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Yeah, I can hear you, here we need it, okay, thank you.
Michelle, you're right.
It is now 5.0, 7, 3, 3, 5.0, 3, and I'll call this meeting
together, the business operations and finance
human resources committee meeting.
And Michelle, can I have a little call for this?
Yes.
Dan Shoe?
Sure.
Bill Johnson?
Sure.
Dan Finken?
Member?
Thank you.
Could I have approval of the agenda?
Approval of agenda?
Sumu.
Second.
All those affairs ask?
I?
I?
Most Lead Carry, approval of amendments.
Close.
Second.
All those otherises favor say aye?
Aye.
Aye.
Most wool carry.
A public comment.
Michelle?
I have no public comment.
Okay.
Let's go to 3A.
This hour, June 26th.
Public financial assistance.
Thank you, Mr. Hankins.
I did attach the monthly financials into the four decks.
Let me just bring it up here as a quick tool.
Just a couple of notes that it is on audited year end balance
because we are not completely audited yet.
There may be some additional entries that we need to make.
I think I have a couple of grants.
There's a couple of questions about that.
We might need to make some changes on yet.
Yes.
So every month you have to go through an audit
before the posters is at our procedures.
The audit is a year audit.
So June 30th is our fiscal year end.
So our audit is of the entire fiscal year.
So we're still working through some of the closing documents
for the year end.
I did want to make the board aware that when we did our finals
or health insurance adjustments for the year that the health insurance
did come in, the claims came in a lot higher than expected.
So our year end wasn't as close as I was hoping it to be to balance.
We are over.
Our expenditures are more than our revenues.
It's not as much as we had budgeted for.
We had budgeted to take $2 million, a little over $2 million,
out of the other post employment benefits fund to cover any deficits.
It's about $800,000 right now, but I still have a couple of grants
that we need to look at that may go down a little bit,
but that's where we're sitting right now for a year end.
Is that number a year end one or do you just do it every month to it?
Or do we sit with?
So we do both.
We do both.
We do a month end every month, but then June 30th is our fiscal year
end for the entire 25-26 school year.
So I think what I heard you say is we're like from budgeted from last year,
25 from six or 800,000 less or more than when we budgeted.
Well, budget is different than expenses compared to revenues.
So budgeted numbers are as an amount of dollars that we plan to spend
or receive in revenues, but actual money that we've actually either received
or spent out.
And so when you come to your end and you're looking at fund balance,
you look at your total revenues and your total expenditures,
and the difference between those two is the change in your fund balance
and the change in your available resources.
Okay.
Thank you.
So, yeah.
Okay.
So, and I was looking at that this afternoon.
This expenditures, we expended 149.
And on our revenues, we brought in 113 to one.
So my difference is a million in eight.
So you're saying the grants and things that haven't been,
been accounted for yet are probably somewhere around $30.
Yeah.
You're looking at $800 and some thousand dollars down at this.
Correct.
Which we will cover with.
Okay.
Well, that's, that's the another question that we have to discuss.
Is that we're going to cover the deficit with open dollars or are we going to take it
out of fund balance?
Because we do still have fund balance, but we could reduce fund balance,
which would leave the opab dollars in the investments that they're in,
or we could move the opab dollars into fund time.
What are the pros and cons of either method?
Yeah.
So the pros and cons are that the revenue that would be brought in from the opab fund
will have an effect on shared cost.
Because right now our shared cost is actually higher.
And if the shared cost is higher, that means our portion of equalization aid
in the following year will be slightly higher.
If we bring in those opab dollars and that would think that shared cost a little bit
down and that might affect the equalization aid in the, in the 26, 27 school year.
Well, okay.
So, so which version keeps our shared costs for equalization aid up?
Not bringing in the opab dollars.
Using fund balance.
That counts as, so our expenditures will be shared costs,
and then we're aided on shared costs.
That's the other factor, but that's the endowment factor.
So, what's the, I know all the ins and outs of the rules around equalization
don't really make sense, but what's the, what's the reason why that counts for shared
costs and if you spend from fund balance, it is.
And if you spend from opab it's not.
Okay.
So, shared cost is how much the district has spent in comparison to all the other districts
in the state.
So, if the amount of money that we've spent, which is based, and then there's revenues
that come off of that too, so that's your, off the calculation.
So, if the amount of money you've spent is higher than what you've spent in previous
years, and then there is a, it's a complicated calculation, but if you keep that number
higher than your, your piece of those shared costs of equalization, it is higher.
Mm-hmm.
But somehow if we use opab it looks like we spent less.
Yeah.
No, we, we do have to keep kind of a balance between the two because our fund balance,
we also don't want our fund balance to drop too low either, but the, in my opinion,
the amount of the deficit is pretty minimal still.
I mean, it's not more than a million dollars right now.
So, right now, just because I wasn't here when you guys put the budget together, the
budget that was put together, authorized, planned for whatever the right language is,
to spend up to two million of opab, we came in well under that, but right now it's about
$800,000 that we'll need to use from one of our balances.
And you said that might go down a little bit as the, as the grants get reconciled.
Correct.
Okay.
So if you look on this screen right here, this is the funding time expenditure.
We budgeted $91 million.
Yep.
The original budget was $91 million.
And then the, the total expenditure so far is that $90 million for 23.
So we're still under because this has the, I'm sorry, this is the expenditure side.
So we're still under our budget, but we're, you know, still more expenditures than we had
revenues because the revenues don't include the other post-employment benefits transfer.
Sorry, I'm looking for the revenue report, I can show you.
And then just also in my first year here, what, when typically does the audit work get done
and when does it come to the board, that sort of stuff?
So ideally, the audit work should have been done last week.
Ideally.
But I got to be honest with you that being down a person in the finance office, when I started
in the district, we had eight people in finance and the services.
And we've gone down to four.
Yep.
So to go from eight to four people has been a bit of a struggle.
Yep.
I'm actually better off than we were last year because we've learned to adapt.
But we are still a bit behind.
I expect that we'll be done in the next week or two and have the audit completed.
And then when does it generally, when do you think it's probably come to the, this committee
or the board?
The audit report typically comes to the board December, January timeline.
Yep.
And then what firm do we use?
We're using a lot of economic.
Okay.
And we've used them before.
Yep.
This is year three to grow for a lot of money.
Still, if you would, and I've asked this before, teach again the use of op-ed funds,
which we've learned, you know, the use of those funds, how it, and then kind of touched
on it, how, you know, magnetizes some other things that happen to the district if we
use those.
We just do a thumbnail on the applicant and I don't forget it.
You've talked to me before, but.
So if we use the op-ed dollars, some are taking them out of the investment that they're
in and they are in a pretty high yield investment right now.
But if we, if we use those dollars, they will have an effect on our shared costs going
in the future years.
Do you know what that correlation is?
It's not a one-to-one correlation because it depends on a lot of other factors in the
state as well, but it affects that balance between equalization aid and property taxpayers.
So the amount of money the district can bring in is called the revenue limit.
And the revenue limit is made up of the two pieces of the equalization aid and property
taxes.
And we're trying to keep that kind of level.
And if we keep our expenditures up, then equalization aid stays up and the property taxes
hopefully don't, don't talk too much, but they stay pretty, pretty level and consistent.
Okay, thank you very much.
Any other three questions?
Four questions?
No.
Then I look for approval to send us to the full board.
Second.
All the people say aye.
Aye.
We should carry the full board.
Move on to four pieces.
No.
Four A.
I'm sorry.
Four A.
I don't think you're wrong.
As I leave in the best, I've had a couple of conversations with Mr. Cruz.
Do I need our insurance carrier?
We represent our insurance carriers on our building's property.
