Agenda Meeting/Board Work Session - Dec 04 2025 (Part 1)

001Mr. Adams, can you hear us? >> Mr. Adams, can you hear us? Hang tight for a second. Hey, can you hear us on the Zoom? >> You can hear us. Can you say something so we can hear you? >> Can you Can you speak so we can hear you? Oh, I'm sorry. Just trying to make sure you can hear us. All right. Can you hear? >> Can you hear us, Mr. Adams? >> I can hear you. >> Wonderful. We can hear you, too. All right. That's all I needed. Thank you, sir. >> Okay. Thank you. >> All right. Good evening and welcome. We need order. You know how this place can be. Welcome this evening. So, here we are December 4th at 5:30 p.m. We're going to go ahead and get started. So, the student

002calendar 26 to 27. Miss Burgess. >> Good evening board. >> Good evening. >> Before you, you have two options. Option one and option two. Um, Monday night met with PPC and we've discussed both options and also went out to the calendar committee as well. Uh right now we are looking at option one which is very uh similar to our current calendar and I just want to know if you guys have any questions about that and we we are going to continue to utilize the the minutes in an effort to encompass those snow days if we need those. >> Yeah. [clears throat] Um, just one question. Is this both options in this packet? >> Um, I don't believe this is actually in the packet. Not that I saw. No, no, sir. I'm sorry. Just online. [clears

003throat and cough] >> So, option one begins uh August the 11th for students and option two begins August the 18th for students. However, when we discussed this, we realized that the students will receive more instruction by utilizing the August 11th calendar option one before testing. >> Well, it's it's the same um it's only one day different. We started on August 12th this year. So, yeah. That's pretty comparable. >> All right. No questions. Thank you. >> Thank you. >> I was gonna say one more thing. Uh so this year's calendar for uh 2526 also took an option to the PPC because teaching and learning needed to swap uh a day in the spring and so they also voted on that. So you'll see that in the packet on the actual board meeting on the 18th. It's

004just one day for another for some training. So >> Okay. >> Yes. [clears throat] >> Thank you. >> Mhm. All right. >> So, to be clear, just want to make sure we're clear. >> Absolutely. >> On the 18th, >> we will be bringing option one for the board to vote on and to approve the switching of is it a PD day? >> Yes, it's PD days. It's a data day and a PD day or something of that effect. >> So, two things we'll be uh asking you guys to approve on the 18th. >> Very good. >> Yes. >> All right. Very good. So 3.1 our biggest item tonight budget development process discussion >> and Mr. Dr. Wright and Mr. Bailey. >> Yep. Uh Mr. Bailey. >> Oh like how can you not be in here

005for this? >> All right. So um yeah the slide deck. [snorts] So, as uh Miss Smith is pulling up the slide deck, um today what we want to do, we know that this is u typically a very busy and potentially uh stressful time of the school year as we are preparing for uh fiscal year 27, which is a 26 27 school year. Just um this is a time where we start looking at staffing budget and seeing what changes and adjustments that we need to make. And so this year we wanted to do something just a tad bit different um so that uh our board members, our you know folks in our community, our staff, our employees really um can have a good deep understanding of where we've been as a district. Um what our current

006financial um status is. We want to be very very transparent with um some trends that we're going to get into um this evening. And what we're bringing to you tonight is not a um recommendations for what we want to do to prepare for the budget. These are simply um ideas and things that we have thought about and or um some things that we want to clarify um in terms of miscommunication about um finances in the district. And so um you go to slide two. So the goals for our conversation uh today and I mentioned a couple of these already is we just want to promote an understanding. We want everybody um in our community to have a thorough understanding of where our money comes from um where it goes um and what has changed with

007regards to our financial landscape. Of course, we want to build trust through transparency. We want to show that we're being responsible and strategic with uh taxpayer dollars. Um very important, we want to create shared ownership. And so today, we're not bringing recommendations. We're bringing ideas and thoughts and looking at u some trends and want to engage the board in a discussion and conversation around these things. We are um we have developed some things that we are thinking about doing and looking more deeply into and we just want to get um your feedback about that. We also and I don't want to get ahead of myself but there is a timeline and you'll see in that timeline how we are going to be engaging others in our district to actually provide feedback and give input. It's

008funny. One of the things that you will see that we'll talk about tonight, um, an idea was generated from an anonymous uh, idea that someone gave to someone in HR about something that we should consider. And, uh, when it was presented to me, I was like, that's sounds like something we ought to like seriously consider. And so, the point of this is this is not us saying what we're going to do. We really want to uh, create a space for share ownership so that everyone can uh, see themselves as part of the solution and not just observers in the process. And then not most importantly, but very important, we want folks to um have all the context and information that they need so that when we do bring forth adjustments and recommendations that there will

009be understanding of why we're moving um in this particular direction, right, you can go to the next slide. So tonight we're going to be covering four big topics. Um myself, Mr. Bailey, and Miss Burgess will be bouncing back and forth um with these topics. number one, which is probably where we spend the bulk of our time. We're going to review um review of revenue and expenditures um over the last 10 years. Um and topic two, we'll identify some goals that we have developed for um the fiscal year 27 budget. Topic number three, um we have come up with some budget priorities that we want to share with the board and get your feedback, excuse me, [clears throat] on those priorities. and then again I'll share um a budget development process and timeline also uh to

010get feedback u from the board. All right. So the topic number one which is where we will probably spend a lot of our time. So for those of you who are watching online and um for our folks who are here so we got several documents that you need to probably have um in hand. So you should have the PowerPoint. If you're watching online, there is a link to um the historical financial data. It's a document that well, if you're online, you can't see me. Well, you probably could, but if you click it, you'll see a document that shows you 10 years worth of financial data. And then on the previous slide, if you can go back to the previous slide, Pam, there is a link uh next to the discussion agenda that provides a detailed

011uh budget discussion agenda that has lots of questions and information that we'll be going over. So there's three different things that you need to have um handy during this discussion. All right. So go back to slide Yep, that one. [snorts] So um key objectives that we want to get into when we look at um our 10-year historical date data. We want to uh make sure that everyone has a good understanding of where our revenue sources come from. We want to be able to look at trends over the last 10 years. um how things have changed with regards to our state, local, and federal finances. Of course, want to highlight trends in enrollment, state aid, all those things. Um and clarify limits on how money can be spent depending upon what u category that they're in.

012Want to spend some time breaking down expenditures and these is these are all of the ways in which we spend uh money in the district. And so we'll show how money is spent on salaries, benefits, all those things that you see listed there. Um, we want to spend some time highlighting the financial pressures, um, and then looking historically at how those financial pressures have developed over time to contribute to where we are today. Um, and one important thing that I definitely want to make sure that we cover um, is really the explain the explanation of the impact of expired and I'm calling these extra funding and we'll get into that and uh, I'll explain what that means um, once we get to it. and then connecting the data uh to impact. And so what I

013would like to do if you board members if you can focus your attention to this document the detailed agenda I think you should have a copy of that in your packet. [snorts] There will probably be lots of questions. Um, but I'm going to ask very nicely and I'm going to channel um, Miss Wesley uh, for a moment and ask if we can um, allow us to get through all of the questions that we have pre-identified um, for topic one. Um, and if you have a question related to uh the particular question that we're discussing, of course, we will entertain and open up uh questions for that particular topic. But if it's a question or comment that's not related to that, we will ask if you can jot it down, hold it um until we get

014to the space on the agenda or to the topic that it relates to or once we're done once we're done with all of the pre-identified questions, there will be space and opportunity and time to address um any questions or comments that any of the board members have. We just want to kind of like stay focused on the topics um so that we can make sure that we cover everything. [snorts] All right. Um so if you look at topic number one, it is a review of revenue and expenditures historical data. And we should have told you to bring your laptops, but we did print this out. This was a document that is also online. And it may be a little hard to read, but if you have your laptops, it's much easier uh to see. But

015this document [snorts] Thank you. Yeah, this document has lots of information. Um and so we we will be referencing referencing it um as we go throughout this conversation. So, what we did um once we pull all of this information together, what you see here is our enrollment, the number of staff, classified certified staff that we have, the number of schools that we have, and it shows you how that information has changed uh since 2017 to the current time. Um the next section of this document in yellow are all of our revenue sources. And so, you can scroll up just a tad bit, Pam. You can see all of the different uh categorical funds that we receive revenue. And you can see those total revenues uh by local, state, um and federal. The uh scroll a

016little bit further down. Then we have all of our expenditures. You can see expenditures um that comes out of our general operating fund, federal expenditures. You can see how those um numbers have changed over time. You then under that is our fund balance and you can see how those numbers have changed over time. So not going to get into all that right now because as we get into these questions, you'll be able to um refer to it. Um, so I'm going to stop talking and [clears throat] turn it over to Mr. Bailey to go over the four questions that we are that we pre-identified u to kind of highlight some of the important trends that we want to highlight with regards to um our historical data. >> Good evening. Uh one one clarifying here we

017do we have act eight years of previous data up there along with the current year and then one more year. So that's the 10 years. So it won't be actually 10 previous years. So as you look through there, you have 17 through 18 and of course uh 24 through 25 and we're in the 25 26 school year uh or fiscal year right now. We're planning for our 27 26 27 as we go through. I don't know if we know we have questions here as well. Do we want to hit any of this chart first or just kind of >> do the questions? >> Okay. All right. So you want me to read the question? Uh are you able to pull the question on the screen or you want me to kind of So the first

018question is if total revenues have generally increased over the years and the district is operating fewer schools and students why does the district still face financial strain in two uh 2025. So [snorts] uh kind of the skinny here and I I'll read through the the answer here. So even though the total revenues have increased over the years, the district is still experienced financial strain in 2025 primarily because of the rising cost of personnel. Although number of certified and classified personnel is fewer than the number in 2017, the reductions in personnel have not kept pace with decline in enrollment. Uh over the past several years, uh the number of full-time uh positions have increased and personnel expenses remain the largest portion of our district budget. While student enrollment in number of schools have decreased, the district

019has not made the corresponding reductions in the staff levels. As a result, staffing costs have continued to grow despite operating smaller system. Additionally, salary schedules, required benefits, health insurance premiums, and retirement contributions all increased significantly, further driving up some of the personnel costs. In short, financial strain is largely due to increased FTE's rising compensation and benefit costs and a failure to reduce staff levels in line with declining enrollment. Uh so, in a nutshell, we have decreased And if you look at that, I know I've shown you all where we are uh close to 4,000 or so when we looked at I mean we had 20 years of data out there where we've dropped down to you know in the 3,000 range as far as personnel but one of the things we discussed in the past

020as well. Uh we hadn't been able to reduce all the personnel necessary because we hadn't reduced the number of actually facilities out there. Uh so you have some economies of scale when you actually reduce the number of facilities. But if you have lower enrolled facilities, you have to have a nurse there, you have to have a principal, you got to have a custodian, you have to have child nutrition, you have to have different things. So, uh we hadn't been able to actually reduce all the numbers to get down to the most efficient levels that we can. Uh but also, I mean, we have some greater needs in the district. We've had uh to focus on student achievement as well. So, you sometimes you can't get to the bare minimum and you may not ever get

021to the bare minimum without sacrificing something on your student achievement side. I don't know if we want to take any questions or just keep rolling. >> We can keep rolling, but I just want to make sure because this is something that I hear for people who pay attention to our budget and financial situation, they will often say, "Well, yeah, your enrollment is declining and your state aid, as we can see, has decreased." Um, I can't see that, but trying to get get to a point, but I can't even see. Welcome to the club. Let me let it screen up larger. >> So in 2017 we were receiving $61 million um in state aid based upon student enrollment. This year it is going down to 38. But when you look at our local revenues um our

022local revenues has actually increased. 2017 it was 160 million and this fiscal year is 214 million. you add up all of our revenues, even though we have been losing students and have had reduced state aid, our total revenue is actually more than it was eight years ago. And so the question is if our revenues are more um even though we're losing students, we should be able to function as we were eight years ago. But the response that Mr. Bailey gave um is a reason why that's not so. Just wanted to make sure that that was clear. So, [snorts] so for those in in just layman terms, if you went shopping in 2017 and you go shopping now, you know there's a major price difference in everything you buy, no matter [snorts] whether it's uh toilet

023paper, whether it's milk or whatever it might be. So, the cost inflation is really taking soared off the last few years, especially after COVID. So, we've seen in the construction price, but we've seen it in all aspects of, you know, operating a business. So, u revenue is going to increase, but it's a lot of it's been eaten up by inflation as well. So, of course, we had increased personnel costs. Uh, no one's paying people the same uh pay that they paid them in 17 as well. So, we had a pretty good uh increase in 24 23 24. So, we had to go to the 50,000. We kept you know educational lanes in place along with experience steps uh for our certified personnel. So that was a a significant cost along with Arkansas teacher retirement graduating

