >> Okay. So, we can continue that and make sure that that open conversation, open

251communication is happening. >> Yes, ma'am. In the meantime. Okay. Thank you. So, there you go. Moving right on. >> You feel superintendent you've got good guidance on this? >> Yes, sir. >> Okay. >> Mr. Just one more thing. I'm going remind everybody of the motion that was approved the other night. USI to bring it. It's with the board approved. That's all I'm saying. I want >> We'll make sure USI is at the June 1st board meeting with both UMR and Ashner to present the information relative has asked. >> All right, let's um we're we're about 10 minutes off, which is fantastic. See, so let's break for lunch. Lunch is ready, I believe. I saw it back there. Um if if everyone's okay, we want to stay stick at a 12:30 reconvene on this. Okay. And

252just kind of stay on on schedule. Perfect. All right. That way we can it's not a working lunch. We'll get to enjoy our time together. >> Okay. The live stream is now resumed. >> Okay, we are back after lunch. Thank you everybody. Um, district facilities update with Mr. Rome. Mr. Superintendent, did you want to add anything to this? >> Sure. Thank you, Mr. President. Um certainly, you know, it's obviously seen kind of the the theme of things uh in today's board retreat relative to, you know, staffing and general expenditures. We thought it was appropriate this time of year because this is when Mr. Rum typically would bring capital projects, those type of things to the board. So, we just wanted to provide a general physical services update uh and and with some some options for

253the board to consider as we move forward. So, Mr. Rome, >> yes, thank you. Um okay. before you in assembly there is an attachment to this item copy of district facilities update if you wouldn't mind clicking on that kind of for ease of use what we went ahead and did was hot linked all of the documents that will be referenced in here so as I kind of go through them and refer them you would be able to click on that link and then go to that document that I'll be kind of speaking to and referring to yeah it's going to be a little more convenient only thing is when you close out that document it's going to make you enter into this document again, but at least you won't have to search for the ones

254that I will be speaking to. They're kind of highlighted there in blue. So, those are all documents. So, I I do Kelsey's not in here. I got to thank my my my tech exe tech executive director that that's uh moving us forward and in and helping us out in that regard. So, all right. The first topic there before you see there's four or five. There are letters A, B, C, and D with those u you know following steps underneath them. But the first item on the agenda for facility and property update is St. Charles Parish public schools use of facility agreement. Uh the first two documents there are policy and procedure. If you want to do a quick glance or look at that policy, I just want to point something out. I'm going to verbalize

255it, but if anybody wishes to look as well um under policy 3.85 use of school facilities number four, just want to remind everybody or kind of ground us in that policy. The superintendent are directed to develop administrative procedures governing the use of such board-owned facilities, including the establishment of a fee schedule for such use and the appropriate amounts of liability insurance needed for the coverage of such school facilities. So, you know, the policy kind of grounds that in the superintendent's administration to come forward to you with a fee schedule. So, just wanted to make sure everybody was on the same page in that regard. So, if you kind of like I said, if you close that out, you're going to have to re-enter to the u the main document that's going to guide us today.

256But, um so now that we're familiar or refamiliarized ourselves with the policy, if you look on the next component, fee schedule, see documents, general, um what we're going to have for you today, and we'll click on those links here shortly, is a new proposed fee schedule for our use of facility fees. Just a little background on that. Um, I've been at the schoolboard office since around 2005 and I know we have not adjusted our fees in that time. I believe it was sometime before that. So, as you can imagine with inflation, the cost of maintenance, uh, just prices in general today that our fees are probably pretty outdated, right? So what we did was we went ahead and did a study with some surrounding districts, what they're charging for their facilities to do the comparison

257and then make a recommendation to you as to where our current fees are, where we think they should be based on, you know, our research. So if you will under um a small a I uh general I the fee schedule, if you click on that document, I can walk everybody through that, but that that gives you um a sense of where we're hoping to go with our our fee schedule. So, kind of just reiterating where I was at, you see it's a use of facility fees table. Um, we have the different areas that we rent out that you know those inuners can go into a a certain school and ask for the use of a classroom, maybe a stadium, maybe a gym, an auditorium, things of that nature. Uh, the first column represents our current

258district rate. Uh, the second column highlighted in yellow is our proposed hourly rate which we we plan to uh move towards. And then the third and fourth column has a Jefferson Parish analysis and an Orleans Parish analysis of what they charge for uh the comparative facilities, if you will. So if you look at it, as I mentioned earlier, our current hourly rates very very low. Uh it's just not not up with the times. We have not adjusted in many many years. Um you see the Jefferson Orleans rate. Many times we looked at those two and kind of saw maybe where that average fell would seem reasonable. Sometimes those two didn't line up. So we just had to make a you know an educated recommendation on onto what makes sense for us based on us knowing

259what we need to do to maintain upkeep these facilities. Of course the utility burden that's put on us as well. So, um, with that being said, the yellow column is the rates we we are looking to move towards. Um, are there any questions about the table of schedule and how we have that set up or any of the fees in particular that that are proposed? >> Mr. Rome, I didn't see uh AAA center on here. >> Yes, sir. Um we we we don't necessarily this isn't per se site p specific but if they were to try to use the AAA alumni center if they wanted to use a classroom that would be a classroom fee so forth and so on. If they wanted to use the larger space that would probably equate to an auditorium.