And I was just by saying, this is no shade on Stephelwood or the thing that she does.
I thought it was just a good time to bring in a representative of the insurance world who
understands this area we're going into, closing buildings, shuttered buildings.
All we need to have, insurance-wise, we don't need to have, and all the nuances involved
in them.
So it's a wide open thing, and as I've learned recently, Mr. Cruz is here today tonight just
answering questions we have about, we know that we have, coming in, we have collect, you know,
other buildings.
But anyways, so I asked Dwight to come here and just give him an overview if we had questions
about what do we do?
How do we do?
How do we ensure?
Do we have to have people in the buildings?
So Dwight?
I'm Keith.
Once these are, we attend kids.
So I'm not all sorry about my name, too.
Do you want to tell me?
Is that okay?
Keith, is that the table?
Do you want me to?
Yeah.
Please do.
Yeah.
I'm sorry.
Thank you.
Yeah, I know.
I used to.
I used to.
Hey, Mom, I'm the middle one, you know.
I'm trying to remember about this.
Well, yeah.
Yeah.
Well, try to be.
Well, I thought maybe it might help just for a moment to take two seconds so you can understand
what your current program is, because what you're trying to avoid in all the change,
and many schools in Wisconsin are going through this, what do we have and why don't we want
to lose that and how can we prevent losing when we're making these business decisions?
Because every school, not every, but many are dealing with it.
It's all over the place.
So, and I'm going to say stuff to you.
Again, I hope I can say it in the level that I'm not trying to talk down here.
I just want you to understand fundamentally.
It doesn't matter how many buildings you have, but I want you to understand, you guys have
what's called a blanket policy.
You have roughly $375 million in all your buildings collectively together.
Now, I want to give you an analogy.
If you take, if you take 10 buildings, just this is not related to you.
Take 10 buildings are all a million dollars.
That's 10 million total, a million on each.
But when you blanket them, you actually have a bucket of $10 million to drop them.
And why that's really important is, say that we have a loss and this million dollars
now becomes $2 million to rebuild.
Well, you can go to your bucket because you got 10 million, you don't have just a million,
you're not going to be short.
I'm saying that to you because you have a very large bucket, which you need.
When you deal with buildings that are occupied, that are schools, and they're all those things,
you're in the bucket, you're in the blanket, it's a beautiful thing, and then you just
have to deal with your deductibles.
Did that make sense?
Okay.
So now, let's talk, you asked me, I think, Tom, to talk about Cunningham, can we start
with that one?
Sure.
So Cunningham, I mean, every one of your buildings, and every school that they do, that goes,
you have to kind of decide, what am I going to do with this building, and how long am
I going to do it for?
So I know one of your questions was occupancy.
I went to your carrier, generically, to talk to them about this whole topic because it's
a statewide topic.
So Cunningham, if our intent is to shutter that or set it aside for a year, it'll be
quote unquote vacant with nobody in it, and I'm going to use that term vacant because
vacancy, I have what that reads like, and it's very clear how it looks, and I'm assuming
this would be a vacant building for a year.
So then the question was, could you keep it in the blanket, and what would you want to
make it that way?
Well we'd want, and again, I have to talk to them about each building, but is it going
to be, some are going to be looking at it after every day, it's seeing it, are they
going to maintain heat, you know, the stuff that could avoid this thing having problems
because normally when we walk away from a building, bad things happen, vandals happen,
all that.
In fact, if you look, if you didn't have that agreement to this thing, a vacancy clause
would kick in, it's a national thing on every policy, at 60 days you lose a lot of your
good coverings because now it's vacant, and this is on every policy in America.
So the question is, how can I get them not to put that clause on, and keep it so it's
in my blanket?
And they've said, I think on that one I'm going to be able to get it done, so we can
take a year off from it, they'll leave it in the blanket, be a part of what you have,
all the good stuff we have, but they're going to want you to watch it every day, have someone
go by and make sure the heat's working, and by the way, I'm just giving you a council
or a little thought.
This can't be at 35 or 40 degrees because then we have pipes break on the edges.
So whatever you can do to keep that stuff from getting, almost like you're living there,
but you're not, you're not having people, and that's not, in this case, and I'm saying
that's a prerequisite, it does help, because if we know way of people in there, then they
know it's being cared for, that's the difference.
So if you can do it, it looks occupied, and it is probably occupied, but if you're not
going to do that, the other way around it would be to maintain the stuff so they know
what you're caring for.
So that would be question one of that, if we want to keep it, we want it to be ready
for next year, you're going to probably want to do that anyway, because you're not
going to want all the pipes to burst or stuff like that.
So that building, that would be the solution.
Would it help you if I walked down the path if you don't do that?
Would that help you, because that'll help you with some of your other buildings?
So let's say you don't want to do that, and you really are just going to let it sit there,
you're probably not going to maintain heat, you may even board it up, but you do want
to keep it, you don't want to sell it, you can't sell it, whatever.
Even vacancy kicks in, and I thought I'd just, maybe this will help you a little bit.
This is what goes away when vacancy kicks in for every policy in America at 60 days.
You lose vandalism coverage, you lose sprinkler leakage, you lose glass breakage, water damage,
attempted theft, and they do also take it out of your blanket, so it's no longer a part
of your blanket.
So that's why if we can keep it so they don't deem it vacant, if that term's making sense,
we're going to win on all of these buildings that you really want to treasure and keep,
even though you're not going to use it for a year.
So Cunningham, I think I can win that battle if you all can decide and say, we really do
want to maintain this almost as if we're there, especially on the step that it caused claims,
and if that's doable and fits into your budget thought, then I can fight for battle and say,
we want to keep Cunningham in our bucket, even though there's no one there.
Is that a fair overview?
So now if you look at any others, and if you want to, because by the way, I don't
know if you care about, I have all the values of all these, but really the bottom line is
if you understand the blanket, the real key is, and that's why Stephanie I think is trying
as every school to keep it in the blanket, because the blanket is the power, because
I tell you claims that go, let's take a building that we're not going to do.
Let's pick one that's vacant and you know you're not going to, or maybe I'll just take
a pretend building.
We've got a building, let's say it's $10 million and we're not going to keep it in the blanket.
We're just going to shudder it.
We hope we can sell it, but we're probably going to walk away from it.
That building, they're going to say, Keith, we're going to reduce it to ACV, not replace
the cost.
We're not going to give you new for old anymore.
We're going to give you, and we'll probably ensure for half the value, which is about
$5 million, and we're only going to pay partial losses probably up to 50%, so it's very, very
painful if we lose that roof, because now you won't probably have the money to do what
you want to do with that building, other than maybe tear it down.
That's why, when you come out of the blanket, you lose a lot of good things.
My thought would be, only do that on a building that you're really willing to walk away from
or if you're going to sell it or something.
That's why we most have to do these building by building.
What's our intention with that building?
Are we better off with that building down?
That gives me another whole question.
Do we vacate it?
Just leave it there and just keep liability on that land so we don't get stuck with an
injury on top of it.
That's the thought you're going to have to have on every building, and you only know
yourself what you're planning.
I don't know that, but if we deal with Cunningham, I think we can probably keep that with EMC
for this next year, knowing that next year we're going to try and reoccupy it, which
is your, I think, a big question.
That's a nice building, and it's got a lot of value.
Any other questions, any other buildings or examples, because, yeah, please.
This would be like people that have an absorbance, and they're not there in a winter, they just
go, yeah.
Well, it's different.
Their personal life is a little different, but I had a cabin up north, and they made
me drain the water each year, because I knew I was going to be away for six months, and
I wasn't going to maintain that, but they still covered it.