024of the contribution for 14% up to 15% over four year span too. Question number two on here was uh what condition allowed the fund balance to increase by $15 million in the 2021 uh year and what contributed to the fund balance being 33 million plus in the 2017 18. if you want to kind of highlight that on if you can bring that other thing back. Some of you all may not well I won't say some you may not be as aware of some of the DEG funding that we received over uh from the I think the lawsuit was filed in 82 and the settlement came out in ' 89. First payment either was received 89 or 90 somewhere in there. It was a payout. So uh not as much as we received on the light

025end but basically what uh Little Rock School District had six stipulated magnet schools. You had Park, you had Horus man, you had uh Gibbs, Williams, [snorts] Carver, and Booker. Uh we had students that attended from Placid County and North Little Rock. It populated those schools. The majority of the students were actually Little Rock school district uh students. But we also participated in something called M&M where we actually allowed students to come in from the other districts as well outside of those six stipulated magnet [snorts] schools. And we actually allowed our students to leave and go to the other district as well. We got paid for all that. So, uh, in a nutshell, when I got here, for the most part, it was about 4243 million. About 37 million came from the state and 5 million

026came from the other two districts. So, that was a big part on here. So, that last year, we went through the the settlement agreement. I think it was agreed upon in 14 maybe 14 or 15. I know it was right after right before right around when the board was actually removed that time, but it was a a windown and that last year was to be used for only capital improvements to 37 million. So, and it was a part in their agreement that we replace the former Mlullen school site along with Cloverdale. So, all that 37 million you saw it go into the fund balance that 1718 year had to be used for capital improvement. So, and that was actually 100% used for replacement of MLEN which is now Little Rock Southwest High School. Uh so

027that's why you would see increase in fund balance significant in 1718. I think the other part of the question what allowed the fund balance to increase by 15 million in 2122. Uh so we had a little something called COVID that happened in 20. So we shut schools down. We actually got money in uh to help you know kind of fund some of those needs. The first uh pool of money was called care. So we pretty much utilize 100% of that for PPE. So your mask sanitation and stuff like that. So the second round SR2 and and ARPSer was used to uh learning loss and different things like that. So we were able to offset some of those personnel costs which allowed us to add uh additional well reduce the amount of operating funds. We actually

028utilize for some of those personnel costs along with we did a debt restructuring that year. Last year we actually you know got voters approval and we didn't actually have to make a debt service payment. A portion of debt service payment was less. So that helped you know kind of soften the blow. So you'll see some growth in fund balance in those years, but those were anom anomalies. So it wasn't anything that we can typically repeat. So >> Pam, can you scroll up to show the fund balance? >> Yeah, you scroll down to the very bottom. >> Yeah. >> Oh, keep going up a little bit. Just a little bit. >> It's at the end of the the end of this document. >> Go down just a little bit. It's not at the very bottom, but

029>> that dark >> right there. right there. >> So, you'll see the fund balance is 1718 uh 33 million. Of course, we started utilizing that fund balance because uh we little rock uh Southwest High School began construction. So, we started utilizing that and you see it went down to 19 million. Then the following year it grew back to to 35 million and we maintained that because if you notice a line a little bit further up, you would see the actual uh CO funds that actually came into play. Uh so we received about a hundred million dollars over that three three-year period. So >> I think the important point to make here is that when you look at the history of the fund balance, you see that with the exception of one year up there. Well,

030one or two years up there, there were there were decreases to the fund balance pretty much every single year. in the years where the fund balance was up high, it wasn't because it wasn't because of there was, you know, some practices in the district that we were using to kind of save and build up the fund balance. It was extra money that we were receiving. Um, in 1718, it was that last DEC payment that went towards the construction uh of Southwest. And then in that year that it was 15 million added, which was 2122. Again, Mr. Bale already said this, so I'm just saying it again. It was uh CO money. Um, so I just just wanted to make sure that that was clear. [snorts] >> On here, I think we have an updated spreadsheet.

031I don't see the co line up there. >> It's under um revenues. >> Okay. Right there. You can see. >> All right. I didn't read that verbatim but you can see the the things down there. So question number three identify the years uh when LRD had additional operating fund desegregation as of CO when LRD did not and what impact change and how does that contribute to our current financial stresses. So uh we kind of hit a little bit on that but uh for the most part we had ability to plan as far as admin but I know a lot of people uh still think we still have those coffers of money out there. So when we were able to do all the additional things like the increase of benefits, we paid typically and that we

032were probably the highest contributor toward health insurance benefits out of all the district in the state at one time. Uh of course we had to pair back that a little bit as that money uh went away. But we had significant money over those years along with the co money but I mean lean years we knew it was coming. Uh but we didn't actually expect enrollment to fall as much as it's fallen. So, we had some projections out there, but enrollment has gone quite a [snorts] bit lower than even we anticipated when we did the uh Fanny Howard master plan as far as uh facilities. And I think that was 2014 or so. But for the most part, we were able to use those extra funds for personnel, programs, resources, materials, and other expenses. Uh from

033that 89 through 18, you see that in along with the 2019 through the following years for uh CO. >> [snorts] >> I know I feel like I'm just repeating everything he says, [laughter] but this part is very important that everyone understands because, you know, I still hear people make references to, you know, oh, we got extra money. We can do these things. And I think when you look at I mean we're talking about 34 years you all for 34 years from 89 until um from 89 until 2018 and then from 2019 to 2024 we had millions of what I call extra money to be able to do things whether it was extra personnel, extra materials, extra resources. And so these were funds over and above our revenues from local, state, and federal. And so as

034a district, we have operated always having extra, always having um some additional money to do new things. And I think for many folks who have been around in our district for a long time, that mentality and that expectation is still there. But after 2024, we are in a new norm where there is no extra there is no extra money, no extra funds coming from anywhere. And so that is a major um change that everyone in our district um has to has to like adapt to. And so that's the the important message we want to hone in here. And I don't think I not not I don't think I know I didn't realize um that it was this long of a time period where we've had all of these extra funds until we started having conversations

035a couple of weeks ago. And so I think that's important for folks to understand. We had a lot of money when I was on the board the first time, start [snorts] of the century. Um, and like you said, there was always money for something. I mean, you Okay, we need $700,000. We got $700,000. Yeah, we can find $700,000. And while I watched uh from afar after I left the board, I kept kept up with what was going on in the district. It didn't really hit me until I saw my first budget report in December a year ago. The horrible difference, the incredible change in the in the amount of money that was it was tight. I mean, it all you couldn't there's nowhere to move things around and just have money fall out like there

036used to be. [snorts] And that's was shocking to me. Any other questions um on where this piece comments >> number four? >> Okay, >> that's good. >> And you were right. There was more flexibility probably back then. So it it started kind of winding down when I got here in 2009 a little bit. Uh so it was a little bit tighter uh because Little Rock was roughly around 25 almost 26,000 students that point and it maintained around the 25 to 24 for several years. So, but identify recent significant categorical expenditure increases within 3 to 5 years and determine the causes of the increase. So, uh so salaries of course we we talked about that a little bit. So, uh with learns we had to well we were already stepping salaries up. So, the goal was

037to get to 48,000. So, we I think we at 455 when learns kicked in. So, we were scheduled to go to 48 that upcoming year but we had a plan to implement but learns brought about another change required change to 50,000 minimum. uh but we did some above and beyond that that was a probably additional about $4 million above what the learns uh funding was. So uh those are things that typically in the salary range. Of course we had some other increases. We had a MAC salary study. I forgot what year that was but it increased uh salaries kind of cross as they looked at uh regional and n I guess national kind of where our different categories were and some of those classes grades were reclassified. So they increase our salary schedule for classified

038and certified at that time. uh purchase services uh mainly that's our purchase services any services we purchase. So if you have consulting a custodial uh transportation those are type of things that are considered under purchase services. So uh mainly we've outsourced a few custodial services at a limit number of schools. So you may see an increase in there but it's offset by the actual uh personnel cost for those actual people that there. So uh for the most part it's a wash maybe a slight increase out there but uh once you consider uh benefits and everything else that we pay or if a just say a custodian's out we paying sick time and we have a have a sub in there you pretty much have them double the cost so in many cases is benefit for

039us so transportation services kind of have a little bit deeper dive than those below so uh we've always had quite a bit of transportation out there especially when we had magnet schools out there so one of the dag windown uh proposals was to get rid of the transportation and maybe you know eliminate some of the magnet programs But we chose it uh the district chose to keep those in place. So when you're transporting kids all kind of around the district, there's no way to really cut all your routes if you want to give them the the choice to you know go someone may be in southwest that want to go to just say wherever it might be uh across to West Little Rock or vice versa to another school out there. So >> can you

040what what did you say the cost was per route? >> Uh rough about just say about 90,000 or so. So it was about 86,000. So, and typically our routes are what's called double tier. They pick up elementary and then they go pick up a secondary to kind of save money. So, that's a two-tier route. They just don't you have some that may be a longer route where they can only pick up a secondary or whatever it might be. But, uh we have a lot of routes that go around the city and a lot of kids that'll move around. Uh >> that that 90,000 does that include everything that that include fuel and paying the >> No, that that's the the cost. So, we actually pay for fuel. So, Oh, yep. U and that's given a

041year. Uh kind of lost my thought on that. Let me see. But we also um we put it out for bid again. And of course everybody is short on bus drivers nationwide. So no no different than us having to pay our drivers more. Uh contractors have to pay their drivers more. So you know the cost goes up. So one of the things we looked at this year as well we had an increase a major increased cost in the athletic transportation because we transport you know to all practices and different things like that and we actually had some situations where uh too many buses might have been ordered for you know given events out there. So our new athletic director along with our assistant uh superintendent Dr. Lauren and myself looked at that. So we think

042this year we'll be able to save probably half a million dollars or so on that. Those are some of the expenses you see. It's nothing just outrageous, but those are some, you know, some budget reductions we can kind of see. [snorts] One of the next categories, uh, special education, and you'll see a chart kind of below that. So, uh, of course, the population of our sped students has grown quite a bit over the last few years. So, from 12% to roughly about 18%. So, uh, there's a significant difference between what revenue that comes in and what we actually spend for sped services. Of course, we have to have a teacher for all those. So, you may save on just regular classroom teaching offset, but it's a major difference once you kind of look at the

043funding source and what we actually spend out for sped service. And I have broken down in that chart. If you'll flip back to that chart real quick, it's at the very bottom. So, we kind of highlighted at the very bottom. It's going to be a teal. So, we kind of highlighted some of those things out there uh on on materials and supplies. So, textbooks have grown quite a bit. So, $2 million textbooks uh expenditure when I got here was pretty high. Of course, like I said, material costs have gone up, but we have some low adoption years there. U and so, but we had some, you know, high higher years as well. So, we're just looking at some of those items, some ways uh we can actually save on textbooks, but you kind of look

044at the student transportation as I talked about. So, we had some increases across the board. So, we actually reduced this year a little bit down because we did reduce some routes. So we're constantly looking at routes the way we become more efficient. But uh just looking at that sped services u and I have two categories down there the instructional staff only and it's broken out by function codes. So you have those that are in the CBI classroom or or self-contained or whatever it might be just an instructional have a classroom along with Paris at top line. So right now we're budget about 31 million for this year. When you add those other ancillary services like OTPT, psych examiners, uh, speech is actually included in instructional, you get another four million. So, we're about $35 million

045spend there as far as money coming in from the state roughly just say 101 million or so. We kind of pull from, you know, other sources, try to cover that that difference, but it's a significant increase there. >> Can you say that again? What the difference is? uh it's we get we spend about three times as much as we actually receive in. So in in any given year is about three times. So um of course you can see some of the other areas we kind of highlighted that we we'll probably focus on a little bit. >> I don't know if y'all heard that. >> Okay. [clears throat] >> So the funding hadn't changed a whole lot for sp over the years. So um that's what we suggest. >> So um I appreciate you giving um

046putting a lot of this information have been given this given to us over the years and it's being condensed and it's historical for those who doesn't who don't know and um and learning this probably for the first time are a refresher. So with the um then we already knew that we're going to have a higher population of students with um special um um special e educational needs for whatever reason whether it's GT whether it's um IEP 504 whatever um the situation is um so we know that we are going to have a he heavier um sped population So, I would like to know at some point uh what is what is the district doing to um plan for that? Um and I'll just stop right there. I have several questions, but I'll just u wait

047because a lot of this information we have received it over time. So, but but I do think it's a good it's good that like it is serving right as a refresher and also as a point of information for for those who may not be familiar uh with the last several years of the district. >> I don't I don't I can address maybe the financial aspect but as far as instructional so of course I know there's a RP out there right now that actually look at auditing you know sped to make sure uh that we're not uh over over doing certain areas yet. So uh and that may I mean multiple pieces. So uh when you're looking at OTPT speech or whatever it might be over identifying or over providing too many services or where services