260So um we could get more specific but generally these are the the categories under each facility and then they se select the ones that are appropriate. Um, and if they're not sure, we guide them that way. But the the way it's set up is to have basically general places, if you will, classroom, auditorium, gym, stadium, stadium, field, uh, field with no light, so forth and so on. And then they select from that menu per school. So, basically what I'm alluding to is that those fees would be the same for a classroom at the AAA as they would at Destran High School Science Building. So the these fees are for outside agencies. That that's correct. That that's not including JB Martin wanting to play a football game at Hornville so forth. >> Yes, sir. Of our

261internal fees. There are no fees other than us just working out who's going to clean custodial wise and such. And then of course we have those agreements with like recreation and things of that nature that uh are cooperative endeavor agreement and those fees are handled a little differently. Um this would be for someone in the general public that would want to use our facilities. I'm not sure if I clarified your answer or if y'all would like us to see us maybe have some specific ones for the um AAA's. >> The the only reason is I was approached by two separate individuals asking about renting out the AAA >> and I really stumbled through that answer. So I think that and and more specifically um outside of when an event is going on. So, for instance,

262I don't know if there needs to be a different rate to just rent the facility by itself or when there's a football game or a track meet going on for a uh an entity to come in and rent out in a VIP type capacity. Yeah. >> Okay. Yeah, we might need to get a little more specific with that facility because as you'll see in a bit for the Elpac, we do have a a separate structure for there because of the complexities of it and then we even have some stuff for PLC there. So, so maybe the point being is that we need to consider that a little bit different from a normal facility. So, uh we can we can certainly work on that and bring that back at a later date on to the the

263specificity of the AAA alumni centers if that if that makes sense. Okay. Okay. Any any other questions in general about the the fees? Like I said, they're you know, they're just really trying to get them up with the times. Um uh trying to be reasonable uh to not be higher than our neighboring parishes. a lot of times kind of almost an average. But when those two don't line up at all, we just, like I said, had to really make a, you know, our our our best educated decision based on what we know our our maintenance upkeep and and and hard cost are, such as operating those facilities. >> Okay, everybody's good with that? >> Mr. M. >> Yes, sir. >> I have a question. I I had a a a phone call about um someone

264who's interested in using the Estraan High School football field. >> Yes, sir. >> Or a funeral service. >> Yes, sir. >> The football field. >> Just a football field. >> And I don't know if it's just for a repass or the funeral. and a rep. >> Yeah, that that's something. >> I'm trying to find that out right now. But >> Right. Yeah. If if you want to write them through the uh physical plant services department and use facility request when things come in like that that are special, of course, you know, we don't just unilaterally make a decision. That's something I'd come to the superintendent with and we look at what we've done past practice-wise. Uh just for the board's information, what we do do is we do is keep a tracker of um past

265requests, especially if there's any kind of waiver request or if it's not in line with what we normally do. Uh we we document that for consistency purposes. So, you know, we can lean on that historical information, but you know, we need all the details as to what that would involve. But the the main first step would be for them to uh they can contact my department, Miss Mary Nan. she can walk them through the use of silly thing and then once we get that request and and we have the specifics that's when we kind of hammer out you know is this fall within our guidelines is it a waiver request how do we want to handle it and such so >> you you will be getting a call it's um um it's somebody with great

266ties to the high school and they're going going to be uh cremated so it won't be a you know, a coffin over there and they're looking to have >> okay >> for service. >> Yes, sir. So, we, like I said, we'll get the request and then I'll bring it, you know, to the superintendent and we'll see how to handle that specific one. If it, you know, things that are very clear in the guidelines, we just proceed. If they're not, then at that point in time, we've got to take all the information. So, but if they they contact me, we'll get the process started >> right now. Did you mention uh where uh e even partners of the the uh SCPs still provides the insurance or maybe if you did I >> I didn't mention it

267but that's a great point. I appreciate >> you still got to provide like you know whatever the I think it's minimum million two I don't remember. >> Yeah. >> Yes sir. It's that's within the um policy itself and uh when when any user >> goes through our interface uh we we do have a great program through um Facilitron. When they go through the interface that's that's one of the things they have to do. You can't get to the end process or where you basically get your permit or approval until you have that proof of insurance. And that proof of insurance goes through a workflow where it goes to to my department for review but also to risk management if necessary for further review. >> Yep. And and I'm glad you did make that point because

268at the bottom of that page and then the second attachment as well is the uh general notes. It it goes into things further about deputy requirements. Um we have the right to require a certain amount of deputies for an event. Um the cost, how are those shared, so forth and so on. Uh and then it at the bottom it is alluded to that the department of physical plant services will maintain a database on all requested um CARFW forms which I'm going to give you that alphabet soup in a second what that stands for and with the district determination me say noted and in this way we always have our guide this is what we what we decided this is what the decision was rooted in so we can stand on that for future requests but

269uh if okay I will uh direct your attention back to the main document and under that document right under that general section I had fee schedule fee schedule with notes which we just reviewed. This is a new piece um to protect the district and the board in these type of endeavors. It ties into a lot to what which I just spoke about. This is a new form that we're proposing. It's a CA which cooperative endeavor agreement which we're familiar with or request for waiver form. If you click on that, you can see that uh this is a new form for document purposation purposes that we're going to create. We often get requests that might not fall within our normal use of facilities requests. Maybe it's a nonprofit that's requesting a reduction in fees. Maybe it's

270an organization that provides scholarships to our students that that want to put on a function but see it maybe at a reduced fee since it benefits our students. Maybe it's a governmental entity. Uh so we get those type of requests and and and to be good stewards and to be transparent, we certainly want to track those and make sure we're making consistent decisions. Well, this would assist us in that. If you kind of as you kind of look through the document there, it asks for a lot of information from that organization. Okay, you're asking for some type of leniency on fees. Tell us about your organization. What's the type? Is it nonprofit? Is it government? Is it business partner? What are the event details? You know, what are you calling it? What is it? What

271does it look like? what does it entail? Um the number of participants, but more importantly going down to things like benefit to the district and benefit to the organization. So when we talk about the benefit to the district, we want to make sure that uh even if this is a nonprofit that you know maybe it's for raising money for scholarships for students, maybe our students get to participate for free. Things that would make sense for us to be able to do a reduction in fees for basically that kind of inind services. as you will and um you see down from the decision that would be posed there. It would be presented to you know my staff through my department and then also reviewed with the superintendent. But this way we can we can fully track