Now, again, I was a short-lived life, and I don't have anymore, but, yeah, I think that's
a good example, because normally when people vacate a building, bad things happen.
People go in and steal all the copper wiring.
It's just, most people, when they get down on that road, they really try to figure out
how do I get rid of this?
Either I demo it, sell the land or something, because it almost becomes a liability hazard,
because people have moved into those places.
There's a lot of stuff that goes on, but ideally, if you take Cunningham, this is your first
point of reference.
I think we can probably keep that, and then you can do that with it, and I have to go
back in that that's what you decide you wanted to do, but you're going to probably have to
commit to yourselves.
I'm going to really kind of watch over that building, because it's important to us.
If you have another one, you're going to set aside, put it up to sale, but we're not
committing a move.
We're going to board it up until we can get something.
That'll be a different one.
Then I can still fight that fight, but probably they're going to say, keep, let's take that
out of the blanket, let's put a CD value on it, and that may be all you care about, because
if it does go down, you're going to probably have more money than you need to demo it,
and then you'll be ahead, because you've got a little cash, but you also can sell the
land.
If that's okay with that, that may not be a bad outcome.
Go ahead.
And you can put a lot of it, like if the heat goes below 55, the water is something that
happens.
So if there's any problem, there's a way we don't.
Well, these are the tools you'll have to decide, like for example, a lot of places now they're
requiring these water sensor things.
They're pretty inexpensive.
You can put them in key spots.
Do we have a leak coming, all that?
Those you can put over, and those can be on someone's watch, I mean, maintenance can
do a lot to govern this thing, but I would say if we focus just on Cunningham, that's
what you're going to want to think about.
What can we do there to keep that building safe, because we definitely want it back.
And then next year, you'll face another problem, because whatever you're going to put into
Cunningham will then become, I'm assuming, vacant, or at least a few might.
Go ahead.
Yeah.
Let's go back a couple of years, and not to, because my recollection is a little bit
difficult, not to go backwards, but I remember Tommy Brinkle telling me that they didn't
walk through set that building, and I remember they had a couple of vandalism that happened
and people got in, blah, blah, blah.
So it's not all what Mr. Cruz is telling us.
I mean, it's more work for the, make this park, Scott Ladd, and there's people, but
it's within the purview of doing something like that, right?
So there's two options with what I'm hearing.
What we currently do with buildings that we've vacated, so McNeil and Wright, well,
Wright, we lose people in there, but make me on what we did, we have cameras on all
the buildings.
So we have not shut the cameras off, and I guess maybe that was misunderstanding.
The cameras are still running at the building.
The security systems are still up at those buildings.
The heat and the water are still on at those buildings.
Now we may shut pieces and parts of the water off.
McNeil, I think we shut off the water of most of the building, except for a few areas.
But the majority of the building will be heated because you can't up the temperature, go
below a certain temperature.
But those are all monitored also by our HVAC systems, those are all online, and the team
monitors those.
So the building is, even though it's unoccupied, it's not like no one's paying attention
to it.
The other option that he was talking about was completely turning everything off and
walking away.
That is not what we thought that the board had intended, so we would continue to maintain
that building or any other building unless the board directed us to completely vacate
and walk away from a building.
That wasn't what I was trying to say, I was trying to say that we were compliant with
what he was telling us, that we had a presence in there, but it was by a week later, you
know.
Oh, it's daily.
It's daily.
It's daily.
It's daily monitoring.
So there's a way to do what he is telling us to do, rather than having a whole force
of people.
I don't care if it's going to be COAC or Cunningham or whatever buildings we look
at.
I think the screws are telling us that each case is individual.
Yeah.
So.
Well, and I think to me too, to a cost side, if you can keep things in the blanket, they're
treated, rate per 100 is less than replace the cost, believe it or not, than actual cash
value, because when you're going actual cash value, the exposure levels higher, the carriers
get concerned.
So if we can keep it there, we also get better rates.
Everything's good if we can keep it there, and I would say one, what you've just said
to me is almost exactly what they're saying we'd like to see.
And even on buildings that maybe don't have quite the future of Cunningham, I think we
could go back with that statement saying, we're going to maintain this, and then we'll
do it so one at a time.
But I think I can win a lot of battles, I guess, as a whole point, because there was
a lot of empathy coming out of their voice of schools really struggling with this problem.
So and I really was happy with that.
And so I think the answer is yes, and what I've heard here, and if you've got others
that are in that spot, we should talk about, I think the ones we really have to spend time
with, which I can probably get approval on those, because you want to declare it too,
by the way, you don't want to hide that, because if they come out and inspect, they'll
see it anyway.
And you don't want it to be after a loss, and say, hey, this building's been vacant,
all that.
I want it to be declared and say, we are waiving any, you know, we're not going to, we're not
going to, they can see Claus kick in on Cunningham.
I want to see that, that I'm safe, but we do it each building that way, unless we know
consciously, boy, this building's just not in our future, then we can deal with that
differently, and that would be a decision you'd make saying, we're okay if this building
goes down, and we walk away from it, because more than likely, nothing is going to happen,
and you're going to have lesser coverage, no claim will happen, and then at some point,
you'll either sell it, tear it down, or whatever.
That's the normal stuff.
We don't, these vandalism tend not to damage the building, they just strip it apart.
Or you have, you know, or you have like water, claims and stuff like that, and that's when
you're going to see the carrier rise up saying, boy, you said you were maintaining this, but
you're not.
Stuff like that.
I think the worst thing you can do is leave something vacant, because it'll be your water.
You know, you're asking for problems.
Well and, you know, we haven't talked about mold and stuff, but if you start to have leaks,
I just was in a meeting and mold is a nasty critter, and then you're almost doing a building.
You know, you can do that too, so that's why the frequency is going over this good.
Everything I'm hearing is really good.
It's just a matter of, you've got some shuffling to do, and I would say, just run your decisions
the way you want to do it.
Stephanie can come to me with, hey, this is what our plan on these buildings.
Let's just go to EMC.
I think they're going to work with us nicely, and I'll fight that fight, of course.
So in a perfect world, and the board had been decided to shut a cutting out, then you
go to your carrier, and then you go back and say, they want five, six, seven days of people
coming in that building, for that building, then that's how that works.
Well they're not declaring that.
They just want to know what to do.
They want to say it.
Yes, yes.
But something like that.
The insurance carrier will say, well, we want this.
Right.
She's already kind of told me that.
She's right, right.
Which is what you're doing, basically, or have done.
I know the system goes.
Right.
That's how I can win the battle of keeping it in the blanket, because it's an unoccupied
but actively watched and controlled building.
It's another way to say it.
You know, it takes several orders to store it, and then you're checking it.
By the way, too, just another legality, but what's deemed occupied, because I write
a lot of large building owners, it's 31% or more.
So a tenant who takes, because then it's deemed occupied, but we're not talking about even
doing 31% or more, because then you don't have to worry about this vacancy clause, because
you're still occupied.
And, you know, I mean, some people say, well, I'll just put 31% of an area and bring all
my stuff from home and store it there.
Again, you can play around with that, but in the end, it's best just to declare what
you're going to do, because if you're not going to have people there, you don't want
to go through all that hassle, we'll just win one battle at a time on these buildings.
Okay.
I appreciate that.
Does any other...
Yeah.
Thanks, Tom.
Thanks for coming here, Keith.
It's very helpful.
I think for the board, how do you feel like we've taken a special interest in it?
We, as I'm speaking as a board, because these are majority actions, administration want
to do certain things, the boards that know we're going to do these things, at some point
we have to give Stephanie and Lee and everyone a clear direction that they run the buildings.
It's not the board wants to do this.
You guys have to do what's best.