048can be combined or personnel can be combined. Most of this is personnel but we have a lot of contract. So all the money that we have here is not 100% spent in LRSD. It's spent within LRSD school district boundary. So uh the state uses districts as pass through as well. So if you have a day treatment facility, Pinnacle Point, whatever it might be. So money would come through us and we actually you know pay for the seats beds over there. Uh I mean like transportation we provide transportation to deaf and blind school as well. So uh those are facilities within our district. But uh I don't know if Dr. Wright want to address but I know we're looking at those areas. These areas in blue are all areas that we have to really focus on

049because that's a larger area that we're not getting adequate funding for. Yeah. So if you even look at AL is doing well this year but we have we just say we're getting 900 just I'm running out a million but we're spending 3.8 million. So we talked about just talking to board members across the country sped is just one of those things right where it's normally underfunded with the idea and so um I don't want to spend a lot of time time on this I just wanted to just kind of throw that out because typically budget conversations it they are larger conversations with different to it. So, I just wanted to um put that out there. Just ask that question. [snorts] >> Oh, yeah. Thank you, director, for just just even bringing up the conversation around

050the budget around uh special ed. Uh cuz one of the things that I did learn from meeting with the student advisory uh committee was uh the concern for the lack of funding with the uh students who needed access to the IEPs and the 504s in the school district. Uh and mainly around uh permanent uh placed I guess teachers or substitutes in some of those schools. And so, uh, so I I guess it the issue maybe not have been more of a a lack of funding for the positions, but just, uh, >> people needed for those positions. And so, um, it might not really address the funding for those positions, but actually, uh, being able to find those people who could, uh, fill those roles. And so uh just just wanted to bring that up because

051I I know the students were very concerned about that and I'm I'm sure the students are concerned the parents and the teachers and faculty all concerned about that but just uh finding a way that we can uh just serve and accommodate all students. So not really a question just a comment >> and I think that's going to be an aspect we have to address from years on. So, I mean, it's been a shortage of sped personnel or or staffing from teachers and and educators since I was in college, and that's been in the 90s. So, cuz I several my uh uh friends there, I mean, they're in education, some of them instead. So, I think that's going to be continue be a shortage area. So, we have to we're going to have to think outside

052the box anyway as far as staffing because I don't think you going to have an unsolved of people just coming in coming going into education or even specializing in special education at that point. So, as we uh go down the road, I think we're going to have to look at, you know, staffing more efficiently and smarter, a little bit smarter in the future. Anyway, so >> student transportation, that's mainly just bus riders. Is that correct? >> Yes, ma'am. >> Okay. So, have we will we consider doing a study because you know what? Some of those students that get on the bus, they actually pass a school to get to a school. So, can we allow those students to walk to the school that's closest to their home as opposed to putting them on a bus

053and send them 15 miles in another direction? >> We've allowed for choice and magnet choices here. So, that's why so they may have a home school that's walking distance from their, you know, their house, but they, you know, based on transfers, they chosen another. Yeah. I mean that's >> that's why we call them magnet schools you know that to to pull kids to them rather than leave the kids at their home school that we want to draw them to the magnet schools. Uh once upon time that made a lot of sense. I'm not so sure it makes much sense now. The whole idea of magnet schools is uh something that's been on my mind now for several months. I keep rolling it over in my head trying to figure out how it advantages us. if

054I don't think we're drawing that many students in that aren't already that aren't already in our district. We're not bringing in a lot of out of district kids to these schools. Uh so we're just moving our kids around. I'm not I'm not sure that's the best way to spend the money. Oh, to speak to the sped again. Sped stuff. >> I'm sorry. Did I interrupt somebody? >> No. >> Okay. Uh, says we got increase from 2017 uh 12% to 18% in 2025. Has that just actual flat numbers of kids or is that got something to do with the percentage the as the sped the number of special education kids has been closer to stable while the other numbers fall. Is that was that right? Didn't I see that while you put that I think it's

055a little bit of both increase and then you got lower a lower uh denominator I guess as well. >> Yeah, >> it's both. >> Yeah. And what we we we didn't go into detail here, but um last year state of the district, we actually looked at the classification and the number of spit kids and saw that it was actually more of the >> the higher the more um significant behavioral um mental health types of of of issues that we're seeing and especially in the younger grades >> since the whole charter business started back in the late 90s. Most people who were paying any attention were predicting that we were going to be left, public schools are going to be left with the most difficult kids to educate because the charter schools are not equipped and

056won't attempt special education. That's I think that's very real and it's it's not something that you is fantasizing about now. It's it's happening. We're being left with kids that are the hardest to educate. Most expensive by hardest I mean the most expensive to educate. have to have special education teachers. You have to have uh often you have to have parapros. You've got uh small classroom size. It's just special education hits close to my heart. Most of you know that. Um and while I might say magnet schools don't aren't working out the best, special education has we're spending three times what we get, that's probably not enough. [laughter] Maybe it should be spends four times what we get, but there's nowhere to find the money. I'm I'm frustrated about money and I know we I know

057y'all are too, but I've been thinking about it a lot more this past couple of months than I had earlier. I was still getting my feet under myself for the first part of the year. Now I'm I think I've got my feet under me and can actually think about some of the issues a little more carefully. I'm sorry, I was rambling. >> I'll ramble, too. [laughter] So I think this is a discussion. So putting all these things so we can really have some some deep conversations from now on because we have some tough decisions we have to make as far as you know retooling our district. So >> I do have a question about fleet um not necessarily our buses but our safety and security vehicles because because we lease those and it doesn't probably

058make sense to lease. we probably should look into purchasing those type of vehicle vehicles, but I'm also curious about mileage reports and for the board to know how many miles are being put on this on the car. Um and then if if anyone in the public wanted to know um the mileage usage [clears throat] and see the logs for each vehicle um because that is a significant amount of money um right for um us to have these vehicles and um our safety and security. they are not able to transport uh students. Um and so that is something that um at some point then I would like to see how often these vehicle logs are uh done for every trip when they get into the vehicle. Um as well as the gas usage, how how much

059are are we spending on gas and maintenance? Um as well as the note of each uh vehicle. And so um I I so and so that is a request and then I would like to see um how many vehicles we have the gas usage whether or not there are up to-date uh vehicle logs being logged with mileage date driver in mileage and then how are they being reconciled at the end of each month. So just kind >> for the last three years of >> course all those departments report to me transportation safety and security and maintenance that actually have vehicles. So >> I think I'm on as well. So when we went actually there we had I mean a a a very raggly fleet just honestly breaking down all the time. Uh we spent a

060lot of money on maintenance and and what wasn't dependent uh dependable. uh when we actually make part of the description of uh a lot of support areas. Uh one of those areas and in some of the the school base as well. So we really didn't see the need to have a security officer at every elementary. So we went to a patrol unit. So we actually bought vehicles at that time, but it was more costly. But uh based on u agreement with Enterprise for the most part, we go through a lease. We have the ability to purchase them out as well, but typically we turn them back in near near the end of the lease and actually typically save money. So when we reup, we actually get more equity than what the we got and we

061roll that into a payment which is becomes less. But all our vehicles are been equipped since the beginning with GPS. So they I mean all the mileage log exactly going back. Anytime you leasing, you know, they're keeping up with mileage. So it has the maintenance. So we have we have all that information available. >> Okay. What I'm speaking about mileage log, I know they keep up with them. I'm talking about use map. >> We have we have it as well. I mean, it's it's all on a on a dashboard so Elamine can see how many miles his folks he can tell where his people are along with maintenance as well. We have fuel cost associated with the card. So all that's actually maintained >> and so like a actual log like a physical signin log

062is not >> they don't sign in. I mean the GPS tracks everywhere you go just similar to our buses. So if a bus is I mean if they say they went to Rockefeller elementary school it's going to show them at Rockefeller going to show them where they went for GPS work. I was just asking for a log. So if so we were to ask for let me say a month worth of car 54. >> You would get a log. It's not going to be where the driver is sitting there recording the log that I went to. I mean because they're calling they're hitting all their sites. I mean they're tracked. So >> Got it. Okay. >> The log is electronic. We don't depend on paper stuff like that anymore. >> If they went somewhere with

063I'm sorry >> and and two is I don't want to get down in in this mundane. I what what I'm just speaking about is just the overall vehicle usage, the cost of that um versus what is leased versus owning out the vehicles and and just that total the overall fleet management if you will right of that that so we don't have to spend a lot of time on on this at all. >> What were you saying? Never mind. >> I have one little question on that piggy back on that. Under what circumstances are they dispatched? >> Oh, they're they're on patrol all day. So, they're hitting schools all day. So, if uh if a certain officer has four schools, they're going to hit that school every day and stay and walk to school and make

064sure everything is good. So, if I drop my kids off, I may see an officer there that morning. If I come back later, they probably going to hit it a couple times. So if it's a incident where they need additional backup at the school or they're short somewhere. So just say uh one of the high schools is short a couple security officers will call in. They may go to that school and stay most of the day but they're still on patrol. So >> So they have four schools each. >> They have more than that but yeah I just use four for example because I think we have eight patrol officer now. I may be wrong. I think at one time we had 10. I know we reduced one at least one position and we got

065one available. >> Okay. Thanks. But they primarily go to elementary schools and and early childhood centers to make sure >> and bus stops. >> We command security officers at all the middle school. >> Yes, sir. All secondary. Yes. >> Go to topic two. >> All right. Operating expenditure reduction goal. My goal would probably my goal would probably be to high >> two. It's up. Oh, it was up there. Right there. Right there in the middle. >> So, one of the things we know and we typically able to plan out, we know at October 1st, we were down 601 students, K12. Uh, if that carries on through the first quarter, second quarter, and third quarter, we know our ADM is going to be down 601 students. uh that equates to and plus the foundation funding amount

066is going down a little bit because they're going to settle send in any health insurance money to district. They're going to send it directly to EBD. So that amount is going down as well. So we know potentially we have about $9.9 million that we're going to lose in state foundation funding. Uh some of that's going to be offset by what we call declining enrollment funds, which is basically a soft landing. It's on the spreadsheet as well if uh once you get Can you hit the spreadsheet? We got Pam rolling tonight, huh? She used to be driving >> with no training. >> No time. >> She good. She good. She rolling. >> Yeah. Yeah. If you uh right there 18. >> So you see right there where the state foundation is in teal there. Uh the

06729 million is going to go to from 38 to 29 million or so. About $9.9 million difference. And and you see the next line is decline enrollment. So I declined enrollment this year about 1.3. So I'm projecting it be $2.5 million if we actually decline about you know 600 students. So that'll offset some of that decline of the 2.9 and we'll have a little more as far as what we're looking at as far as health insurance not having to pay all the health insurance out which that money is going to go directly to EBD. If you scroll down just a little bit to one more line while I'm hitting this. Of course we issued additional debt. It's going to go to the right there. So, our debt service is going to go up about $4

068million as well, uh, from this last $75 million we got. So, uh, that if we take the 9.9 million, I just say 10 million plus4 million, that's $14 million additional either decline in revenue or additional expenses, we add the 2 and a.5 million back. But we also have some initiatives that we need to our fund balance is extremely low right now. Uh, scary low for me. So because I mean at the point where we typically don't receive money in July and August first I mean not anything significant. We typically September we start receiving a little bit more in October. So our our fund balances our cash flow gets very tight at that point to point where you're just making payroll. You may have to hold off on accounts payable. Uh when you have scares like

069the federal government shutting down or you know something's not going to be funded and your fund balance just says only 12 million. You have $4ome million dollars of federal funds. If you don't get reimbursed for those or they decide not to authorize those, you're left in a procure a very scary situation. Uh so we have to look at increasing our fund balance some over the next few years and having a plan there along with possibly looking at you know something to do with you know far as uh increases for staff. So uh goal I would say for right now this is before you know seeing everything that comes in. This is just based on estimate 12 to 15 million uh reductions here. uh it may be less than that, maybe I don't think it'll be

070more than 15 million, but it may be somewhere less than that depending on kind of what we see. So, if we continue to decline as far as students like that, it's even more. So, >> I have a question on the um the EBD. So, with the 9.5 roughly million being instead of being sent directly to the districts, it >> not that much. >> Say it again. >> So, so if you'll scroll back up one second again, just back up to the T >> cuz I thought you said nine. >> So, and I don't have the other part on here. I have to look here. Let me look here real quick. So, right now, this amount is based on state foundation funding. So, based on reduction of 600 students, uh we're scheduled to reduce about 9.9

071million in state foundation funding. >> And that's for the student reduction and not the healthcare. >> It's it's a little bit of both. Uh so, the amount Let me pull it up real quick. So, so if you're getting 100% of foundation funding, the amount this year is $8,162. Uh, for next year, it's going to be it's going to go down to $8,37. So, from 8162 to $8,37. So, that's a little bit of decline. that difference where it's going down. Instead of them actually allocating money for districts to pay health insurance on their behalf, they're going to send the money directly to EBD to take the districts out of the place out of place. Pretty much districts don't have anything to do with insurance anymore outside of your supplemental stuff like dental vision, stuff like that.