272and like I said have that consistent uh that consistent historical data to make decisions going forward. So this is just another layer another step. It's something we hadn't had before but we wish to implement this as well to kind of keep that process clean if that makes sense. So, are there any questions about this document in general? Okay, great. Well, thank you. So, that's that piece. So, like I said, unfortunately, we got to refer back to the original document, but um if you go back to the copy of district facilities update, connected and assembly. As you move down the line, there's another piece under there under fee schedules, the ELPAC package rates for dance studios. I just put that there for, you know, for your review. We did send that out through the scoop. Um

273that was those rates that were time-sensitive and critical for our local dance studios. We know they're one of our strongest stakeholders and partners uh with the ELPAC and their use. Uh Mr. Ned Moore met with them uh heard, you know, where their pain points were and and realized that it was just they just needed a simpler package to to understand and get what they wanted as far as their dance studios, uh recital and rentals. So, we heard them, he heard them. We appreciate the board's support of that. Basically, it's just a just a package deal. So, it makes it simpler for them when they when they want to utilize our facilities to support our students in many cases, you know, these local dance studios. So, we appreciate that. That's there for you if there were

274any other >> Were there increases on on that? Oh, that was that was >> No, sir. It's actually a slight reduction on those. Um, yeah, I say it was it was more for convenience, but there was a slight reduction. It just cleaned things up instead of them having to go through a whole menu of 5,000 things. This is your dance studio package. This is half day. This is full day, but actually a slight reduction. So, I think they're they're going to be very happy with that. Yep. Okay. Okay. And then you just kind of see all these items will fall the same way. You see what took place, meetings, phone correspondence, correspondence with other districts, key stakeholders reviewed through the superintendent, then before you. So, just to let you know that nobody's making these decisions

275unilaterally there. So our next steps obviously we're here with the board update and then uh you know our next step would be if there there's no further questions of course we have to do the clarifications with the alumni center to have a more specific schedule for them but our next steps would be to implement the revised fee schedules publish share with partners facility users the good thing about our online platform it's like we don't have to update a bunch of forms we just update it online and as a user goes into that interface they're they're going to see you know um everything from structure to our rental process to pictures of buildings and how you go through the process. So, are there any other questions about the use of facility agreement? Okay. Now, I'll go

276on to our next item. And this is a JB Morton AT&T request. This is something that we've spoken about on a couple of occasions in past at board retreats and board committee updates, but uh this is that request from AT&T to potentially uh look to lease some property in the back of the JB Martin campus for an uh cell tower, an AT&T cell tower. Uh we kind of gave you the particulars on that in the past. We are still progressing with those negotiations, if you will. Uh there's several documents there. Feel free to click on them if you wish. But one is a property map that shows you the location. Basically, it's in the back four southwest corner of the uh property close to the tree line where the soccer fields used to be uh

277that recreation utilized. They currently do not utilize those fields anymore in the far back southwest corner of the property at JB Martin. Uh that also shows you on a site plan. Uh the second attachment under number two is the lease agreement. Uh we did bring this to you before. This is just a sample type lease agreement that that AT&T would use with a potential lease, if you will, or Lisa, I should say. Um, so with that being said, we just wanted you to have the information and just let you know our status and where we are with it. I did list some benefits uh to to, you know, this potential tower, improve cellular communication for staff and first responders u in this area. We know that's one of our weaker areas. Several board members, several

278other people have have referenced that in the past. We are aware that's one of our weaker spots. Um there is obviously there's an AT&T tower, but from what I understand there's potential for other carriers to link onto that tower. That's kind of the way they do business. They put up a tower and then others pay them I I would assume a sub sublet fee to have their communication pieces on there. So I guess the point I'm trying to make is that it could improve communications across many carriers in that that area. Um and then you know you've seen from the lease it could be substantial mon monetary lease payments to the board kind of throughout monthly throughout the lease that's kind of outlined that lease agreement but everything in that lease agreement is negotiable. So

279the number that they have there I have to believe that's their starting point. So, you know, we'll have to do our due diligence on that if we decide to proceed on in and how we, you know, maximize the benefit to the school system. Uh, any concerns uh that we've just noted compliance with any applicable current proposed legislation, we are monitoring that. There was some legislation out that a a cell tower had to be within a blank distance from the nearest school building. Uh, we did do some measuring on that and this exceeds it more than twofold. um the the the the minimum distance. I'm not even sure if that legislation is going to pass, but we did look into that. So, um we're kind of have that on our radar. And and you always worry

280about safety. You know, you've seen the the the emails and the asurances that they provide and how they handle the safety aspect, but I just put it on there as as kind of a standard concern. So, just to let you know, at this point in time, AT&T's kind of done their feasibility study. They went out, looked at the site. Um you know, they they've put plans of what it would look like. uh they they've come up with a sample lease, if you will. They they're looking to continue to move forward with the prog pro with the process. They want to send us a sample lease for our review, our legal review for board consideration. Obviously, this would have to be something to go before the board. But, um at this point in time, we just

281wanted to provide an update, see if you had any questions, and as soon as we get that sample lease kind of reviewed and honed down, we would certainly bring it back to the board at a future date. So, any any questions about that? um interaction with AT&T. Uh obviously part of negotiations here, but is it I'm asking for feedback here, but is it worth putting in there something like they've got to do some type of good faith effort to uh get common carriers or other carriers on on you know I mean you can't obviously guarantee that I I don't I don't know the >> Yeah. I like you, just like you, I've heard that they they share towers, but I don't I've not been able to confirm that, you know. >> Yeah. Yeah. My understanding