I mean, I don't want to hear from now someone complaining that we spent too much on an alliance
bill, to heat a building, because it was cold winter, whatever.
We need to really, the right time, whether it's at a full board meeting or just say that,
hey, it's your job to do the buildings and we're not going to micromanage it.
I do worry that we're a lot of what I hear is, well, what does the board want to do with
Cunningham?
What does the board want to do with Cunningham?
Well, I get it that we got to make the call on what programs where we made that call and
majority action happened in the middle of the summer, but at some point we have to then
say, Stephanie and your team, we trust Jen, you know, go do what's best for the district.
So I hope we can get to that sort of sense of the committee or the board at some point.
Bill?
Any more?
OK, just said, just going back, this is all just back up, you know, I think it's
true for all of us to kind of have a knowledge.
No, it's really helpful.
What, yeah, I mean, this isn't kind of, you serve anybody's authority over Stephanie's
early as anybody, but to me, it's just good general knowledge.
And because as we move forward, we're going to have more of this.
Yeah, no, I'm not this is a really good conversation to have and it's good to have
us as a committee have that information.
But I want to make sure that we're right, you know, right, that's all a good, it's all a good
spirit. OK, thank you.
Anybody else have a question for the screws?
Thank you for the time.
Thank you.
Thank you.
Thank you.
Very much.
I know.
I'm not going to keep the insurance away.
I'm going to keep the insurance away.
Oh, I think it's not real.
I know.
You did it right.
I know.
More time.
Any calm, Dan.
OK, so we're going to have two of them.
Right.
I think I need to stay right now.
We'll move on to four of the budget update.
Please miss out.
So I did attach and board the presentation I had done a few weeks ago.
And I wasn't sure if anybody had any questions regarding the budget because we do have to do.
The preliminary budget and then a budget hearing coming up in the next month.
And currently we are still sitting at the four hundred and.
I think four hundred six four hundred eight dollars that we're short in the budget.
And I wanted to open it up for conversation as to what the worst.
Thoughts were on balancing the budget or meeting it as a doctor or balancing it with open dollars.
We do have about three hundred and thirty thousand dollars that we put into the budget to cover the.
Long Jovety.
Thank you.
Full on Jovety, but I wasn't sure where we were at.
And with not having the the salary settled either.
I wasn't sure where we were at with that as well.
Currently had built in the budget, the.
Cost of living increase, but.
We could do something different with the cost of living increase as well.
We could lower that.
Well, what do you mean that settled.
The salary and that settled.
Correct.
It hasn't been ratified.
Right.
Go ahead and put room.
Yeah.
So people winded right when the raises typically happened what month they typically start.
Well, I don't know that there's a typical month, but preferably for payroll reasons.
I would prefer to be done before December, preferably before November.
But but there's negotiations that happen with the and.
So if you want to do preliminary preliminary budget, they'll do it.
So I'm talking about a schedule.
I don't see.
Yep.
So normal years, we would do it much earlier than that.
But currently I would like to get it scheduled for September 14th.
For the preliminary budget approval.
But if the board is not willing to approve the preliminary budget on September 14th,
we may have to meet again to talk about.
Getting that approved because the board does not approve a preliminary budget.
We can't move on to the next step.
And the next step is that budget hearing where we have the community meeting.
And that has to be 15 days after it gets published in the newspaper.
So we have the preliminary budget, you have to have it published and then you have the hearing.
And then the budget has to be adopted by the board and the.
Text lobby has to be adopted by the board before the end of October.
I have a question for Dr. Malat, or Dr. Gordon.
Yes, whatever.
It's not.
Yeah.
So I went back like two or three months ago and Dr. Hson was still here in place.
But you made a presentation on the budget and then that budget slides.
You had these things and over here was a blue box,
some kind of projected things we could do.
My question to you is these items over here and we exhausted or have you excited?
Those possibilities to lower that 400.
Are we at a firm 400 or whatever it is?
Out of limiting additional position, right, but there are some other items in that box,
not items, positions.
It was positioned.
It's fast enough.
Yeah.
Eye of strength.
Okay.
Well, we can.
We talked about legal.
We talked about it.
Yep.
Yep.
And those have been incorporated already.
I'm sorry.
I'm sorry.
They're all included.
We have the outside of the legal.
Yeah.
And that's a, that's a slippery slope too, right?
We can estimate how much we're going to down sign there.
Right.
Back on something that we keep it down.
But you say it's part of it.
Yeah.
Then it's not definite though.
Depending on how the year shapes out, right?
I mean, we're trying to keep things down as much as we can.
Not common person, all the things.
So definitely keeping things down as best as we can.
Yeah.
The other thing was Dr. Anderson talked about hiring our own person.
Correct.
So then we're now paying by the hour.
Right.
So we were down to $400,000 at least.
We're still there.
Correct.
Correct.
But at the last, from the last board meeting, we had talked about increasing the, um,
SRO costs as well and putting that in the budget.
So that would increase that for $400,000.
Um, so I need to add that back in there as well.
Um, it's probably another $150,000.
I thought there was talk of four.
Oh.
Okay.
Well.
Everything that we add to the budget is another dollar that we have to cover.
Yes.
So, again, where are we?
I mean, what is, what are we looking at?
We are short $400,000.
We're short $500,000.
I mean, what are we short?
I would say we're short probably five, closer to $500,000 with the SRO.
If you add in the four FSOs that were bought up to the last board meeting.
It was SRO.
Okay.
Yeah.
Yeah.
Because we didn't get the contract for the three Fs on the four S offices.
Well, that was just a discussion.
It was a decision, right?
Yes.
They really didn't decide to do that.
Yes.
How about revenues?
Are we looking for, I mean, I know we've had, sorry, a mistake of the question, but is there
any outstanding revenues that we're still trying to track into the district?
Four of the budget for $26.27.
Yes.
No, I added in the sale of the right building because we know what that is.
Yes.
And hopefully, I mean, we're still at it.
We're on that pastel.
Other things that we add in, but, or we can add in, but are not definitive are, are sales
of equipment and things, but we have a number in there, but I hate, I don't want to increase
that number because you're never quite sure.
Right.
If we do get those revenues, that's wonderful, but those are kind of soft revenues.
Put those on, I don't know.
And we don't have anything in, you've authorized the sale of this building, but we don't have
anything budgeted in this budget for that.
Correct, because that's, again, that's not an unknown, and that would be a huge unknown.
To hinge the budget of expenditures on sale of the building is probably not, yes.
Thank you.
So, going back, sorry.
Can I go to just sit down there, that goes in back into the 150?
Which, yes.
So, if we truck or cough has to go into fund 50, they can only be used for food service.
Correct.
We've authorized the marketing of this building.
Is that sale, commercial sale could occur between now and June 30th in your opinion?
In my opinion, no.
We did meet with Mike Marquette, and it's really hard to gauge the market.
And, you can back me up on this one.
It's really hard to gauge the market on a commercial building.
You could have an immediate sale because somebody is looking for this property, but it could
take years to sell this property as well.
And that's not something that Mike was, I'm sorry, Mr. Marquette was willing to say, yes,
this is going to happen or no, this isn't going to happen.
It's hard to put a figure on.
So, you have to step back.
The sale of the right building, you're already including it as it's sold.
Correct.
Yes.
Correct.
It has not closed yet.
No.
But it's putting that.
I mean, I don't know what's still out there.
I know they're doing the utility stuff.
Yeah.
I think they just had some engineering things that were.
Yes.
And one of them is being available.
October?
At the closing of the schedule for October and October.
Okay.
Yes.
So, Leo or Stephanie, can you give us an overview of how the house salary negotiations were
with PEA and when they typically go into effect, I just don't know how this works.