072So, major health all going to be directly to EBD. I mean, uh I think the state has the I forgot what it's called now, but liability, not liability, but property coverage as well. So that money is in the state agency as well. >> Okay. And so just to be clear, the the 8,62 or 838, which is what it will go to >> 8,37. Yes. >> 37. >> So that coupled with the reduction of 600 students equates to about 9. >> Let me make sure that's what it is. I said 9. >> Well, can I pause you right quick because I I'm right here on the 8,000. the 8,000 is that the statebased funding or is because or is that the 1900 or $2,000 that we get directly from the state per student and state based

073funding? >> So yeah, that's >> added with something else to that. So is that 2,000 plus something else to come up with this 8,000? So the the portion that we actually get from the state, so the overall state per pupil funded from the state is 8,37. That's if you didn't have a tax base like charter schools. The amount we actually get from state revenue for this year was $19,86.19. So for next year based on the percent and uh we would have 156679. So, 1500 >> $1,566.79 would be the portion that the state would actually give us toward foundation funding >> for for students. Correct. >> Yes, ma'am. >> Okay. And so the the and this is just for my make sure I understand for those who may be listening and wondering the same thing. And

074so the additional 6,000 I'll just round it up to 2,000. the additional funding outside of the 1986 or the 1566 that funding is coming in from property and real estate fund local that makes up um that 8,000 >> uh 37. >> So as your property increases the value increases your state foundation funding goes down uh to kind of equal equalizes kind of rich districts versus poor districts. So yeah >> uh so you can see our growth in property taxes. It's going to go down some but those major drops are based on enrollment as well. So >> uh so typically it had been about 67% that was made up from our local funding base and it went up last year I mean this year and the past year 76 76% now next year 81% of our

075of that foundation amount will be made up from local taxes. >> Okay. And my um last question on on this before I lean back is the the projected budget cut for this year is between 12 and 15 million >> for next year >> for the 2627 school year. >> Yes, ma'am. 26 27. >> Okay. So in July? >> Yes, ma'am. >> Okay. Got it. Okay. >> That may change. I mean, as we have these conversations and kind of see where we are fluid. >> Yeah. We're hopeful that, you know, we maintain at least plateau if not gain more students back. But if you're looking at trends and different things, you have to kind of I mean data shows you things and you can ignore it if you want to at times, but uh we may

076have some mitigating, you know, things that put in place to kind of stop some of that. So, >> but it's a lot of competition around us [clears throat] because our uh districts around us are growing in in um enrollment because our students are leaving and going to those districts. um whether it's a traditional public charter or just moving out of the state, which that's the data that we can easily get from um pulling a report from student enrollment. But uh I I do think that again to go back to what the original board we talked about is and even throughout talked about being competitive. And so um students and educa students and stakeholders, they are leaving for a reason. And so the reason is is really what needs to be figured out. And so we

077are able to stay sovereign even though we have a very nice lucrative local tax base. Um at some point uh we are going to have to do something. So and figuring out the why if they're them leaving is is a big part of that. >> Most of the larger districts are looking at decreasing enrollment this year as well. You have a few anomalies out there, but most of them are looking at hundreds of kids. >> Not as much as us. >> Oh, some Yeah, you have the largest. So, I guess we're the third largest now, right? Yeah. Springdale. >> No, no. Just to be clear, I'm not speaking about um Northwest Arkansas. I'm speaking about Pilaski County and in the district because our kids are not leaving and driving to Springdale. The mamas are not

078and daddies or buses are not driving way up there. Um I'm I'm speaking just about locally, just to be clear. Yeah, most of the ones around is not up very much. Not based on me talking to the CFOs. You have a few. I mean, they're not up 600. They're not up even a few hundred. Uh, you have Yeah, I don't know if North L Rocka, Jacksonville, North Alaska. I think the Palaska County special may be up slightly. >> The point is that they are not down. They're up and we're down. That is all I'm saying. Before we move on, I just want to clarify that this 12 to 15 million that we're talking about cutting for fiscal year 27 is not just cutting to be in the black. It's also cutting to add at least

0792 to 2.5 million to the fund balance. So that amount is not just trying to get us in the black. It's actually trying to build up the fund balance um over the next couple of years. Just wanted to make sure that was clear. All right, we can go to topic three. >> [clears throat] >> Oh, that's me. The first one. I'm sorry. All right. So, what we have done, we have identified four um priorities that we are prioritizing for the development of the fiscal year 27 budget. And so, I'm going to quickly go over the first one. Um, and if you're on this sheet, you can follow me. The first one is using strategic plan phases one and two initiatives as a guide, identify the bare essential district personnel, programs, and external providers needed for

080fiscal years 27 and 28. All that says is that we are, you know, in order to keep progressing with the outcomes that we have in our plan that's all tied to student achievement, we're looking to make decisions that are aligned to those phase one and phase two strategic plan outcomes that we're trying to achieve. Um there's three sub bullets here. The first one is to staff schools based on the draft FY27 staffing formula guidelines. and we and I I'm I'm going to turn this over to um Miss Burgess. She is going to share our initial ideas and thoughts about changes we're going to make to the staffing guidelines. Last year we I said that we were going to stick close to well not close I said that we were going to follow them to the

081tea. Um, and we did for the most part and and the staff knows that I am the guilty person that gives in a lot of times when people make requests, but I have made a commitment to the folks on my team as Miss Burgess is smiling um to stay out of um this process and to uh you know what we put here uh what's in the staffing guidelines is what um we are going to abide by. And so we have made some adjustments and I'll let her share what those adjustments are because we just like we did last year, we are going to ask um the board to um approve the staffing guidelines once we go through all of the feedback processes and and get it uh finalized. So what we're sharing now is just

082some of our initial thoughts about changes we're going to make to the staffing guidelines. >> Thank you, Dr. Wright. So this is a a draft as you can see. This is based on the guidelines that we I think we implemented this initially in 24 23 24 school year. And if you turn to page five, that's the first actual change uh where it shows the assistant principal ratios. Um and this is for the priority schools. So each one um it's a different section for priority and non-priority schools. So, we're going to start with the priority schools. And so, this will uh affect the number of assistant principles that we currently have uh in our schools right now versus for the 2627 school year. So, we try to make it pretty uh easy for you to see

083where the changes were on page six. You know, the priority >> what was the change? So now they will not get an assistant principal at one of the priority schools unless they have 300 350 students or more. Right now we have some priority schools that have assistant principles that have less than 350 and they have an additional administrator. >> In prior years, if you're a priority school, you got an assistant principal regardless of the number of uh regardless of what your enrollment was >> and which is still um below the state average. The state average is 1 to 500. So we're still giving some concession to uh those particular priority schools. On page six, the kindergarten ratios, um right now the state ratio is 1 to 20 uh for the priority schools. We had I

084think it was 1 to 17 initially for this school year, but we did start to fill those slots if we needed. Um so some of those schools right now are running about 1 to 18 20 just depending on what school it is. But we're going to go back to the statutory um numbers for kindergarten 1 to 20. Uh 1st through 3rd is 25, fourth and fifth is 28. So those are the changes that we are looking at for the for the actual priority schools coming up for the 26 27 school year. Yes sir. So, are you saying we're going to have 28 students in one classroom? >> Yes. >> For what grade? So, that's not across the board. >> I'm reading that. So, what are the um fourth grade teachers? Because 28 students >> is

085is is a lot. And even though other places have done other um districts and charters do the 28, some of our teachers they we supported having more than what the state amount is not necessarily for fourth grade but just in general. So what are the educators saying as of as as of current time about this? because I know what they've said in past time about having 28 students um in the classroom. >> Well, this is a draft and this is part of the plan as far as uh Dr. Wright meeting with the um the various groups. And so, this will be discussed as well when it talks when we talk about the the budget cut. So, this is not in stone. It's just what's being proposed. >> And the various groups are who? uh tomorrow

086it's it's going to be PPC and >> classified and certified and so uh we're going to continue to meet with those groups and get their input as well. >> Okay. And so I'm hoping that it's heavy on the certified but since they are the ones who's going to be teaching >> um our students I Okay. Thank you. >> Take in consideration these standards only change for the priority schools and non-priority schools still have the the standards here. So that's and and that's the point, you know, you have you have children that that that need more attention >> and you're and and and it's already um a personnel drought right in these priority schools. So, we're jamming more students of higher needs in these schools and we are um well, not we the well we the

087board too because it's a numbers game, but the district is going to hold teachers responsible for outcomes for having a more challenging uh teaching base without the tools, you know, in in the classroom. I don't see a I don't see a teacher aid added up there. You know what I'm saying? So, um, again, fourth and fifth grade, those are crucial years. All years are crucial, but those are crucial years. Um, and so I would like to hear hopefully those conversations happen to where uh we are able to have some type of idea by January, February on what it is and so we can have a significant amount of time and and dialogue on that because we don't want to burden teachers. um and not we don't want to to give them the the accountability without

088the resources um to to help them. >> Thank you. >> I think calling these schools priority schools which is state's terminology if I remember correctly >> it's ours >> ours. >> We shouldn't be calling them priority schools if we're going to take if we're going to lower the number of teachers if we're going to crowd kids in together. It's not priority in education. Uh shouldn't be doing that. Let's find another name cuz we're not prioritizing them. We're >> Well, there are other things that >> I I understand that there are other things we do and other things we spend money on. But >> I'm saying I'm saying there are other things we do specifically for priority schools that other schools don't get. >> Well, that's that's I understand that. But I think if I understand

089Director Hatter, I think she and I are agreeing. I think there going to be some squawking about this. >> Well, I will say this. We had these we had lower numbers in place for our priority schools for this upcoming school year and we had several of our priority schools >> who asked to go back to the these numbers because they were concerned about their enrollment and they wanted to grow their enrollment numbers and they wanted to. And so we've already had several of our schools who have >> um I don't know the number but I know it's at least four or five. It is. It is >> that have that have that have already gone back to this because they actually >> prefer to have more students than less. >> Well, yeah, more students overall.

090I don't think that they don't prefer having more students in each classroom. They just like having a larger number because we got declining enrollment. I understand that. man, this is >> and for the public that's that that's listening, it's a numbers game because if you don't have enough students in a um school building, that impacts how many teachers are in your building. It impacts your librarian. It impacts your lunch. It in it it totally impacts your overall campus experience. Um, however, uh, if you're a parent of a struggling child, you you you may want to be involved if if your child is potentially in a crowded classroom because that too impacts, but I this is a delicate I mean, this is a dance that that that we're doing. Um but at the same time we

091need to create the best environment, the best environment for the children to be able to thrive and learn and get the supplemental resources because we're we're we're we're talking about children that's one to three grade levels behind. And so that needs to truly be a priority in providing the resources. On the other hand, you and I agreed, but I've got a negative now. >> On the other hand, we might not be the ones providing the environment if we don't save some money somewhere. >> No, I I I I get that and and and and that's the whole point of being >> at this level on the board listening to the district because the school district and the school board are separate entities and we have to understand what what what the situation is so we

092can be informed to make informed decision and votes. So, I get it. I'm not trying to belabor it. Yes, sir. >> I I'll just end it with this point. I'm not in disagreement with any of you. Like, I don't want to do this either. And I think in order for us to define what the best environment is for our students, there is this ideal environment and that there is a realistic environment based upon where we are. And so, I don't think anybody around this table wants to go back to this. Um, but we know that the majority of our budget is made up of personnel. if we're trying to get to and I'm understand it's all about money but money has to come into yeah it is so so yeah >> you know you know

093it's okay to say it's it's about money um because that's one of the reasons we're going back to the ratio for principal assistant principles in the building because we did this huge hiring um of with all of these tears and things and now we're like okay we got to bring it back in but what I'm hearing hearing you say is that you're going be before to get an assistant principal you had to have 400 or 450 >> 350 >> and even be before that we as a district has set um a goal of 400 you had to have 400 or more students to get an assistant principal and so now we are just going back to what the original bases of of um that 350 to try and open up um some resources to do

094other things with Okay. Um, is it back to you? >> Okay. Thank you. So, um, now we're on the non-priority schools on page eight. Um, on page eight and page nine, none of that changes. Uh, as it relates to, as you can see, speaking of administration, they are at 500. So, they're at the state standard currently as far as when they receive an assistant principal, which is about 150 student variance there. So um so all of that is is standard on pages 8 and nine. The first change comes on page 10 where you see the um K8s. That's that starts um the assistant principles there. It's two and a half. It it it was a little bit different there, but we were looking to see what our our current K8 schools have. And so we

095wanted to bring that in alignment with the 1,00 to 1249. We only have one school within that ratio right now as far as K8. page 10. Okay. Go back. >> Go up a little. >> It's just hard to see. None of us have our computers. >> I know. >> Okay. Right there. That page right there. >> Yeah. No, no, that that's priority. >> Okay, >> you have to go back to page seven. >> Two lacy. >> I mean, I'm sorry. >> Yeah, but it's still primarily Cloverdale. So, it's Yeah. >> Yes. >> Cloverdale and baseline. >> Okay. So, on page 10, priority. I'm sorry. I said none, but it's priority K8. So, and the only one that falls within that ratio as far as a,000 to 1249 is is Lacy. >> Okay. >> 2.5. So,

096is that a part >> shared >> be a AP that'll be shared between two >> shared between >> Yeah. And then if you look at the instructional lead teacher, that's um the the changes that we made for those ratios as well as far as two across. >> Scroll up a little bit >> right there. Okay. >> So each school will get two instructional lead. >> What was it before? >> It was more than that before. >> Yes. >> Lord. >> Yes. And so but some of them were not feel so but they were allocated more than one more than two. So on kindergarten um the same 1 to 20 first through third um 1 to 25 fourth and fifth 28 and that's in our K8 schools. So those are the changes for the priority schools.