282is this is this is open negotiable contract. They just sent a sample of what it what it typically looks like. I think that's definitely prudent for us to ask um at least what is their plan? How does that typically work? What does it look like? And if they can give us what are their efforts to to achieve that I think at a minimum. Yeah, >> that'd be my I think my cuz >> there's multiple carriers and you know >> cuz that that that's where we get the the the biggest benefit. Yeah. And >> I think we, you know, >> board and district cell phones I believe are what Verizon, which is, I mean, >> yeah, we we'll definitely look into that and like all this is going to be, you know, vetted through through legal

283means. Of course, our internal council, Miss Tishia Gails, will will be heavily involved in this process um with all the legal ease, but yeah, we'll definitely have that as a one of our consideration negotiation points. Yep. >> Yeah. Thanks. >> Uh directly with AT&T or are you working through a like a a broker for them? >> I would say both. Uh we we've met with some AT&T representatives on site, gave them access, but that's also, >> for lack of a better term, a broker, a firm that partners with them. So, it's really both right now. >> Yeah. >> Yep. >> Mr. wrong. When when um our satellite center does remote broadcast, is there a fee that we have to pay somebody to use their towers? >> I'm not sure the intricacies of that. I'm not

284sure if Miss McMillan or Mr. Dor fan would know that, but I'm I'm not sure how that process works. >> Yeah, I don't think so. I mean, I think we stream stuff through our own channel using our our current internet services. So, there's nothing that we contract out with specific. >> Yes, sir. >> I don't know. Uh, >> they're not using cell towers. This is cell tower. Now, I mean, you use internet, but >> look, she's got a Britney Spear. >> Okay. >> Yeah. Um, so the only additional fee really for us mobile broadcasting would be we do pay our students um with the satellite center. We utilize a media crew. So students who have had advanced broadcast um classes, we provide almost like an internship opportunity for them to broadcast whether it's athletic games,

285you know, plays, live stream teacher of the year, but also record different items for the district as well. >> But nothing as far as streaming. We do that through our internal mechanis. >> Correct. >> Have y'all, while you're here, have y'all ever looked at um or considered the possibility of having a radio station? I know we off the subject, but >> yeah, let let's make sure let's stay on on subject here, Mr. Alexander, and I' I'd welcome that in the comment section um where it's other board member topics. Let's make sure we have a note and we'll we'll get that addressed there. Are there any other comments with regards to um Okay, just to speak a bit more on our live streaming services. There are several locations um throughout the district that aren't um equipped

286with easy to access Cat 5 Ethernet ports. So, we're not able directly because obviously we have a very steady Ethernet stream whenever we're in the buildings whenever our laptops are hooked up in our offices and everything like that. Just like we have consistent Wi-Fi here, we currently use mobile hotspots throughout the district. Um so for instance if we were you know at a certain area where our media team is set up remotely whether it be um offside field or anything like that we do use that mobile internet access um that is depending especially as people start to fill the stadium it definitely decreases a little bit. People experience buffering throughout and um those are some of definitely our large events. we often get thousands of viewers on it, but it also works as a redundancy

287in the sense that if our internet were ever to go out during those um afterwork hour portions um while certain Ethernet accesses may be down, people at home still have their Wi-Fi, their Ethernet up, but we would be able to have that redundancy of having a Wi-Fi in our back pocket ready to be a wireless hotspot for us to stream regardless. >> I think one other >> technical experts. >> Yeah, one other uh question or just concern that I I had it would be on the with regards to the lease agreement. I understand that this is a sample, but if there's any verbiage in the in the um official one that comes through, I'd like to reference section 12, the access. Okay. Um, I think we need to get a um a time frame to

288where we are notified that they would need access. It requires them, according to this, 24 hours, 7 days a week. I'm just thinking about when we have soccer matches, etc. out on the field that that we're given plenty of time to coordinate to make sure that u that that can be, you know, that taken care of >> Or school. Yeah. School day. just just so again getting a at least a you know two or three day notification >> to get assurances that we can obviously this won't interfere with school system operations. >> Yes sir. >> Noted. Noted. So so at this point in time um if there's no further questions what we'll do is we'll continue with the potential lease negotiations and obviously this would have to be something that the board would approve. We'll

289bring it to you a later date with with a recommendation and what that lease that actual lease would look like. Is everybody good with that? All right. Thank you. Okay. So, the third item you see under C, if you scroll to the next page is our Landry facility. This is a request from Atmas Energy. I I have shared this request with the superintendent and the capital improvements chair, Miss Budro. Um this is a request from Atmas in in short to put a um pressure regulator yard or housing on the Landry property. So there's a couple attachments there. Uh property map site plan. That's obviously the Landry property. Um, if you're familiar with that, the, you know, Ford north side where where the the Hornville the former Hornville High School brick structure entry gate is all

290the way in that north uh west corner over there close to our property line is their proposed location. The the reason being is they have a high pressure line that's across the street kind of where the former family dollar is in that area and they're looking to um bring the pressure down through a regulator and another line. U their benefit that Atmas is pushing is the increased reliability of service in the area not just for the school system for for others um and increased reliability of service to the school. Uh I will note uh you know while they've you know tote that or tout that as a benefit we have not really had any significant issues at the school with our with our gas line or gas pressure in that area. So there's also under

291number two a lease agreement correspondence that's attached. This is really just for your information. It's us doing due diligence. What does this look like? Um is there a benefit to the school system besides the two two just listed? is there monetary gain um so forth and so on safety aspect so I did pose those questions and you'll see some of those answers in that that correspondence but as you kind of move down the document um there are some concerns here um you see them before you in in return for putting this regulator fenced in yard of housing for lack of a better term uh there would be a negligible onetime monetary payment to the district in the terms of couple hundred $, you know, uh, it's not a reoccurring lease type piece. It's it's almost

292just we're we're going to pay you for the easement to to use this property in a onetime very very small monetary fee. Um, the location, it's on the property border with houses nearby and close to River Road. Um, just being familiar with the, you know, uh the area over the years and the close proximity to the neighborhood in that front corner that that does cause some pause. Well, although this would be on our property, it would be in very close proximity to that fence line and those that that neighborhood there if you will. Um, and then other concerns such as look, visibility, noise, smell, uh, in that correspondence and in talks, Atmas has proposed some mitigating measures from putting a decorative fence around it. Um, I don't know how you would mitigate a, you know,