I don't even remember where we left off with salary negotiations with Dr. Anderson.
So, we are actually meeting with PEA on Thursday to talk about that.
So, PEA and with HR and myself.
So, it was kind of all over the place.
So, last week, we talked about it with PEA.
And there were different numbers that had been thrown out.
One of the slides that I was pulling up from the June 23rd presentation was different salaries.
I thought that are there for what we could be getting gassed and raised distribution by
group.
So, it's what the slide is called.
So, you know, I just recently, two of you liked me too, just as a slide as a kind of a
Skype host, but we need to speak with PEA and all that again.
And it's where we are, where Dr. Anderson left off with the slides.
And honestly, we need to know that how much it is.
So, when Bill and I got here, you guys had done a budget resolution or something that Carol
I think is the author of.
That was clear that there was going to be raises and we protected them.
That was, we hadn't done that before we proceeded as board members.
And then, so everyone in the district is working under last year's salaries right now.
So, other bi-weekly salaries are paycheck.
They are getting the same amount.
They didn't get raises at the start of the fiscal year.
And do they, in a typical year where they have typically raises occur at the start of the
school year or?
No.
No.
No.
It's not unusual to do back pay after the salary term settled.
Okay.
So, if we are giving, if a teacher, a 12-year experience, whatever lane, whatever, is to
do a raise and you finish negotiations in the past as part of the budget, everything, they
will get their full years.
Okay.
Yeah.
They will get in their adjustment.
Yeah.
Thank you.
Yeah.
Good question.
Yeah.
Thank you.
So, I'm sorry.
Are you on?
Yes, I am.
Can you hear me?
Can you hear me, Tom?
What?
The 400,000 deficit right now that we have for the 26, 27 budget, does that include the
360,000 telephone software upgrade?
It includes the majority of it.
There was probably about 200 and a little over 200,000 that's in the technology budget that
could cover the majority of it.
We're still talking with our vendor on the telephone upgrade and we're still trying to
work through some of those costs so that most of it will be covered by what we currently
have budgeted, but yes, you're correct.
Then we will have to find more dollars to cover that depending on which way we're going
to go with that.
Thank you.
So Stephanie, that would be hard.
We're going to be short.
We're going to need another 100 whatever it is.
Yes.
Depending on what happens with technology or we'll have to cut something else to cover it.
Yes.
And will that bill be due?
He's been working on it.
I'm not sure when the deadline is.
It will be part of the 26, 27 budget.
Yes, because my tell, I think there's service.
I don't have the date in front of me, but it was coming up in the next few months where
they were going to have security issues with the phone system.
So we're going from 400 to 560 or whatever.
Correct.
Well, we've been briefed once and we've been briefed once.
You were going to come back to this committee when you have more.
Yes.
And we're going to save the artist.
The budget went from 400.
And we're now at 560.
Presently.
I see that this book is right now.
Yeah, I don't think we've heard definitively that we're going to be having got all the
questions answered on the phone.
Yeah.
There's a lot of work to go back.
Yeah.
Megan.
Sorry, Megan.
Well, you're fine.
Can you hear me?
Okay.
Yes.
Awesome.
Just a clarifying question.
I'm not sure I was really following like the BEA comment.
So I know like I was able to like attend remotely a discussion with the BEA as like the board
wrap.
So I guess just if I could just seek some additional clarification because I thought we had sort
of reached like an understanding or at least something to bring back to the board.
No, it hasn't been ratified yet.
No, yeah, it hasn't been ratified, but I guess what.
So did I hear you say that there were like multiple because like I remember that part of the meeting being extremely brief.
So is there is that something we're like we had the discussion with the E and now like figures have changed with the budget and administration is working something out to then bring back.
Oh, I have not talked about.
So we had at the request of BEA we had provided two separate calculations.
If it was a straight road increase versus.
And so I think at that subsequent meeting the discussion was about where they were at with that, but it was not it was not ratified ready to come to the board for approval is my recollection.
No, that makes sense.
Okay.
And then so when can we expect an update on that?
I'm sorry.
So we're meeting with the third day.
So we should be able to provide you with an update in our meeting.
Okay, perfect. Thank you so much for clarifying. I really appreciate it.
Thank you. Any other committee members?
Yeah, from the state.
Just July one. We've got the preliminary estimate.
For equalization and estimates. Yes, and our budgeted estimate was very close to the state.
July one estimate. Okay.
So there was no like increase and the two million dollars they were talking about about the increase they were talking about from previous year.
Twenty five twenty six to twenty six twenty seven. Not budgeted number.
Yeah.
More members.
Anybody else have a question?
No.
Okay. I look for approval to.
I'm sorry.
There's no more questions for people. It was just a discussion.
All right.
We'll go into four C please.
Discussion on selling district assets.
So Mr. Hincans, you would ask me to add that to the agenda tonight and I did add in.
Add in the more policy regarding the sale of assets. If anyone wanted to review that as well.
We do have in the works a number of things on the list to do another auction with, including the food truck.
A fifteen passenger van and I think there's some other miscellaneous stuff in the building that they're not looking at doing.
Well, for number one, I think you have that.
I know the food truck goes back into $50. How about the passenger van?
So the passenger van is a general fund purchase.
And what we'd like to do is probably come back to the board and then ask to purchase another minivan.
Our transportation costs are pretty high. And if we have minivans in house.
And we're not having to get a full bus when they have less children.
And those work out pretty well. They're used really quite often.
And I think. Oh, sorry.
And those were purchased three and a half years ago and they were purchased used.
So, you know, we'll need to look at probably another two years with placement noise as well.
I know we approved the purchase of a almost van a couple months ago and I see it sit out there.
And I just want to put a little screw again.
And how much grade is involved with these buses that we buy or vans that we buy?
So the minivans that are controlled by business services are maintained by our facilities department.
So we have a regular schedule of real changes, you know, break checks, maintenance, those types of things that are done there.
And they believe that they will also work with people services on the vehicles that they have as well.
And then the who's driving them.
We have employees that are only driving them and they have a process that they have to go through to get the approved lifts to drive those vehicles.
We don't let parents drive the vehicles or students drive the vehicle.
But there's an approved lift of, and we have a back on track and driver track that happens with those.
And that goes for athletic vehicles also. Are they in the same domain?
Correct. So on the too many of them that we have are used probably 80% of the time is by a vehicle to fertilize them.
And there are these people that drive drivers and be considered employees of the district?
They're all employees. They just do that so they have people that their own coaches probably can drive what they have.
Sorry, yes, let me clarify.
So if there's a field trip and the teacher is on driving, but the teacher has gone through the process previous to get approved to drive.
And if the coach is going to a game, then the coaches are driving, yes.
And going back to the homeless man, I'm sorry, could that take us? That's why I remember being presented.
So this person, where does that person come from? To drive the van?
And where do they pick up people and how is that all instituted?
Yep, a lot must be there to speak about.
So historically, I'll just use what we did last year. We have a van parked at the LA and they have a system set up where the school secretary was in a final procedure.
And they were picking up students who needed right towards several homeless families who needed right to meet typically the social worker in the building.
So is this mostly BLA students?
That van was.
This is the one, the same thing.
We're making a determination of two years.
Okay, thank you.
Do I remember correctly when you were at a policy about?
Yes, I have a policy I'm working on to bring it back to you.
There's something fifty something else.
And we already do the process, but we just don't are lacking the policy to go with it.
Yes.
Whenever the van was built, it would be fill there.
Yeah, near them.
What's it being used for?
Oh, I'm going to do that.
So we have two hands for almost two phones?
So those two vehicles were purchased with grant funds that specify the use of those vehicles.