097are these priority or these? >> No, we're going to go to non priority in just a second. >> No, that's that's the priority. Okay, so on page 12, it's the nonpriority middle schools. So, as you can see, that didn't change on that particular page. The only thing that we're looking at is at the very bottom where it says gifted and talented education. We had a discussion uh Miss Goody and teaching and learning. You went past it, Miss Smith. >> I'm sorry. Right there. Well, it it's highlighted on each page. The the gifted and talented education as far as uh what that looks like in all middle schools. We're trying to get a specific number. So, we'll make sure that we are uh giving the students what we need because we're not um certain with the

098changes what that number is right now. But we're going to make it relevant to uh what the state standards are for the middle schools >> For all middle school. Yes. For all middle schools regardless of their priority or non-priority. So whatever the state um standards are for that then we're going to make it mirror that. That's why it's in yellow instead of green because we're still looking at that. >> And what about >> it's not it's below 400. It's in the 300s. I can't remember exactly where. 311 311 >> 311 We're going to have my question though. Achievement happening. I'm sorry y'all. I asked if uh there was a significant uh student um academic achievement happening at Dumbar. Currently, there's 311 students. And so, uh, and we're getting a GT and we're making sure that

099all GT programs have a full-time GT, uh, specialist. Um, are are there any high academ are is the academics as a collective? >> So, actually all of our middle schools, including Dumbar, saw great achievement. Last year, Dumbar was an F before, they're now a D. Yeah. >> So, yeah. >> Yeah. and that's thankful to the change in the grading system and the achievement curve of the state. So, um but as far as at at at the end of this semester and then I would love to see all of our uh middle schools to see how are they um tracting and and uh moving forward to um being ready right for the next grades. We'll have that for the midyear interims or whatever they take when we do our next when is >> February. Okay. Well,

100I leave in March. >> So, you might not. >> Say it again. >> Okay. Because uh >> Okay. So, on to the priority middle schools. That's on page 14. And so, basically the same thing for uh grades seven and eight will be 1 through 30. four through six is still 28. Even though they're in middle school, uh it's still a a 28 cap for sixth graders. And so, but when the students u metriculate to seventh and eth, they can go up to 30 students. Same thing with the gifted and talented, we're looking at the guidelines to um to mirror whatever our our state requirements are. So, we will get back to you on the the gifted and talented. So, those are the changes for the priority middle schools. Now we're going to go to the

101page 16 which are the non priority and priority because you know the high schools are together. So so we we put that in one category. Uh same thing we're looking at the assistant principles uh the the ratio as far as what that looks like. Uh less than 500 then they will not receive um an assistant principal. And so we're looking at which is Hall West right now and I know that's all um preliminary uh Park View uh Little Rock Southwest central they have the same uh the counselors we uh still look at one to 350 for the students in effort to provide those services. Uh media specialists everything is the same. I do want to bring attention to um the instructional lead teacher that's in red that currently they receive um support from network one.

102There are two people that that support them in their instructional um spaces. So we wanted to denote that for you all. At the bottom where >> that's the same that's no change cuz that's no change that was no change. I just wanted to explain what what that was as far as in one support. So that comes from network one and uh Dr. Lauren's network. Uh then at the bottom on the principal secretary, what's in red, it's what's actual right now as it relates to uh 20 uh 526 and according if if the numbers hold to where they are, they will remain that. So it if not, then it will revert to the black number. Okay. But if if they hold to where they are, they will um remain in red. >> Okay. >> Yeah. Okay.

103>> Okay. So, uh Miss Smith, can you go back up please to the top of the page for with the PR with the assistant principles like Little Rock Southwest like their enrollment right now is 1,800 right about it's over 1,800 students. So, do they The question is what are we going to do if their enrollment numbers for those who are saying they're coming back yada yada yada will it stay at six or will it go down to something something else because right now they are having a decline in a decline in enrollment at Southwest. >> It could go down if they enroll could go down if they get beyond below a certain number. However, then that's when the discretion comes in. If if they uh request to remain at six for whatever reason, then uh

104Dr. Wright can give that okay for us to keep them at six versus decreasing to five. >> That's the only uh we only have one priority high school and that's Southwest. >> Southwest. >> Okay. And then what about the graduation rate because it's it's in its 60s. So are is anything happening to bring those graduation number rates up? Yes, it is going to go up this year. >> We have a turnaround principle there and it's a it's less than what it was when he got here, >> but most of that is coding areas. It's not it's not it's coding issues. >> Yeah, that looks real bad. Okay. Um and then my last thing, if we go down to the bottom and and and I'm glad to know that that's going to get fixed. Um so

105like with central, it's a lot of it's a lot of happenings in there. Um, so taking it taking it down to half or two, I think that that would be a a bit of a strain right on that front office. I don't know if any of y'all ever been in that office when there's a lot going on and it seemed like, you know, yes, I'm talking about the three and the four in the red. Those are the current numbers. >> And then the proposal, it's um tentative. is talking about taking them down to two or half of what >> that's if their numbers change. >> If their numbers change and right now they they are sitting at what 2,300 >> 2400 because yeah because they're getting >> and and you know that goes back to

106what director Rose said as far as or somebody said as far as we're just it's like dominoes on we're washing dominoes with our students where um families and and it's not even the district. just families are choosing to uh go over to central. So, it's not even uh uh with the with that situation. But, okay. I I I just wanted to know about about that. >> I know that we're look supposed to be looking at ways to cut the budget, but why doesn't Hall have an attendance secretary? Why does this school that's uh >> they have 300 kids or 400? >> Okay. And it's a following number. an attendance registar, an attendance secretary, >> those those duties go to those duties are there. It's just performed by someone in in a different role. >> Okay.

107>> And and the other piece, if we do proceed with Hall, we will have um we will reallocate other staff with the AL and other. So, we're going to be using a lot of those staff jointly. >> Yeah. >> Okay. >> Yeah. >> So, that's why it's highlighted. >> Is that still still on topic? But is is that still the move to h to house all of to house those different programs at the um hall campus? >> Yeah. The only one that we originally talked about that has been put on hold is adult ed. >> Yes. Yes. >> Yes. That's the only one. >> Okay. And then because that is going to be decided the 26 27 school year if I remember because >> 728 >> 2728 and we're looking at Brady for adult ed

108instead of the hall campus. Oh, that's good. It's right on that bus line. >> Oh, it wasn't because of that. It was just because of >> Well, not to say that people don't have cars, but accessibility. >> So, is Brady not going to be the family whatever you said it was? Okay. >> Yeah. >> Okay. >> Plenty plenty of space for officers. >> Okay. So the the other pieces of the staffing did not change as far as the uh differentiating of the staffing plan for the specialties. Um none of that changed from pages 17 on. However, we are going to make sure that we update any changes concerning athletics. I know Mr. Turner is still looking at some things for for athletics, but we feel like we're um aligned to where we need to be

109as far as athletics and the and the the coaching and the the scheduling. But if we need to tweak that, we're going to do that as well. But right now, nothing has changed from um the last several pages. Any any questions about anything that we have talked about? And again, we'll talk to PPC again about this and >> um and kind of see what their thoughts are and that's why we have it in in draft form to take in any other suggestions that any entities may have. >> Hey, you guys have anything else? >> Just one quick thing. Miss Pam, are you able Miss um Miss Smith, are you able to print this off for me so I can make um some notes for me? I I I didn't want to use my ink at

110home. No, just just before. Yeah, >> they used to give us the board packet was this this thick when it would come, you know, >> twice a month. So, >> no, that's that used to be when the original came back. >> All right, we're we're back on topic three, priority one. I'm going to speed through the rest of this. Not speed through, but as fast as I can. So, I'm just waiting for her to get it back on the thing. So uh that was the first bullet under priority one. The second and third bullet was about maintaining the network structure but looking for duplicative positions or reducing personnel were possible. So um we believe that we see positive momentum with the network structure but we want to make sure that um you know any duplicate

111duplicative or ways in which we can um reduce we will. And then the last bullet was around looking at school-based programs and external providers funded funded through operating dollars and assess impact and determine continuence reductions or reallocation of resources. And those are some of the things that are in that purchase services category that we will be looking at um and we'll possibly be bringing bringing back some um other recommendations for you. So we can move to priority two. [snorts] And a lot of what it's in party two we've already kind of discussed already, but that's Mr. Bailey's area. Party two and party three. [snorts] >> Just my area I'm covering, not all my area. But uh I mean the priority two we pretty much discuss because you know salaries make up salaries and benefit make

112up larger part of our budget. So you always have to look at uh various position contract length reductions. Uh we're currently basically 174 student contact day district. Now we're no longer 178. So that's four days. So some certain positions may not be needed all all the you know the length of contract they currently have now but just looking at any redundancies any duplications we have in in services or positions we can look at that along with contract length reduction. So uh one of the things we did before been several years back this during the DC wind down as well as we brought everybody around the table and looked at different cost reduction methods uh was reducing you know uh spring break. So uh typically all the the 12 months had if they took off they

113had to use a vacation spring break but a lot of people didn't want to take off because your work never goes away. So you come back you have two weeks of work to catch up. So that was one of the agreements that we reduce all 12 months by five days at that time. So that was a savings there. So that may be something we can we look at here as far as a additional reduction in contract days for you know >> we will be just the number of days is is is >> well we're looking at it that what we implement is going to be determined based on I guess once we finalize everything but uh reviewing extended contracts like like I said for those uh we have a lot of extended contracts whether it's

114teachers or whatever it might be out there on extended contracts I'm not sure if all those contracts still need to be extended like they were in the past. So, uh, benefits are very limited. Uh, like I said, we we pay based on health insurance the the state mandate amount. And of course, that's going away as far as major health insurance. Only other benefits we typically provide is a free dental plan at a low cost dental plan, which I would wouldn't suggest getting rid of that. You want to make sure you have some coverage there, I think, for your employees to take advantage of, especially your your lower pl paid employees. Uh, purchase services. Like I said, those are all the things the custodial transportation consultants or whatever other agreements out there. So, of course, we

115we're looking at any programs out there, making sure we go through and want to find tooth cones, see what we can actually do as far as contract. So, if there's any reduction in services we can we can uh make we'll make those. Of course, on transportation, we're looking at routing all the time. So, as we have less students, we are going to reduce the routes down uh if we can combine routes and different things like that. So, material supplies is very limited. uh options on that. We hit on textbooks. So, I mean, do we have textbooks as a separate thing down there, but for the most part, that's it. So, schools are typically not buying a whole lot of just excess things out there. So, not a whole lot out there because with their enrollment

116declining, they have less, you know, funds actually utilized for those limited materials and supplies. Pretty much we've hit these things. So, of course, you can see a and sped. We kind of talked about those things early as well. So, continue to explore ways hopefully we can uh increase revenue. Revenue did increase for AL programs this year. I think identifying those students and making sure they stay in those programs. Not making sure but making sure we're capturing them in those programs for those given times that trigger funding. When I got here in 2009, I think a uh funds of about $2 million we receive in the district went down to about 600,000 up to 700,000 this year is roughly about 980 something,000. So just identifying those. So, I think I think we have $2 million worth