293noise or smell, you know, that that they say that it is minimal, uh, you know, in in their terms. So um and of course always safety is always a concern. Um you know they have answered that question some but really at the end of the day um this is a request it's it's kind of a public service request. We don't see a huge benefit. We as in you know our interpretation of it administrationwise uh for the school district. Uh but this would, you know, require a a board recommendation for for us to move forward with it or say not at this time. We're we're not interested. Uh and you know, and then they'd have to look for another location in the area. So, uh we are asking for some direction on that. I'm not sure

294if the superintendent has anything to add. >> No, I mean, I think he pretty much said it all. You know, our concerns from an operational standpoint, administrative standpoint is the isore potentially at that property. also understanding what the community neighborhood as well, the noise safety. Uh, and we don't see this as much as of a benefit as we did with the item he just covered directly before that because that is a lease where we're getting a return on the investment from that standpoint. So, >> and and the re the reason why they want that site is because there's a high pressure right across a >> station right across the street. So this is only place that's >> really uh would work for them. >> Yes, that is correct. They want it because there's a high

295pressure line as you stated. I'm not sure if it's the only one that will work for them. Uh you know, obviously a school system, we have property. I know they looked at the parish government to them in a lot of ways. I'm sure that that makes sense. But uh I I I wouldn't say for sure that it's the only site that'll work. It's just one that they prefer, but I don't think it's the only one that could work. Yeah. >> Because They they could go in the other direction. They can go be on be behind the Family Dollar location and it wouldn't be intrusive in the neighborhood. >> Yeah, I would assume there could be another location. I'm just not sure where, but that that's correct. Yeah. >> Okay. at this point in time. Yeah,

296we're just >> Well, I was going to I was just going to say because I deal with things um like this next to neighborhoods and and I would these are things off just off the cusp because I I didn't see this part before the meeting. But I would say first of all, if there's a smell, then I'm guessing that there's like normal light seepage or or something that nature. So, if that's the case, then what what's an what's an a like what's an average reading? Like give give them a number and what they read like what what the uh what they're using to read it. And then also um if you if we do agree to it, like the neighbor that's there, we want they they need to do the due diligence. Go speak to

297the neighbors and have that conversation because the neighbor is going to come back on us and we're not we don't need to take that heat. That's on them. So that that's just from a community engagement part and I don't I don't know them well enough to know what they normally do. So >> that that would just require more research on our part. I'm sure they have a a burper if you will to uh you know expel any pressure. >> But um you know if if if the board the direction overall at this point in time is that you know we're not interested we'd like them to seek another site. I can I can convey that. >> Okay. I will I will convey that. Yep. Appreciate the input. >> Okay, we're good. >> Okay. All right.

298You see item D before you, St. Charles Parish School Board property and open update. Uh this is something we bring to you periodically in regards to our property, mostly an open, which means just open land, but also uh some facilities that are currently not being used. We like to give the board an update on what do we actually have? What are our holdings? What are they currently being used for? Um how do we maintain it? Are there cost involved? And then what are the districts administration in district district's administration's eyes? What are the potential future uses for these properties if any? So that kind of gives you a little setup or background to it. We have brought this to you before at previous retreats and such. Um the policy and procedure is attached. If you

299were to click on that policy link, it's policy 3.5 3.3.5 property disposal under Roman numeral one. You'll kind of see that process there. But just to remind the board and and and and kind of refresh everyone that we do have the option to do sales for property deemed um no longer necessary for a schoolboard use in several ways from a closed bid and auction type sale as well as getting with a real estate agent and then working through that process as prescribed. Uh if you may recall on our last one on the um what is it the boutique adult learning center property with the ark that is the the route we choose to to to make that sale or to proceed with that. We did have a pool of real estate agents. We followed our

300process selected them at random and and move forward with that process. So that just gives you kind of a framework that that we have options as to how we can sell property and we can delve more into that uh later if need be unless there's any questions. Okay. Okay. So, policy and procedures just there for you. Uh the table that I want to really draw your attention to is D2 property and open table. If you would please click on that. Okay. So, kind of what I alluded to, uh this table here shows our property and open and our vacant facilities from left to right, address, site name, location, acreage, general comments, considerations, and then we we did add another column at the end. and and speaking with the superintendent and reviewing this item. Uh we

301wanted to provide the information to you, but also at this time to kind of, you know, seek some guidance from the board on two main things as we kind of walk through them. Uh we can either look at them in totality or or one at a time, but uh is there a an interest from the board to we just want to hold it, let's leave it alone for right now, or is there even an interest in exploring the sale? Not saying we're going to sell it, but do we want to pursue that further? And then that would provide us direction of okay, we're leaving that alone for now, but this one in particular, there is some interest or a pallet for seeking what we could possibly get for it. So, does that make sense? >>

302Okay. All right. So, I can Would y'all prefer that kind of walk through them one at a time? Super says that. >> Yeah. And and just real quick, I I think that uh if we wanted to explore this, which committee would this kind of fall under? >> Capital this would be a capital improvements. That would be I think my recommendation would be um to I think have this exploration within that committee and then have the committee come to the full board. >> Okay, >> we can do that. That would save time right now. So you don't have to go through every item. >> We'll just give with the capital improvements chair to pick a date. >> The first lady of the capital improvements. Can you before doing that just and I'm not on capital improvements

303but I I noticed a couple in here that could have some legal >> requirements that we may not be able to >> sell maybe the whole thing >> well that you need to know before you make the decision >> in in know you referencing maybe in particular um like properties that may have been donated that we we we have certain parameters and restrictions on. >> Yeah. >> Okay. So, we'll we'll make sure we have those answers uh for for this next discussion within capital improvements that basically we we can put a a note in there that really this property we don't have the option to decide if we want to sell. We need to hold it for so we'll make sure that's clear. >> Yeah. Yep. Yes, sir. Got it. Okay. So, uh but it's