I understand that.
I just want to learn about usage and make sure that to me that doubles even details on maintenance, people driving it, that's all cost driven.
I understand the need and stuff.
I just want to make sure.
And the people that are driving the vehicle, that for the home of the two vans, they also go through that same check with through our office to make sure that they don't have a decent driving record.
And insurance all that.
So if we didn't have those vans, then we would be utilizing small buses, taxis.
Yeah.
Or having a risk of non-personation.
Right.
Well, which also falls back on us because if their classified as McKinney-Vento, then it is our responsibility to make sure that they get to school, correct?
Yeah.
I'm sorry.
I was just like non-personation.
My parents.
Oh, okay.
All right.
Yes.
Okay. Thank you.
Anybody else?
Questions?
All right.
Thank you very much.
Five.
Three.
Are you stupid?
Eight.
Yes.
Sir.
Please.
Absolutely.
So I did.
I did share with the board present today the status of our vacancies, but as far as exhibit A is concerned.
Nothing.
Just business as usual, a lot of movement because of programs and individuals like her professionals being moved buildings due to IEP minutes needing to be met.
We are excited to have an AP over at Prusen, which is one of our own, Dolly's city.
She had been at Todd as a dean prior to this opportunity.
We also have had the opportunity to bring in Crystal Silva from family advocate at the high school to actually take in a role here at Keck as our vital family outreach specialist.
We have filled all but one of our dean of students positions at this point.
So you see a couple of those that have done other one of our own this Kelly Redmond.
So we do have a lot of internal opportunities that have been taken on.
And as far as the resignation, nothing out of the ordinary.
Unfortunately, we have had some directly before the start of the new year resignation.
And that is unfortunate because open house and the need for having consistency.
But we do not put them on the exhibit A until they have paid the $3,000 liquidated damages fees that correspond to the contract.
So any of the staff and you may see some an upcoming exhibit A because we don't post them until they have to take the liquidated damages.
So that's the only thing of relevance really that stands out from this exhibit A unless the board has.
Where is the vacancy? The students vacancy still?
So what?
You said that we have all a dean of students filled except one.
Where is that?
Well Todd now because of Dolly's promotion.
I see Mr. Lofton is going to Robinson.
Yes.
That is very exciting.
And does that mean Mr. Williams is really retired this time?
I'm serious.
For like the fourth time.
Right.
Right.
Just to put a little spit on us and then you nicely broke this down for us from the other side of the coin.
We have this many openings in the district and we are now down to this man rather than saying we have this many vacancies.
But he had it the other way.
Could you summarize the snacks that he gave to us?
Sherry if we are able to.
I mean just a don't know.
Yes.
So I think the important thing at the last board meeting was making sure that when we talk about the number of vacancies that we also understand a total number of SCE.
Of course one vacancy is one vacancy too many.
But when I did share the number of vacancies last time without the context it seems a lot more astronomical than it truly is.
So based on the total number of SCEs that we have currently our vacancy, our true vacancy rate is 10.8%.
That does factor in the 58 positions that we currently have across the district from our third party staffing agency.
Okay.
Thank you.
Anybody have any more questions?
I do.
I'm sorry.
I'm looking at that.
So we have 58 third party is the 72 and the 58 are part of that.
So the 72 the 58 is removed from hold on.
I'll give you the hold count here and make sure I'm giving you the right numbers.
So the 72.7 is the actual vacancy from the excluding the 58 contracted staff.
So that's our true number of vacancies.
Okay.
So we're at 19% vacancies really actually.
19% of our staffing needs to be hired.
Okay.
Correct.
However, not all of those classrooms or what not are empty because we do have to differentiate in there.
Yes.
Okay.
Thank you.
Anybody else?
So I want to give you a voice to my tremendous support.
I just have one more thing.
I'm sorry.
Go ahead.
Okay.
Do we move?
No.
I just second.
Okay.
So we've seen a lot of retirement resignations since last spring.
Do we need to formally request the exit interviews or how does the board get access to the exit
interviews?
Okay.
Thank you.
Thank you.
Anybody else?
Any discussion?
Okay.
We have moved and seconded to move this to the full board.
All those are the papers.
Say aye.
Aye.
Any post?
Or can you hear me?
No.
No.
No.
No.
No.
No.
No.
No.
No.
No.
No.
No.
Aye.
Leskowski.
No.
No.
No.
No.
No.
No.
No.
No.
No.
No.
No.
No.
No.
Oh.
Sorry.
Oh.
Yeah.
Don't.
You made it onto your ahead.
What message do you want?
How would you do it for me to start?
So, moving our meetings to 4.30, the committees would be, I mean the staff is here, we started
4.30, we're not crowding TLA too much, and say, tonight we're running over and I told
that we probably would be, but if I think it removes 4.30, it might be a little bit easier,
but I'm asking if I know that's fine people.
I'm still going to be here at 4.30, then we're going to stretch it. So, like, really and truly,
it doesn't matter if your meeting ends at, so if we start at 4.30, it doesn't matter if you're
meeting ends at 5, 5.36, if it's a really crazy long meeting and goes to 7, then my meeting
just goes after it. And there is nothing, you don't even need to say, this one's going to go longer
than 30 minutes, because my assumption is that most of the time it will, but the reason why we
scheduled them so close to each other is because on those rare occurrences where they were
fast meeting, then we're not all sitting around fiddling their thumbs for 20, 30 minutes.
And a little bit of my comeback on that, and I agree with you.
The 4.30 thing, we have a administration here, we take another day to be here, that's start at 5,
and if we start at 4.30, it might make their day a little bit less cumbersome than that much,
but can we still list TLA-5 then, even though we probably start at 5.30?
I don't understand what that means, but what I've been asking is if the data bill can be the 4.30.
Yeah, it's on asking.
Yeah.
Well, we do want all the work, and that's the other side.
All the work that we do is as much as possible, too.
Yes.
Yes.
Yeah.
Yeah.
Point of order.
This is not on the agenda.
All right.
She's a adjourned first.
Wait, wait, wait.
What is the next meeting date and time?
Yeah.
Wouldn't that be part of that?
Well, let me ask that person.
Do it.
I have that meeting at 4.30.
Do it.
Do it.
Yes.
Next meeting is at 4.30.
Yeah.
So, is that a Wilshire?
Dan?
Uh, yep.
I'll move adjourned.
All those be reversed.
I'll stay once you carry it.
Thank you.
Give me a turn.
Good.
Good meeting time.
Do we want five minutes before we start the next one?
Are people learning to dive in?
I think some heads are nodding yet.
So we'll start at 6.11.
That's the whole thing.
Are you going to need 12, 6, 15?
I'm okay either way.
Oh, good. Whatever. Six eleven is fine.
Okay.
I'm going to fix the eleven then.
Quick stretch break.
Hey, Joe.
I see Megan's name.
Megan's joining us.
She's just going to.
Okay.
Well, sorry.
I just wanted to be home.
My kids have school their first day at like all three of them tomorrow.
And it's just a little less anxiety, crazy stuff.
I've been here.
I remember that.
So.
And here.
He's coming.
Sorry.
He's coming.
Sorry.
He's in.
He's in.
He's coming.
Sorry.
He's in.
Yeah.
I'm.
Yeah.
She.
Oh, we have a discussion.
We have a discussion.
Oh.
We have.
Oh.
We have.
We have.
Oh, we have.
Oh.
Oh, no.
I don't care if anyone says they're bringing a problem.
We're not going to make it a curve.
Right.
If you want to make it that way,
there's anyone who's talking to you.
What's wrong?
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
Dear,...
I don't really get to defend that doctor.