117of students in there. We just have to make sure that they're >> How many students do we have in there now? Because >> the last count was like it it was under 100. It was like 60 something. >> And typically they increase in the after the fall in the spring time. >> Definitely more than that. >> Yeah, >> it is. >> Yeah, it was more than that. >> I was over there today. >> But when you [snorts] count a includes Hamilton and ACC, >> so uh I'm not sure how many. I know it's more than ACC. So, >> uh we'll see. And I have a question about these 12-month contracts. We approved these a number of 12-month contracts for like secretaries and attendance clerks and um our secretaries. And at the time, the purpose of

118doing that was because we got rid of CASSA K12 or Kesa and we still ended up losing students. But um but that was the reason on why we went to 12 months. uh or at least that was the reason told told to the board on why we're going to 12 months for folks to work around year round. So the the the newest 12 month contracts I would like to see those positions and to see whether and and then to right to see what are what is the ROI on that um because you know uh that's a subject of conversation just throughout the district just throughout the ecosystem. And then the last thing I'll say, which is just something I think the board already knows, um I noticed it's I think it said it also said

119the superintendent's contract would go down in days. Well, that's already set till 27 28. So I don't I don't know if that was intentionally placed there or accidentally. >> It was because I could I could voluntarily >> You're a year round. You're a year round. Yeah, but the it we'll we'll talk about that later because the way the number of days that's in it right now is not it's not really how many days is it is 260 something days >> 240s >> no mine is two it's not it's not it's not even I don't know how that number came because you can't even work that it needs to be there needs to be an adjustment >> needs to be adjust okay >> did you get your address >> I know I mean >> yeah that's

120good yeah no I'm happy question director Bis Yeah. Are we at the end of the budget development process discussion? >> No, >> we're not. >> Okay. Then I have my question afterward. >> Okay. [laughter] >> You don't want to ask it now? You good? Okay. Gotcha. So, that pretty much concludes I think that priority two piece we've covered pretty much uh priority three intentionally plan for some employee raises bonus within fiscal years 27 28. So one of the things we talked to PP on the compensation plan is when we're planning so our budget year is already started. When we start talking about doing increases now midyear stuff it throws off everything that we talked about previously unless we have some kind of onslaught of money that comes in. But if we can start talking about

121things now to try to implement for next year gives us time to make any necessary reductions that we have to do or just plan forward accordingly. So that's one of the things I think on priority three if we're going to do anything. I know everything is costing more of course. Uh so you know slight increases or whatever increases I think will be uh much appreciated for our employees because we're asking employees to typically do more uh more duties uh put on more duties. We got less people. So yeah, >> you all know what you're doing. So I'm not telling you anything new, but I just want to say it out loud for my own sake. Uh bonuses would work better than than salary increases. Planning for another lean year. It's it's it's been on the

122discussion table. [snorts] >> Well, I I said y'all are smart people and you know what you're doing, but I just wanted to say it out loud. >> We all smart people. >> Tell about PPC. >> Sure. Yeah. >> Okay. So um well actually it was it was birthed out of the compensation committee meeting and so we have met every month probably in the last three months trying to um come up with ways to either do a bonus or percentage. Mr. Bailey and I both serve on that committee and of course he's always transparent with the committee and let us hey this is where we are. So our last meeting uh that we met, one of the things that came to light was and I know this may not be very popular. However, it may it's

123it's more fiscally sound. The people who are at the top, >> okay, they have not received anything. If if a teacher or or custodian, if they're at step 13 or 14, they're going to step they're going to receive something. They may not get a percentage. They may not get a bonus, but they're going to get something from year to year. The the employees who are at the top of the salary schedule have not received anything in several years. So that's where the bonus um comes into play. And then we're going to go back and look at the the masses after that. And so PPC is on board, both of them looking at it that way. And we've broken it down by the number of employees to see if um and they actually voted certified as

124voted. Um, and so we're looking at $1,000 or $500 for those employees only and then going back and looking at other employees at a later date. That's why we said some um within the next couple fiscal years. >> Sounds good. >> Right. And then the last one I'll just uh hit briefly. So priority four is not going to have much of an impact on the development of the fiscal year 27 budget. It's that viability process that we've been talking about with solution seekers. they've already started meeting with small groups but these out of this process is going to come larger not larger but uh more um significant recommendations that will impact the budget in future years um because it's it could we don't know what the co-created solutions that will come from a lot of

125these meetings um but whatever it is it will have an impact on 28 2930 um but we are going to continue prioritizing that process so that was the last one and then the Last thing because I know we've been on this for a while. I just wanted to cover very briefly the budget development process and timeline to make sure that the board was fully aware of how we are thinking about all of this working. Um so of course today you know what's happening today. It's there um from 12:5 tomorrow up until the mid January [snorts] we will begin actually starting tomorrow but there will be ongoing feedback and recommendations and conversations with certified classified PPC principles round table and the student advisory council. So everything that we're sharing with you today, we're going to share

126again with them. We're meeting with the chairs of these committees tomorrow to make sure that they fully understand what we're recommending, what what we're recommending. And it's going to be their responsibility to go back to their larger bodies to have these conversations. And there will be a cycle of um feedback and conversations around um their thoughts and ideas and and about everything that's here. On 122, we're going to come back to the board. Um I think that is our board meeting in January. uh we're going to give you an update um in terms of where we are. There may be some items for possible u some aspects of the plan that we'll be ready to have the board look at to take action on or maybe not. I we don't know. Um but we will

127ask for approval of the staffing guidelines um at that meeting because the very next month is when we start the recommendation process. So, if nothing else, we will be asking for we will have gotten all the feedback that we need for the staffing worksheet that we just went over and we will be bringing that back for the board to approve on the 22nd of June 23rd. This is a long time period and you're going to hear more about this later today when we get to the recommendation process. But that's pretty much everything from 123 to 43 um including us continuing to refine um the final plan for the bud budget development process. U by this time we would have identified programs, external providers, other things that we're looking at uh making reductions and we will

128start having those conversations with those companies, people um uh uh directors or wherever the reductions are coming for those conversations will start to be having during that particular time 49. So in April the board work session we're going to bring to the board what is like the final budget reduction plan. Um, so you'll have an opportunity to hear it, give feedback on it. Um, and then we'll, you know, if we need to continue making adjustments, we'll bring that back um at the April board meeting for the final action um for whatever that total plan will be. Now, we know that um we're not on the slide, but the thing that is on that last slide was um we know that there will be a board transition during this time while this is happening. Um, and

129I don't know exactly how that's going to work, but we know it's we know it's there. I don't know how to work around it, what to do with it, but it's it's it's there. Um, so so it'll be one group that we will presenting a lot of this information to and then some folks will be hearing this for the very first time and then we're asking them to approve it. Um, >> is there um I have two things. Uh, one, the public aspect of this as far as having public input the same way >> uh they do with the city because these are uh city and and not city dollars but um public tax dollars and so they too should have a uh say in it since they are the ones who uh pay the

130large portion of the $8,000 per student. Um and then the other thing is right since there are going to be a significant uh switching board because currently right now uh two of the members that will be on the seven member board is here um and the possible and then um I if it then what if we can get the budget done by March to where be that would be ideal because then you are dealing essentially with a new board at that point because we are under our district. We are being reconstituted because we have a new board. We're going from 9 to 7 and then after that you're going to have an election every year after that. So, um, and so just being thoughtful and strategic, get everything up front, uh, with the current city

1319 board and, uh, to where at least you got your up your budget coming in because, yeah, because you you could get something very in anyways, you you have a different line of thought coming in. Um, and my last thing is with this dollars, uh, the budget is I had it written down. You you can move on. Uh, but it's a card and you guys might even answer that later on. >> Director, you have >> I was just going to say thank you for mentioning about the public feedback portion because that wasn't included in here at all. So, we need to go back and figure that out. >> Yes, sir. Uh thank you uh Mr. Bailey and Mrs. Burgess and Dr. Wright. Uh some of that's that's why I wanted to wait to the end

132because um some of my questions have already been answered. Uh I just basically wanted to uh thank you for the the the thorough breakdown of the development >> [snorts] >> uh process on this budget. Uh I just wanted to uh ensure that as board members that we got uh some feedback from certified and classified PPC about this as well as the public. And uh I I'm definitely glad that you all are including the student advisory committee in this discussion on the budget as well too. Um but uh I was definitely going to bring up what Miss Hatter said uh as as far as the public input on this as well just so uh for just full transparency as much as possible that everybody could be a part of this discussion with us uh and ensuring

133that even if everybody didn't get their way that uh as much as possible everybody could be included in the discussion for the board after the March 3rd elections and if something could be possibly printed out for well, we know they're going to be new board members. Um, but just as much information as possible so they can make an educated decision and then not just go along with whatever seems like the plan so they can have questions prepared. So I thank you for that. >> Yes, Miss Hatter. >> I remember I remembered my question. >> I never remember mine [laughter] when it happened. This is for the 26 27 school year. We have a new high school coming on board in 27. >> So, and that's nowhere in here. So, um I do want to know

134what that operational cost is because that's going to impact the entire district. Um, and I also want to know what hall is because that's going to impact our entire district with our budget with operation as well. I'm I'm going to leave Dumbar alone because um but but those two high schools, you got to remember we closed two high schools because we didn't we didn't have enough students to operate five high schools. And now in this budget year that we're talking about 26 27 we're back to five high schools. And so that at some point we're going to there's going to be a conversation about we have too many high schools again. So I I do want to have that conversation before I leave off the board about um what does Pinnacle View High School operation

135look like? What is the impact on that on the rest of the district? Because we're going to have to take from somewhere. And the idea that students are going to just magically leave Central and go there, I don't believe that that's going to happen the first uh year or two. And um and so whatever the case may be um we know that uh the return on investment for that new high school will come in like 20 school year of 2030 3031 3032 or whatever the case may be. But in the meanwhile we still have a whole district to um consider with with our dollars. So I do want to see that in our budget reflected. >> Mr. uh >> for 2728 is when it's open doesn't 2728 >> Mr. Adams actually asked that question and

136we we uh uh somewhat addressed it um in a that was today that was just today. >> Okay. Uh but with with hall I would say and I I did mention this in my response that if we get the necessary waiverss for hall it doesn't matter if we have 30 40 100 200 kids at hall the way that we will be able to structure that building it's not going to be this high personnel cost if we get the waivers and I did say in the email if we don't get the waivers and the conversion charter approved then we will be coming back to the board to make a recommendation to close because it we just can't we can't run it >> with home. We know it's it's it's it's seemingly political and we keep giving

137it lives and opportunities but the city our city residents are not choosing to attend that school. So at some point again just like we said in 20 2020 um we are back to the original question. I think I'm sorry. >> The only difference I will say, Miss Hatter, is with these waiverss and the way that we can staff it and in addition to that, we're putting ACC, AL, and this small non-traditional high school on the same campus where we can share administrative cross staff across the board. And so we don't have to have all these separate administrators, secretaries, guidance counselors for all of these entities. And so that's going to >> yeah from a budget from from a budget personnel side it works but what parent you have to think about a parent and a

138student would they want to go into a building that have ACC AL and all these different programs with this hybrid of of this um you have this conversion charter where you could bring your laptop and sit I mean that's a different type of um experience. experience. And even if they say, "Oh, I'm going so I could graduate early." You could stay at your home school and graduate early. >> Not the way you could not the way you could at the way the redesign. >> No, I mean, no, you can't because these other traditional schools have required seat time requirement for courses. There won't be seat time requirements for for hall. And I mean, I don't want to spend a whole lot of time on this, but >> yeah, >> but it's it's not the same

139thing. It's it's not the same thing. But um >> and I will say from the students that from the students and staff I was speaking to at AL today at Hamilton, there are a lot of kids who are going to Hamilton now who don't want to go back to their home school for various reasons. They're thriving. They're being successful. >> If they're at Hall, I mean, if they're on that Hall campus, if they get, you know, graduate out of AL, then there is a smaller separate environment right there on the campus that they could potentially uh go to. And so the type of school that we're trying to design for hall >> graduate Arkansas >> is is to attract certain types of students that we aren't serving well in that district. So I do think

140there is potential for this setup to work well if it's done right. >> Yes. [snorts] So I I I do understand. So it's competency based from what I heard at the last meeting and it's similar to what Graduate Arkansas do. is competency based, but state law is as long as you have the 22 credits and meet the guidelines of the district, you're able to graduate in 10th grade if you got all the credits. You know, we or 11th grade. And so I don't want people to think that that like um that you know deal or whatever feature we have at hall um uh trumps or ne negates the state law that already says you you could graduate early regardless of what grade you're in. >> But you do realize it's two it's two different things.