304probably good that you have this before you now. I'll give people time to digest it, look through it, and then uh we'll I'll get with the capital improvements chair and we'll make arrangements to have a capital improvements meeting to make recommendations to the board as a whole. Okay. All right. So, kind of going back to our main document, copy of district facilities update. Last item, I promise we're we're getting there. Last item in uh for you today is e Trailblazer Memorial Project update. If anybody passed through the front, see we making progress out there. Yeah, it's a appropriate timing. They're actually they poured the base of the pedestal or or centerpiece of the memorial the other day. Obviously, they framed up to to pour the rest of the pad and get electrical in there and

305the sidewalk and such. So, we are progressing very well, pretty much in accordance to schedule. Um, in fact, Mr. Monk, our artist, Mr. Derek Monk was down recently, probably a month ago, to where we were just honing down on on the particulars of the installation schedule and we met with the contractors about pouring the concrete. So, obviously that's come to fruition now. Uh the structure, he's been sending me updated pictures as we've gone through the process. It's it's a very impressive structure, pretty um substantial um and uh intricate. So, I'm very happy with the progress and I see us to be on schedule as as previously kind of outlined for him to come towards the end of April, beginning of May would be the installation timeline. Of course, it's got to finish everything. It's got

306to get shipped down. We've got to have the right weather. So, you know, with construction, there's always those, you know, little caveats. But right now, we're on track for that to start the install late late April, early May, and then, you know, going through that period, couple of week install or so, if you will, depending on weather, and then the associated components from the signage with the QR codes to the plaques to the name plates to all those finishing details to the, you know, landscaping, all those little things that would need to to to be put in place to finish it out. So, we feeling good about that. And that leads to item number two, grand open ribbon ribbon cutting. Um, in terms of dates, we don't want to set a date yet. Uh, y'all

307have all been around grand openings for a long time. All those little things that can get in the way of that opening, whether it be weather, whether it be a construction delay or any other delay. So, what we feel more comfortable with at this time, I've met with Miss McMillan, the superintendent, is to say we know that we're looking to put that install in late April, early May. And if we got to if we need to do the logistical side of setting up a ribbon cutting six months in advance of that, six six weeks, I'm sorry, that we kind of backfill there. So we know if we start around the that time we have enough time to announce and come back to the board say these are the potential dates we're thinking about get invitations

308out get the program together location set up. So I guess what I'm saying is more to come. Let let us get boots on the ground and get the structure coming up to where we feel with a a very confident dead stop completion date and then we can know we have that ribbon cutting hopefully with with no uh you know no issues or interruptions if that makes sense. So, that's where we're at right now. Like I said, they're they're putting putting the foundation in place, structure late April, early May, and that point in time, we'll make a determination on the uh the ribbon cutting date, which will likely be midsummerish. Any questions on the trailblazer piece? >> Um, are you finished? I have a question. Not on this. Uh, I wanted there any information about the

309um the um street uh by uh Landry that the parish expressed some interest in uh buying the parking lot area. >> I can update on Okay. Um the the parish did approach us and then at a previous meeting we we looked at it basically um as part of our cooperative endeavor agreement with the parish. They did have some on street parking on maybe it's Joe Lewis but I'm not sure but the street street along the courthouse >> courthouse lane and Joe Lewis is when you curl around the back. >> So on courthouse lane they had street parking but uh to better accommodate that new subdivision and buses uh they're doing some widening there and getting the off streetet parking out of the way. So they did previously come to us for approval to kind of

310bump that parking lot back to where it's um you don't spill into the street. you go into a little loop, if you will. So, it will still be on our property, which they're currently utilizing. It just moves it a little bit closer towards the basketball court, but that wasn't a sale. That's just part of our cooperative agreement with the parish. But, it's almost like anything with Wreck. They're making improvements on our property at any point in time. If we don't have that agreement anymore, then those improvements stay with the property. So, we'll be able to utilize it, access it. It'll still be the parking for people that go to the courthouse as they do now. It just won't be on the street, but we already have that agreement in place with them. Yeah. And I

311believe this summer is when they're actually going to start the installation of that. So, it should not interfere with school operations. Um, like I said, it's just taking up a little more of that green space as you went west towards the basketball court. >> And I just had one question going back to the trail blazer memorial project. Is that still within the budget? >> That's a tricky question. uh uh it's it's it's not costing anymore. The contract that we had in place with the artist, there are no overruns on it and the foundation was his responsibility. Um you know, as is for those that kind of went through the process when we came up with the the whole concept and the artistic element of it, we didn't specifically limited them to a dead number. uh

312you know we didn't say this is a cap but when we took in all those RFPs we evaluated and we felt that the proposal we received was adequate in value for the the dollar amount that it was going to cost to achieve it. It was really really pretty much on the cheaper end of the other projects but still offering equality. So to answer your question the funds remain the same as they were before. Uh there are no overruns on the project. Yeah. Are there any further questions on this topic? If not, we can move on to our closing items, I believe. Correct. >> Very efficient. Yes, sir. So, um you know, as we've done with many projects, whether it's middle school retreat, whether it's leadership retreat, we've taken a close look at the cost of

313those uh events and have drawn back. We will not have a middle school retreat uh this year with because because of the the cost associated with that leadership retreat as well. we plan to have um in parish um at the PLC that day. What we still obviously feel is very valuable for our leaders. Um so I brought this put this item on. I was able to talk to a few board members that were at LSBA, but um what are your thoughts on holding a one-day board retreat on Monday, June 1st and possibly have a dinner Sunday, May 31st at, you know, somewhere like Freners or someplace where you can bring your significant other and we could enjoy time together from that standpoint and then the next day would be our actual retreat here at central