It's half a goat, it's shit.
It's really better.
I'm going to get her here.
And it's coming up.
We've got two weeks now.
They're better.
They're better.
That's what I'm talking about.
I know.
I got it back.
That's right.
I remember back in the day with FISL.
I think you went out to see that.
You say?
That's right.
He used to hang them on the head on the ground.
Why?
He's back that way.
Oh no.
Yeah.
So the last year they had to go ahead.
That was a lot of us.
That's good.
Over the weekend after over in Traverse City.
One more.
She flew on her own.
She didn't go in the wild.
Sure.
Missed okay.
Her daughter wants it more.
A little bit of IPM.
With families who have walked in well.
I mean two.
Younger the kid is very close with.
That was with Maddal.
I was back two more, little bit of a second.
The construction guy, he's all over, he's actually working with a thousand or a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred
and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred and a hundred
I'm telling you, I'm just a robber.
Or I'm going to be like, oh, you know,
it's next to me.
We stored it, and we started out here
with a little food,
and they got to stay up there,
doing a record player, so they used it.
Well, that's what it was.
I think it was tight over there.
So, it was tight over there.
It was done.
And they went there a lot.
I think we were back in the game.
And I had to practice it,
and then I was like,
oh, yeah.
Right there.
It's not right.
So, sort of,
we could press the quarter and get a beer.
Yeah, yeah, yeah, yeah, yeah.
We're closing a lot of beer.
So, so,
you know, I'm focusing on this.
I think it's great.
I know it's the number time
paying credit out there,
that's why
we're doing some pretty darn great Dorothy,
who were playing probably 3-40.
No.
But, you know, back in the bartender room Yeah.
It was how we got those.
Okay?
We did a little tackle in the bathroom,
so I didn't get to sit.
I had that through the wall when I were a there,
and some serious developers.
There's a series about for you.
Right.
You said it's you.
Pardon me, gentlemen.
Yep.
All right.
Wait.
I've got a couple of photos in a minute.
If you need a little bit more, you can tell me because it's all right.
All right.
I'm calling to order the Teaching Learning Equity and People Services Committee meeting
first this evening.
How could we get a roll call to you, Michelle?
Yes.
Tom Hacom?
Here.
Is that your number?
Present.
And Joanne Rose.
I'm here.
All members are present.
All right.
Thanks.
Thanks.
I have you back, Michelle.
Can I get in the middle of the agenda?
Double.
That's all in favor.
Nice.
All in favor.
High.
Approval of the minutes from July.
So.
Maybe second it.
All in favor.
All right.
All in favor.
All right.
All in favor.
All right.
All right.
We're jumping into summer schools.
All right.
All in favor.
High.
Any public comments?
All right.
We're jumping into summer schools.
2026 update then.
Thank you.
So I asked for Michelle.
She's doing most of this.
Summer school.
And this was really a prior to me.
And I really saw.
Thank you, Rachelle, for being here.
And she had some, and also going around and I will hand it off to her.
All right.
Again, it's a little dangerous to give Rachelle, L.E.T.
floor to talk about summer school.
I could talk a lot, but I tried to condense this down.
In October is when our information is due to the state for like,
reimbursement and student minutes.
So this is more of just kind of a high-level overview about summer school.
So we have had this year.
We had two elementary sites being converse and Todd.
We had one middle school site up at Bloot Memorial.
And we had them the high school secondary at Bloot Memorial.
We've had middle school and high school together for the last three years.
They were together at Cunningham for a year.
And then they'd been at Bloot Memorial the last two years.
Even Start also ran through Fund 80 over at the Cunningham site.
There's about 25 days in summer school.
I say six weeks, but we kind of, you know, fourth of July is there.
So we give some time off for families.
We also have a, we don't start on a Monday.
We start on a Tuesday.
We found that that has been much more successful,
especially when we're putting kids on buses to give staff an extra day
to just get the classroom ready, get the buses ready.
And then we generally end on a Thursday.
So really it's four day weeks that we're looking at.
We found that that has also helped us keep and retain staff
because they know they at least have a day off somewhere for the four day week.
We generally do a professional learning day at the beginning.
And we have a teacher work day because they're generally going to another building
so they have to get into somebody else's classroom and get things ready and set.
They have new materials that they're learning with the Scholastic Lit Camp
and then a day to kind of clean up.
This last, the one thing I want to say before we get into, I put in enrollment numbers,
summer school is different than the regular school year.
The regular school year, you're ending up with like a per pupil allotment.
Summer school is different.
We get money for the amount of time that kids are in the seats of summer school
and that is the only thing that is reimbursed back to us.
So attendance is really, really important.
There's also no extra positions.
It's only like the money generated from the kids in there.
So like secretaries aren't necessarily reimbursed.
They come out of that principles.
Social workers, counselors.
So summer school is very different in the type of staff that we have.
It's also non-compulsory.
So students with IEPs, we don't have to.
We are not obliged by special ed services, EL services, or GTs.
So just a little bit different on the regular school year.
This year, we went with one section for each grade.
Sometimes we try to do two sections, but you'll notice that our retention rate for summer school
has struggled a little bit.
Generally the number of kids that sign up at the beginning of the summer,
they don't necessarily make it the end of the summer.
They have different things to keep that excitement for summer school so kids are coming.
Todd did have a better rate this year with the retention of the number of kids.
I'm not sure what they did differently.
They do have a CLC program at the end of the school day.
So maybe parents who really needed the daycare for summer school,
those kids maintained throughout the summer school.
Otherwise, the converse number is pretty much the 58% retention rate
has been similar to what we've had in other buildings.
In elementary summer school, is we have a variety of academic enrichment?
I have a question.
Okay.
Do we know how many or some, like, two classes from the same family or something?
Do you know that?
Do we know, like, you know, like 48%, maybe two kids from one family in the different...
That was just for that grade.
So for 4K, for Todd, the first week of school there were 21 kids,
then we, you know, the last week there were 19, so we kept 90%.
I don't know which were families.
The families had five kids, and then that, you know...
They could have been, yeah.
Okay.
So a variety of academic enrichment, so we use this scholastic lit camp.
It is kind of a thematic per week that things can be easily rocked up,
and there's nice text that go along with that.
Math is an SDB created where their kids are using manipulatives
and working on those curriculum materials.
We don't have a lot of technology in summer school whatsoever,
because we know that devices were going in and getting repaired,
and we never quite sure what we were going to have.
So summer school has always been very low-tech at elementary.
Enrichment, we have a lot of food-based things.
Kindergarten has had munching on books,
and then munching on books was so successful,
and kids loved it that we did ABC snack attacks that was written
by a couple of the SDB teachers, so they're reading a book
and then they're making a snack about that, whatever that happens to be.
To give them off a cookie or inside a log, whatever that snack ends up being.
We also try to have some Lego sets that we have.
We try to put in art, music, PE.
We really let the classroom teachers kind of develop what it is
that they're going to do with some of those enrichment,
and a lot of times they'll flip-flop, like one person will do Fayette
and one will do art, and then they'll have a little bit of activity with each.
Part of Act 20 is that we had to have some sort of reading foundational skills,
so I wrote some reading foundational units that go into those grade levels,
and we are offering intervention for those kids who are on PRPs,
so we had some interventionists there as well.
Like I said, Todd had their CLC program.
We started doing kind of co-principles at the elementary in the last couple of years
where we kind of have a main principle, and then we have somebody that supports both buildings.
We have found that that has really had a nice job with continuity,
because if somebody wants some time off, we already have somebody else that's tapped in for that position.
So the last two years, I've had very little scrambling to find an administrator for the buildings.
Middle school is all about, do you have something that's interesting to the kids?