141>> No no I do I do but I but be and then I just say that um for clarity. I say that because I got calls about that. Um and so so I'm saying it now >> having the conversation that >> what is proposed for hall which is a conversion charter it competence it's competency based which means that you don't have to come in take a you know and have seat time versus the way our traditional schools are. So that that was more for the listening audience. >> Okay we're done. >> We're done. All right, >> with for this. >> Thank you guys. We're done with those um pieces. Thank you guys so much for all that information. It was very thorough. We appreciate it. >> Is there anything else that um required? >> It's

142is specific to that. >> I'm sorry I didn't look at the agenda. I thought the only thing was going to be >> No, we have something else. >> Two short things. >> Two things. >> Okay. My Okay. So the last thing on the budget to the board um members that are here um I am I do think that it's is it's important for us to do an external audit um around our operations HR our budget cuts and procurement and our um some of our contracts because it's important for for the board and the public to see right where we're at. Even though we have a legislative audit, they don't our legislative audit doesn't look at uh some of these same things. And since we're going through another reconstitution right of our Little Rock school district,

143well, as far as the board and things is concerned, that that governs the Little Rock School District, it is just a responsible thing to have an audit um an outside um external um audit for us to have a clear picture of where are we with with our budget. Um and then how and and then the budget cuts that have happened, how have they improved our budget, have they hurt um our budget within the last 3 years? Um and I'll put a button on this and say um although we have cut 30 million nearly dollars in the last couple school years, we're still cutting dollars. And we can't say it's the Learners Act. You can't say it's a vouchers >> really because we don't get enough money coming in from the state for it to be

144that. So, um and and so it it's going to be important for us to have a clear understanding of uh where we we are at right as a district and and where are the taxpayers uh um dollars are right right as a district. So, I will be making that. >> Mr. Bailey, >> of course we can. I do want to address so a legislative audit, they cover every policy and they look at every rule that we go by. So I don't want we to leave leave here with the public thinking that a legislative audit is not a full audit. I mean, it's a very thorough audit. They start now. They're here for three or four months. So we have a policy out there. When y'all pass policy, they're looking at those policies to make sure

145we're adhering to them, whether it's issuing contracts, whether it's procurement, whatever it might be on the federal program. So they're going, if you ever look at, I mean, all the audits are out there. So you can see all the things they go through and test and it's very thorough. It's a lot thorough than a private audit would ever be. So what you're talking is kind of almost agreed upon procedures, but you have to narrow the scope down to some aspect of that. So they're looking at your budget, what you approve for a budget, what we actually expense. If there's a variance outside of that, they're going to make a note out there. So I mean it's very it's pretty thorough on what legislative audit does compared to, you know, what a private auditor would do.

146So, uh, >> I just want to put that up. You all can definitely request whatever you want to do out there, but it's out there. >> And again, just again, I would, um, I gave very broad a broad umbrella, but two, we do need to look at our budget cuts and how did it impact that because the audit that may be something that the legislative audit doesn't look at. Um and then as well as our different consulting um contracts and then our uh procurement. And so um just making sure that we are doing we are doing the all the things because again we have cut nearly or over $30 million. This board we have not put a hiring freeze on anything. Uh internally they have locked PE cards the purchase cards. So they're having to

147call and to make small purchases. I don't think that that's necessary cuz that seems more encumbersome. But as a but as the governing body of this district which finances fall heavily under it, we we haven't put any um hiring freeze or moratoriums or anything right on the budget and we're cutting budgets, hiring, creating new positions. So how are we really saving and and and and that is what the audit would focus on is is is just that. So um and along with a couple other things [clears throat] >> 4.1 the annual report who's um facilitating that >> M. >> Oh yeah. >> Good evening board. We just wanted to present to you the annual report which reflects the district's picture, financial picture among other initiatives and information from the preceding year. It will be shared

148in the newspaper and through our social media platforms as well as on the website as per requirements by the state. And it is just a snapshot of information. We typically include this in a full community report which has additional highlights and that will be shared with our broader community as well. So if you have any questions I'm happy to answer them. >> So it goes out by the end of this month like >> this snapshot is ready to go out now. >> Yeah. We just wanted to make sure you saw it first >> and then also this will serve as our presentation to the public. Our official presentation to the public. >> Yes, sir. Mr. B, do you have anything? >> Okay. Anybody else have any questions as you've reviewed this? I'm sure. >> No,

149thank you for doing Thank you. Thank you for doing this every year. Every year you do this and it's very clean, clear, >> good, >> and concise where at right at a glance and you can see um see what the information is and understand it. So uh just thank you for uh doing doing this every year and being so efficient that you are. So thank you. >> Thank you director. >> Thank you. I appreciate it. >> Thank you for the opportunity. >> Absolutely. 5.1 recommendation of staffing process. Back to you, Miss Durges. >> It's me again. >> It's you again. >> Okay. So, this is in draft form as well. So, we have been trying to make sure that we tweak and still uh remain efficient when it comes to time for um recommending and

150extending contracts for the 2627 school year. So, we have a timeline that we are going to follow. as it relates to recommending staff again. So, as Dr. Wright mentioned, looking at the staffing model and adopting that hopefully next month because February, January, we'll continue to look at it at enrollment numbers and we'll go from there. But February will be the time when we start to recommend uh our current staff for the the positions that are allocated based on the staffing model. Okay. So, and uh I know that there were some questions about our secondary teachers uh being in round one and it it they they could be if if those numbers are um are done correctly and they get everybody enrolled mainly in the K8. It's a little bit easier. K8 high school is a

151little bit more complex and so they probably still will not get uh recommended until maybe rounds two or three like they did last year. But K8 definitely could if we are able to stick to our timeline that we've proposed for for this upcoming school year. And so a quick question just real quick to maintain um alignment with the time frame >> this then would need to be approved when is there a particular then sounds like we need to have the approval so you can move forward with >> correct. So so the the staffing formula that we just talked about next month. >> Okay. in in the January meeting because we're going to meet with all of the constit the constituents and then bring any feedback. >> Okay. >> So January. Yes. >> So if it

152were not um approved at that time that would be problematic. >> Definitely problematic. It it will change our whole um timeline and structure. That's correct. Something that we we did hear the board say uh this this past year is not to cross over fiscal years. So, we're looking at, but one thing that Mr. Bailey and I are always keeping a watchful eye on, if you turn to the very end of the document where it talks about um between round five, round five talks about May uh 18 through June 11th. That's a critical time frame because anyone that's not uh recommended and or approved during that time frame um we have an issue with insurance. Okay. So, so we're trying to get everyone um approved by that time. So, we may have some special requests like

153we did last time in an effort to get that done. So um but we are only going to go through five rounds and then do an assessment on if those positions are still needed. The only thing I want to add that we are stressing for this year, last year of course was the first time that we did this and so although generally over generally it worked well there were [clears throat] some things that we know that we can do to improve and one of those things is yeah one of those things is one of those things is during the first round whatever the first round is for elementary and secondary because the first round for both may be at different times we are stressing to our principles to not withhold recommending staff if you've got

154the positions and you know there aren't any issues with these employees. We don't want people there were too many examples that I saw personally saw of people just being >> waiting until round three, four, and five for no reason when they we we're very clear with the criteria for effectiveness. And if you've been allocated the positions, the only way that you wouldn't be recommending somebody in round one um if they met the qualifications for effectiveness is if when we do our enrollment projections because we're doing all this open enrollment stuff. if you don't have the numbers to have the staff and if you have the numbers to have the staff, everybody who who needs to be recommended, who meets that criteria in round one needs to be recommended. We're not dragging folks to two, three,

155four, and five and wait. We're not doing that. So, that's been one of the that's going to be one of the biggest messages that we're going to be sending. Um just there's no need to drag this out. And can you also uh because >> am I okay also um with uh the building staff or whoever is um the administration of of staff if if you can also um have them not antagonize people or telling them to pack their bags or things like you know just tell them to be professional. Mhm. >> Um uh because I've already got a call about something already. So um and so just just remind them of the professionalism. Would they want the superintendent or one of his cabinet members to come into their office and tell them I don't know

156what you this you ain't getting a contract. You can you know what I mean? just be per professional about the situation because remember >> when they act that way u they put the district and the board at at risk of a lawsuit and that's why we have so many lawsuits behind this last year. So um >> we didn't have any lawsuits >> well well as far as how they was challenging um just their their am not being rehired. >> The year before >> year well the year before I slept I've been here almost six years. I I'm I >> the year before that was crazy. >> Yeah. I talk to so many people I forget sometimes but my my timeline but my point is what they do on the campuses just as parents and students

157are deciding whether or not they stay or go outside of our district and that have a direct impact on their staffing and what resources are in their buildings. the way these supervisors and admins treat employees and violate laws or don't violate laws or treat them kind or be good supervisors that all have have a direct impact as well. And so um just be mindful and be professional and kind to people. >> Absolutely. Miss, I have one more thing to to lift up. Um, I just want to uh remind that the board um one thing that that is going to come in play, of course, we're going to do all the things as far as trying to get everybody uh recommended as soon as possible based off of the uh needs and the staffing. However, the

158employees do still have a choice, a choice. May 15th, it it goes into effect now that if we offer a contract, you guys approve it, and in in February, in March, and April, if they choose to leave or resign, then we have an open position. So, because they happen to close a business on on May 15th to to resign. So, we may have some hiring to to to do again. Um even though they then extended a contract. >> Yeah. And and that's >> Yes. But that it was a little bit different. And it was Yeah, >> it was >> two two things on topic is um that's one of the beauties of Little Rock School District is that people is able to come and go. We don't hold them hostage or make people pay a

159ransom to get out. Um, and the other thing I do want to say is like our contract if if there's changes uh to the employment contract like it was um in prior years recently uh those changes to the wording in the contract have to come to the board for the board to approve to approve those the wording of that contract. um staff superintendent on down cannot just change wording. Not saying you did to give an example um can cannot just change the wording of contracts um that only the board is the board have to approve those those things. And so um I'm saying that just because again um it happened um before and I'm just letting I'm just making the statement. >> Okay. Um Miss Burgess, that's it for me. >> All right. Any questions

160that we have, >> any other comments? >> It is 7:40. I think we need to stay here for 21 minutes. Uh getting out before 8:00. >> I got some things I need to say. I mean, we point whatever you want to do, but I've got a couple of comments. >> Well, comments here at the at the end. Don't listen to you. >> I was I wasn't serious. >> It's just been >> Well, I thought we we're done with this. I mean, We do have board comments, but I think that there was something else. >> Okay. >> That's okay. >> Go ahead, Miss Miss Smith. >> Yeah, you might as well. Yeah, >> I apologize. I wasn't necessarily trying to speak, but I just wanted to invite board members to our student performances for the next

161two weeks, celebrating the sounds of the season. We will have uh bands, choirs, and dance performances here in the boardroom over the lunch period. So, please come by if you are available. You will have to brown bag it. We're not providing lunch, but you will be treated to some phenomenal performances by our students and please help us spread this because we want our students to have an opportunity to perform in front of a live audience. Thank you. >> Thank you. >> Okay, so we'll move to board comments. Mr. those. >> I've got two things. >> Okay. >> One is going to create a little bit of work for more work for someone in Mr. Bailey's office. I know you know you've got that heading on that budget report we get every month. Board version. I

162don't need a board version. Nobody on the board does either. What I would prefer is something just like this for last year and this year with, you know, two columns under last year and two columns under this year. what we budgeted versus what really happens. That's all we really need. And I want it whether the rest of them do or not. So, I'd like to see a report like that available because I don't even know the nickels and dimes of that enormous report. >> Yeah, I pro I probably could add it, but I'm gonna have to continue that because that's a requirement where you all can see all the expend well the public can see all the expenditures that go about because all that detail has a lot of I mean that could be 1,200

163page. I do a summary but I can I can make adjustment on that too. So >> all right. >> Okay. >> The other thing >> yes >> as much as I am sure that the staff that is still present wants to hear what we have to say. I'd like to move board comments on the regular agenda to the front of the meeting rather than at the end of the meeting. If it's at the front of the meeting, there are people here and they can hear what we have to say. We don't have something important to say. We don't need to say anything at all. So if we move it to the front of the meeting, there'll be people here to hear it. As it is at the end of the meeting, Mr. Kazay and Mr.