314office or I'm open to entertain any other any other suggestions by the board. If you want to keep it two days, we can certainly keep it two days as well, but just general thoughts. >> I say keep it here, not travel. That's my only >> Mr. Alexander, you had specifically brought this up. Did you have any questions or concerns with regards to the board retreat in June? No, I I was just wondering um if we were in a position where we could um not could cancel a contract if we were in a contract with u um LSU. >> Yes, sir. We were we were able to >> we were able to sever >> That's correct. Contract >> and and that's that's all I want to know. But whatever the board wants to do, but I

315think it's a good idea to have it here. So we have cancelled the contract already, >> Miss Regina. Right. >> Yeah, I'm Yeah, we cancel the contract with no penalty. Okay. >> Uh I prefer have it here one day. >> And just to clarify, that is correct. The contract said as long as we canled at least 3 months prior to the date that we would not be penalized any funding. So when all of this came about, we did go ahead and made that call and contacted LSU for that. >> And once we look at um financial forecast, I'm even inclined to say we don't need to do Sunday, you know, we can just do that one day because if we can save money anywhere we can, I would like us to do that. You know,

316I really do. >> It's cheaper for us, >> that's me. cheaper for us to come on a Monday than it is on a Sunday. >> Is that the is that the pleasure of the board to keep that at a one day on site uh with no dinner plans on a week? >> You can go eat just wouldn't be on the board at that point. >> Okay. No, I agree with that because I don't I don't think so. >> The purpose is the purpose of the retreat, >> you know, in my judgment if you cancel out the Sunday would not in my judgment fulfill the entire purposes of a retreat. we could go back to the normal retreat date because uh I discussed with the superintendent I have a medical appointment on June 1st as well

317and was going to miss a part of this but I was going to try to reschedu that so that I would not miss it but I'm not going to miss it if it's just going to be just a normal because the medical appointment I have is an extremely important one. But if you want to make a retreat out of this which will fulfill the purpose of what I feel a retreat is, then I would be willing to do that. But on the other hand, um let's just go back to our regular retreat date that we that that we schedule and let's just do that. So we originally had scheduled June 1st and June 2nd. So I believe Mr. Smith's um appointment is on June 1st. So, and if what I heard was just one day,

318so would would you all be inclined to move it to June would June 2nd work, Mr. Smith, for you from that standpoint? >> That those were the original two dates. If we just narrow it down to one date, then June 2nd would be the date. >> Yeah, June 2nd works for me. I >> work Tuesdays and Mondays anyway. >> Miss Babo, you heard that? Okay. So, we'll modify our calendar to reflect uh June 2nd will be the board retreat here. Of course, we'll still look for a sponsor for lunch for that day. So, certainly we'll still have an opportunity from that standpoint. >> Okay. The next topic and Regina you may well there she is. One thing that we're also looking at land on the river is very important for us as an organization. I

319feel very strongly about the the unity that it creates, the the the atmosphere, the environment. That's that's part of who we are when we talk about you and I. We are St. Charles Parish public schools. That's we've been accustomed obviously to having this event. Same with our beginning of the year event where we all come together. It it's a whole part of the you belong here piece. However, we also recognize that laying up on a river comes at a significant cost, right? the optics of of everybody eating crawfish, no offense, but that's a pretty expensive and and hefty bill. So, how do we accomplish both? By a by acting a little bit more fiscally responsible from that standpoint, understanding where our finances are. So, we recently met was it yesterday? Yesterday, uh and talked and

320discussed different options because we all feel strongly and the other benefit of LANYAP is that is the week of early voting and the actual May 16th election is the next weekend. So, it's also important in my mind for me to be able to give that final message. I also just want to kind of update you on that. I've been obviously presenting a lot around the community. I presented to the principles and APS and they're going to in turn share a video with their faculty and staff at their schools as well. So, that's a big piece of what we're doing. So, uh, we're considering other options such as cooking our own meals such as red bean, I mean, white beans, jumbolayia, those kind of things, and still having the event just be at a significantly reduced

321cost to the district from that standpoint. So, Miss McMillan, you want to add anything and then we'll get offer feedback? >> No, I totally agree with Dr. Ortling. You know, we want to make sure we're still acknowledging the culture and of St. Charles Parish public schools. A lot of people like this time to come, you know, the camaraderie not only with individuals from their own school but from other schools throughout, you know, at the beginning of the school year, each school comes with their individual school t-shirts, but at our end of the year session is where everyone comes together as a district wearing the same t-shirt. So that expense has already been um paid. All of you should have your you belong here t-shirts. Is looking at what is the significant cost right now and

322that would be the food portion. So as Dr. Artling said we're exploring other options to where we can still come together, break bread, so to speak, but at a much lower cost. >> We don't have any u sponsorship money for that. Uh >> so yeah, I mean we're asking for like obviously in a situation we look at different opportunities for sponsorship. Uh we have a lot of donations specifically for the gifts and the gift cards and those kind of things. So, we're trying to be strategic also with not going out. I mean, I obviously know where we are and asking, you know, per se for for a lot of sponsorship because we know there are some opportunities like, you know, the lunch at Border Tree, right? Like USI typically would pick something up like that.