164Bailey are about the only ones left, and they don't want to hear it. So it >> Well, there she is. >> That's Does anybody object to that? So, I like it at the end quite frankly because I like the wrapup and I think that and you know I think this is a perfect time to talk about it though. Um oftent times and you know not all the time but oftent times we have a number of comments, points of contention, issues, struggles, challenges you name it that occur within the context of the meeting. >> [snorts] >> So for me, I like the board comments being at the end so that if there is anything that comes up, we can provide clarity or we can gain some degree of solace specific to whatever has occurred. So that's

165just when have we done that? >> Well, on a number of occasions actually now if it's received, that's another, you know, thing. However, I know that on occasion I have offered >> some solace to to some situations that have occurred. So, I think just for me, just for me, that's just my opinion. >> What are you all thought? What are your thoughts? >> They're fine at the end. I mean, because I mean, I think they're fine at the end. I don't see why we need to prolong the meeting in the >> It's not prolong the meeting. It's just moving that section to the front. Yeah. But see, I don't see any problem with the way it is now. I don't. But >> Mr. Mason, what do you have? >> I I I feel the way

166you do, Madam Chairperson, that you know, in the context of the agenda, there's something that we may have to make comments about >> and then we have the opportunity to make comments at the end. >> Miss Johnson, we have some instar. I think they should stay at the end. I withdraw my respect. We have so many staff members that [laughter] come in and do presentations and we have to respect their time. They have to go to work tomorrow. So, I think when they do their presentation, they're ready to go. >> Dang, man. So, let them go. >> We I don't want to put it at the very front. I want to put it after the celebrations. I want it to be the first piece of business. >> I think it should be the last piece

167of business. >> Well, I I withdrew my request anyway, and I'd like you to write that down because I told you so. Could you please not point at him when you >> I actually did. I did. >> I like that you're laughing though. That's That's really good. I love it. >> Uh um did you have anything, Director B? >> Oh, okay. Um thank you um Director Voli for defer to deferring to me. I appreciate Director Voli. Um and you know what, Little Rock, you got a good board member right here. So, um I'm happy that he's returning. Um couple of things I have the naming that that sound like someone going out with a purpose, doesn't it? But anyway, um naming of the gym. I don't know. Just hopefully everything's okay. >> No, what just

168>> No, nothing. Um it's just a sidebar, child. Um here we go. Thank you for uh the time. Thank you, Director Bali, for deferring to to me. Um two quick three quick things. The naming of the Lacy's gym, uh we approved it um some years ago. Uh recently we uh revisited approved it again, the naming um of the gym uh after coach Marcus Davis. He is a Southwest legend. um he was the coach at Cloverdale for many many years, taught students and then taught students um children and their children. So I wanted to follow up on this. Uh director Bali also had brought it up. Um when will the naming ceremony uh take place and the plaque to go over the gym uh door? At first we were thinking about engraving but maybe just the

169overall plate. >> You like a response that uh staff to look into it? >> Yeah. And then two um I would like it done as soon as possible cuz you know 10 weeks and then um the other thing is uh Mrs. Latoya Morgan Phillips. Now, uh she have reported the loss of items from Carver Elementary multiple times and provided a report. Um and so, uh she is asking the board to take some type of resolve or or to make a resolve on that. And so, that is something that we need to put on the agenda so we could talk about that um and and and and get a resolve to it to where it's not just lingering um on. So is that not a staff issue? >> It is. >> Well, it is. But then

170like she brought it to the board. So the board have to make a a she she have asked the board >> for a position on it. So we have to >> So my thought is to direct the staff to [snorts] >> we did that a few times already doing the board. >> So I don't think that we did it definitively to ask for a response. >> We got we got >> we we've done an investigation. we have reported to her. She's just not satisfied with what with what we reported to her. Um, so I don't know what else we're going to be able to do. >> Okay. Well, >> what's your thoughts? >> So, at the end of the day, I do think that we do need to understand what all was taken. Um, and

171um, and two, I mean, we could depending on what it is, just replace it because staff took it. So it happened at the school but then again we have to get information on it. So and so that is what I'm I'm saying >> on that. So if that could come on the agenda for us to talk about. And my last thing is um Central High School game basketball game. Um we've gotten emails from um Mr. Mill many mini uh Middleton I can't think. Anyways, it been some time, not long time, but the high school basketball game between Park View and Central at Central. Um something needs to happen. um a conversation probably in executive session or something needs to happen about that and so we can get an understanding because it goes back to what

172LRPD had um said before as far as um how things could get volatile very quickly. I've heard from parents and um folks that were there and from what I understand it was just it it was a bad scene. Um >> those people send their descriptions to me whatever >> who Yeah. Okay. Well, I will I I will reach out to him through email and and ask him to come and talk to the board about it, but uh but two, if if if we're going to if if we're going to look into it, we do would need an outside person to look into it so it's not a conflict of interest because um parties in that know each other. Um so that is something that we do need to figure, you know, do something with. The

173last >> and and the other thing it just >> just real quick is something >> is that something that the staff has looked into or >> Yes, we've actually the investigation on that matter was just completed and I actually just read the report and the recommendations yesterday. Um, so I don't know. I think we I just need to confer to see what we can share because that is a personnel matter, but I think we can just need to see what we can share with the board in executive session about um the investigation because I I don't know what we can or can't do. >> Okay. >> Cuz as long as it happens in in an investig I mean in um executive session, then we could hear about it. My concern is that um head of

174security and one of those um folks are friends and so we are there they have something is there and so just just for the fidelity of it and um people just need to know that we took uh this thing uh seriously. Um, reading y'all. Reading, reading, reading, reading, reading. Uh, take advantage of the tutoring grants because >> y'all it's it's over 10,000 children in Arkansas >> who cannot read. So, um, and so K4 is a huge focus. uh really K2 as well, but there are so many um um entities that are offering uh tutoring with certified teachers. Um and so in of course our district, we have uh resources. The library have resources. Second Baptist has researchers. New Hope, there's so many different programs around town that are trying to get our babies to read.

175Um because we don't want nobody held back cuz we ain't got the money to have >> reading in the rock. >> Okay. Reading in the rock. Come get a book. >> That's right. Director Bali. >> He's ready now. >> Yeah, I'm ready. Uh just just wanted to echo uh you know just getting a uh a date for the gym dedication to coach Marcus Davis at Lacy as well as finding a resolution for uh Miss Latoya Morgan uh the media specialist as well with her situation. Also want to just give a quick shout out. I know signing day was this week. I know we had one Central High student for sure that uh signed on an athletic four-year scholarship. So, shout out to that. And then also uh real quickly just wanted to uh lift up

176uh December 2nd being uh um National Special Special Education Day. uh give a great shout out and honor to all of our unique learners uh for their strengths and our tireless educators as well as all the communities who uh assist and empower all of our special education and special special needs students here in uh Little Rock School District and around the state and the nation. >> Yes, ma'am. Miss Johnson. Miss Johnson. >> Okay. I just want to give a shout out to my small group at Carver Washington, which is um five third graders. And we read our first book together yesterday. >> So, it's amazing what 20 minutes will do. And then one of the little guys said, "My mama said whenever you leave this school, she want to know where you going cuz we

177going to follow you." Okay. Well, thank you. But anyway, you know, I try not to talk about it. I try to be about it. And I really do love my small group. I am not a highly qualified teacher, but I taught these kids. I think we met like six times and we're reading, everybody is reading the same book at the same time. And it's just, you know, I can't even explain how it makes you feel. Yeah. It's just a joyful thing that you can help a student to move forward to, you know, go to another level. So, I'm just giving a shout out to my small group and I'm get them all birthday gifts. >> I love that. Thank you for what you do, Miss Johnson. Give cards. >> Thank you. [laughter] >> Mr. Well,

178I would just really recommend that some some of us >> just >> help out, you know, mentor a kid, anybody, somebody in the neighborhood, somebody next door, just do it. You know, those kids, it's not their fault. And, you know, and I look at them and they really, really try hard and they need us. They really do need us. So, to me, it's all about the outcome of the student. And I love my small group. >> Small group is so fun. I remember when I did it at Brady for a year. and um working with people with children that had speech issues since that's so dear to me. But yeah, it is very very very rewarding. >> Very rewarding. >> Dr. Mr. >> So let me add on to that. Director Johnson, you doing Booker

179Carver Booker Elementary >> Carver Washington carver Washington. So, the state of Arkansas is providing literacy tutoring grants for parents for nonprofit organizations to help students second grade K through three. >> So, it's $1,500 per student. >> Yeah. Mhm. >> So, if you go to the Desi website, uh, literacy tutoring grant, look that up and your nonprofits can petition a application for this grant to help those students. >> Yeah, it's a pretty easy process to go through it. So, um, >> and you can also get with Miss Goody and Miss Goody could, um, help you with that. And that's what I was saying earlier, reading, reading, reading and taking advantage of of those tutoring. uh grants $500 is is what they used to be. Now they're 1500. >> I just want to >> Could I speak?

180>> Is it Is it all right? Could I speak? I'm hit her. Okay. So, I just wanted to add really quickly. Um, I just really want to um just commend um the board um I really have seen significant transformation occur um on this board and um something that you talked about I mean it's not accolades and all the things are important if you will but relationship and really having a foundational compassion and grace and care for each other is so pivotal to progress and for us to really cultivate what we need and we have done a tremendous job of really shifting the paradigm and doing things differently and I really want to applaud everyone for that. So thank you so much. >> You know what would really help me? >> What's that >> is if

181we held somebody accountable for what they did. But but I do I mean but seriously if if if if we really did um do that and we held them accountable for the actions not once but twice to different people I think that um that would have sent a very serious message that like we don't encourage people making um unsafe or aggressive environments um because they are outside of the camera. So, right, if we do do that, um I think that that would send a very clear message, especially since they already a um admitted to doing so. So, even though we're getting off getting off the board, um we should make sure that we hold everybody accountable right as he sits here. >> Okay. Comments? Yes. >> So, I would um and I know we probably

182will share more. I think we may, I don't know, but I really want to express just how powerful and transformational of an experience it was for I forgot how many kids we had, but close to 40 60 something kids and several step. How many? 62. >> I'm sorry you couldn't go. Um I feel like that's why you've been mad at me ever since. I I can tell Tuesday I was about to ask you is that why you uh looking at me like that at at cabinet meeting Tuesday? [laughter] I thought I actually thought about it when I went on and I meant to call you but I forgot. Anyway, um 60 over 60 of our students and several staff members got a chance to um be in the presence of President Barack Obama and two

183of our students um Daniel at Central got a chance to actually moderate a panel and ask him questions and and interact with him on stage in front of all these folks. And then >> yeah, >> no, no, no. Daniel, he he's on the committee. He's the the student body president at uh he's a a senior >> um and and in that moment got a chance to share you know I didn't realize that he immigrated from Guatemala that he was an immigrant and so he had an opportunity to share his story um what leadership means to him. I mean it it I literally was in tears sitting out there and then Daffany um an eighth grader from JA Fair got an opportunity with about eight other people in a private room and we got to spend

18415 minutes with him intimately just talking and I mean it it was um it was just an amazing experience and I'm hoping that we'll get video so that you can see especially um Daniel and the other two students from Springdale and one from Bentville who moderated the actual panel. I mean, it was it was just amazing. Um, and so I'm just grateful for Crystal Bridges Museum. We have a partnership with them that several of our students in our middle schools get a chance to go up there and and visit throughout the year. So they randomly, not randomly, they strategically selected three of our schools um and dictated who we can bring for everybody who's mad at me who couldn't go because I did beg for extra seats and extra uh uh but you know we

185it was because of who he is. It was very strict in terms of >> Yeah. So yeah um but it was an amazing experience and we are um extremely grateful and hopefully we'll be able to share more and hopefully there'll be video that they will release of this you can see. But I'm just so proud of Daniel and how he represented um the Little Rock School District. And when you see it, you'll know exactly what I meant. And and I hope this doesn't come out the wrong way, but you know, the other students from the other districts were very, you know, they were your typical debate students, very, you know, polished, very, you know, and not saying that Daniel wasn't, but he was so authentic and so transparent. He touched everybody in that room with

186just his story and um um his experience going to man and then going to Central and talking about his im immigrant experience and what that means and hope for the future. And I mean if you had any, you know, despair because of the current state of our country, you left that meeting with those young people just just confident that this country is in great hands. Um it was just an amazing experience and so I'm just thankful for that opportunity and and hopefully we'll be able to share um more footage from that um in the future. >> Thank you. Thank you so much and >> and Pam, I'm so sorry, but you know I love you. You I got to make >> Don't try to make up on our [laughter] >> Thank you guys so much

187and we will go ahead >> and conclude the meeting. Thank you guys so much for your time. >> [snorts] >> She said give her some big face, some Hamilton. Give her a >> thankful for that opportunity and and hopefully we'll be able to share um more footage from that um in the future. >> Thank you. Thank you so much. And >> and Pam, I'm so sorry, but you know, I love you. You I got to make >> Don't try to make up on our time. [laughter] >> Thank you guys so much. And we will go ahead and conclude the meeting. Thank you guys so much for your time. >> Give her some big face, some Hamilton. Give her a