323So, we're also being cognizant we don't want our schools go out for to ask for sponsorships and we go out ask for. So, all of those discussions are being had as we kind of move forward in this process. >> I agree. his crew probably will be cooking. Malice, >> I would just say I think it's hard to for me. It's hard for me to be I and I totally agree with everything you said about laying up river. I've seen it impressed with it. But if you have to do anything to hold freeze any any of that previous stuff and we do this, I don't know. It it's it's it I know dollars don't equate but people will equate it. It's you know just something to think about. That's all. >> There any other discussion on

324this? It it sounds like that we have been pretty cognizant though of of your concern to to cut costs but still have an event where everyone is there. >> And I'm good with Okay. >> And and I think to your point, Mr. Greg well noted that when we go to communicate the land up on the river we provide some of that context and the why so that we are this is cost saves we are coming together because as we've kind of been progressing with the revised budget as I'm communicating I'm telling people I'm I'm very honest and open with them as far as where we are um you know in regards to where we're heading. So I I think to your point that'll help kind of curb that because I just think it's so important

325for us to come together as a school system, especially when we overcome challenges. So >> okay, if there are no other questions, I'd like I'd ask for you to stay just real quick because in the next topic was other board member M. Uh Mr. Alexander had asked specifically about radio uh radio broadcast. So with Miss McMillan here if you wanted to explore that. Um, that was something that I had thought about many years ago and I I was just wondering is that something that we might consider with with all of the um media work that we're doing that would be a logical step and um and and radio could take place of some of the other video things that we do. >> We can definitely look into it. I know we have our partnership with

326Cox Cable. So, they provide the cable access channel to us. That's not another associated cost. So, I'm not aware of what the associated costs are with radio, but we could definitely check into that for you. >> Thank you. >> While she's here, can I just like to follow up on that? Um, you know, I I I don't believe in just doing knee-jerk stuff myself. And and what I would want to see is what are we going to be trying to accomplish as a result of radio broadcasting. look at it to see whether or not the um the the number of people who would be listening to a radio broadcast, what is the audience that we are, you know, some kind of a a a process for making this decision other than just, you know, knee-jerk

327seat of the pants radio. uh what's it going to you know what's going to be the goals and objectives we're trying to accomplish who's the audience we're targeting uh what is the um how many people subscribe to that and so forth so I' I'd want to see us have a plan in place before uh going off in that direction >> just so you know it it was being explored last year for the river parishes I don't know where they're at I can find out for y'all There's a significant cost in the towers and some some things um for for the network, but I don't recall at off the top of my head, but I can tell you for a fact it was definitely being explored. I don't know if that exploration is finished. Not sure,

328but it did come to me wearing my other hat, the chamber. So, >> and I'd like to say something. Um it's it's Mr. admitted it on my part. It's not a knee-jerk um reaction at all. It's it's a form of communication and we do a quite a bit of communication to our um stakeholders and also it's uh it's a a profession. We have the satellite center where we are um exposing people uh and developing people for a p profession in in that that aspect it could uh it could be very beneficial to the school district and I don't have a problem with doing that. The only reason that that I say it's a knee-jerk decision and I still say it's a knee-jerk decision when you when we decide to do something without any investigation at

329all into the success or the potential success of doing something. the what we're doing now is in terms of the use of technology for promoting the school district. There's all kind of evidence that show that there are more people using the kind of technology that we are currently using than who use radio broadcasting. Uh, I just want to see what the data is, what we are trying to accomplish and and and whether or not what we are doing is sufficient in terms of uh trying to get our word out. We have a we have a TV station that we broadcast on uh and and it's going on all week long during the week. uh I I don't I don't know the number of people who are going to be you know benefiting from a radio

330broadcast into in in addition to what we are currently doing and I just like to see the data and if we make the decision to do it just sitting here five minutes somebody comes up with the with the idea let's do this then to me that's knee-jerk. Can we segue into the it has nothing to do with radio but it is about our broadcasting. Something someone mentioned to me after Special Olympics was looking at the options of them broadcasting Special Olympics also are looking at that or them being included a part of it. I was just asked to mention that. So since it was there and if there's no further discussion then I would like to move us into executive session. >> I just want to say something real quick about LAP. Um, I'm just

331wondering, Dr. Orley, is there any way that we can go out to the schools, the school improvement teams, and ask for their feedback about the land? You know, would they, how do they feel about it? Do they feel that this is something that they can live without this year? It's going to be a cost saving of jobs, of not cutting their salaries, of not cutting these things. I'm just wondering if they can go back maybe real quick survey their schools or maybe as a district we can put highly important because you know you never know what our own employees are willing to do. They might say hey we don't need to do that this year. We can do something at our school at the end of the year and celebrate you know because we do

332have a lot of opportunities that we come together and celebrate. I'm not saying, look, I'm all about a party and I will be there. But my thing is, if it's going to save us some money, I'm all about that, too. >> Again, I just want to say that I feel more comfortable. Having some data to make this decision, we don't even know how much money we are spending on the land on the river. How much are we going to save and what percent of the budget does that represent? >> I'd like to have some kind of data before me to before just saying, "Hey, let's just cut this or cut that." Then we got to do some kind of a costbenefit analysis. the the superintendent mentioned about the the the benefits in terms of uh

333faculty, student morale, I mean teacher morale, employee morale, uh recruiting just just a whole lot of benefits that we get from the land yap on the river. I want to see some kind and let's talk about the cost benefit as opposed to cost savings. Yeah, >> You both are correct in my opinion. I mean I agree both >> but I need to see the data rather than just say let's do this. I I don't know what we're saving. >> So we had done that internal. We'll certainly bring that back to the board. We just had have had internal discussions relative to all of our programs and this kind of thing. So I agree Mr. Smith. We'll bring it back at committee in April. We'll also conduct a survey to Miss Weber's point so that we

334have uh a set of data to look at to make an official decision. >> And not only that, I I just want to point out too, the cost is let's just say the the the crawfish that we do. We we we we we take care of the transportation for the the employees to the site. There are some things we may be with able to do within the operations to reduce cost. For example, we could say that okay the the the employees would provide their own transportation and then we would save the cost of transportation but without having the information how can we just say let's do this >> clear >> noted on that and then Miss Budro did you have a comment >> oh my only comment was to go into executive session okay are

335we ready for that >> yes please >> move us into executive session >> second >> four Superintendent feedback. >> Okay. So, we have a a motion by Miss Budro and a second by Mr. Greson to move into executive session to discuss superintendent feedback.