They're at the age where they don't necessarily have to be there.
They could stay at home, so what are we offering that is enticing for them to come?
So the ELA is a book quest where they're reading books and they're answering questions
and they're playing kind of games.
I also needed a couple years ago, our ELA teacher, there's three sections,
I'm like, okay, what if we threw in a creative writing?
So I kind of wrote up some curriculum, I'm like, oh, this probably isn't going to go anywhere,
nobody's going to want to write.
That was one of the most, well, the biggest requested class.
And I was like, okay, I guess we like creative writing.
So that has stayed in there as well.
Math is cool, it's an SDB created, so there's a sixth, a seventh, and an eighth.
Board games is always popular with teaching board games and how to get along with others.
Yard games also came in a couple of years with bags and big jenga pieces.
Band has also been extremely popular.
Kyle Cawthorne, I'll just call them off, has done a great job of putting his own horn
and getting our band numbers up, literally putting his horn, and kids wanting to come for band.
Kids that would normally do not need to come to summer school, they do not want to come
to summer school except for bands.
So that has been really good.
We also did a cooking with curiosity the last couple of years, paired with UW Health.
Nutrition, they come in for one day and then we can kind of continue with that.
There's been two sections of that.
Sign language has also been very popular for kids to take as well.
Lifelong fitness is kind of the PE class, so anything, biking, Rick Barter comes in with his group.
Pickleball, if it's lifelong, swimming, we want to get the kids doing things, you know, golf,
whatever that happens to be to get kids active.
This last year, Beak Kruver needed to do, she's one of the high school art teachers.
She needed some time for her certification.
She's like, can I propose some middle school classes?
Absolutely.
So we had comic creation and clay and multimedia and 2D art.
I'm not sure that that would continue in the future.
I mean, summer school sometimes for middle school is all about the staff that won work that.
And then we had two co-principles that did that together.
High school, we primarily have credit recovery.
High school funding is based on how many credits that kids are receiving.
And so we use the Apex platform that we do during the school year.
We try them to do whatever they do during the school year is what we do during the summer.
Kids can earn two credits total for the summer.
So you can see the breakdown of the classes, how many credits,
and then how many students were in that.
So there is another breakdown of like English 9 part 1 and English 9 part 2 and English 10 part 1 and English 10 part 2.
So you can go all the way down through those.
We do always try to offer personal finance as a credit recovery and American democracy because those are required for graduation.
And obviously they need four credits of English to get through as well.
So they took 145 of the Apex modules as a class.
So if a student failed English 9 part 1 and English 9 part 2, those are two separate classes in the Apex platform.
So 98 students took 145 classes?
Yes.
Which was a total of 72 and a half credits.
We do offer some initial credit.
Most summer schools don't because you have to get the same number of minutes that you would get during the school year.
So a half credit is 4,050 minutes so we have to make sure that we do that.
And that's what our six weeks does.
So 28 students took Phi Ed so they got their you know their half credit.
When I looked and analyzed some of those kids who have taken Phi Ed during the last couple of years,
many times there's kids that they want to take AP classes.
So they take their Phi Ed during the summer so they can load up on more AP.
So when I, we had the list of like the top 20 kids.
So I just started going through my summer school list and seeing how many of those top 20 kids had taken summer school
and there was a good chunk of them who had taken Phi Ed during the summer.
And then we do have IG students as well who are in their extended school year taking classes as well.
So I just put the 13 students that were in there.
We really make every effort to try to offer a range of initial credits but it's really tough
because you clearly can't have something that's a prerequisite.
You can't have somebody sit in algebra one, part one, all day, all summer to get to 4,050 minutes.
We've done it in health.
But we haven't had it for a couple of years because we'll only get like three kids that want to take the health class.
So we just push them towards the Phi Ed.
Kids who are taking credit recovery can get the credit but if they get an A in credit recovery
that does not change the GPA, their F was still on their transcripts for that.
Dr. Malat asked me to kind of ask Stephanie for some Stephanie and Jenny Miller for some of the buffing information.
So you can see this broken out for June and July how much of the regular ed busing, the specialized busing for the ID students.
And I did include the CLC program because the CLC did bus kids from the middle school program at the end of the day.
So you can see what the cost for the busing ended up being.
There were 203 regular education bus riders.
The stat I would like to look a little deeper into.
Were they elementary? Were they middle? What exactly does that per tail on how much the buffing had cost?
Dr. Malat and Dr. Sengel asked Dr. Gordon and Dr. Sengel asked me to talk about some of the things that we think about and we consider for next year.
Do we stick with one elementary or do we stick with two web entries?
Or do we just have one elementary for summer school?
Because we can easily have two sections and have all the kids in one building.
Do we keep the middle school and high school together? It has been successful.
We have not had issues with drama. So that has been nice.
And then we also have extra staff that's there to support that.
We always go back to the lens of our summer session. Do we do half days for six weeks?
We can get enough medicine for initial credits for our high school students.
But other districts maybe don't even offer summer school or they do, you know, three weeks or four weeks.
Something that we can also consider.
Talking about busing. Do we want to continue to offer busing for summer?
Do we need to look at site configuration? Could we save money on routes?
One of the items that I really have been debating over the last couple years is do we offer incoming 4K summer school options?
This is their first experience. It is 25 days.
But we also don't have like an open house for it. It may not be that the school that they're at.
And what if we have kids like this last year, we had a parent that called me that our son had a severe peanut allergy?
Well, how would we clock that on enrollment paperwork?
Normally, Michelle Babilis kind of goes to that and we have nurses.
But we really have to think about is do we really know the kids who are coming to incoming 4K?
And some of them are three. Like they don't turn four until end of August.
So they're pretty little.
So, I mean, for 25 days, do we just wait until the regular school year starts and we welcome them in?
And then this last year we did close enrollment when sections had filled.
We opened in the end of April. We closed in the end of June.
We did have some families that were a little upset that once school started, summer school started that they wanted to enroll.
And we didn't, the sections were filled at that point.
And then they need busing and then we got to check on just other things with kids.
And so it was really nice to have like a, this is the date for enrollment. I'm sorry. We're closed.
But you did have six weeks to enroll for summer school.
Okay. Thank you. I do have a question to start with.
I thought that somehow summer school was affected by the budget cuts in our spreadsheet.
I don't remember if it was transportation or something else.
It wasn't, was it adjusted at one point and then it disappeared? Okay.
All right.
We did cut down the number of sections.
I thought for this year.
Yeah. But I thought like budget cuts, it was in one of those for next year.
Yes.
And we did. And it was busing.
Yeah.
So did that not get past this part of the budget?
Or are we, I don't know. I don't remember. That's why I'm asking.
So summer school for the summer of 26, it's heard of the 26th, 27th budget.
Does it already happen?
No, I'm talking about next year.
So next year, if you look at the cost way, the cost way out, the majority of the costs are in July.
So they would be 27, 28th budget.
And as a question that are being asked, Rachelle does any questions for next summer, summer school for 27, 28th.
Yeah. So that's, that's why I'm, are we still doing it?
Are we still doing it?
Summer school?
Yeah. Like, where did that land in the budget? That's all I'm asking.
We'll still be doing summer school.
Okay.
To what capacity that's what we're taking a look at.
Okay.
So we're going to do what's probably costing. Are we going to do costing?
Okay. So that's a happy cost. Right.
And we're going to have one site for our budget.
Okay. So those are the things we can't.
All right.
So this is already in this current budget.
Correct. Because if you look at the days, the summer school is in 13 to 23rd.
So the majority of the costs are in the school for the summer of 26th or in the 26th, 27th cost.
Just for sure.
I mean, this is not my main at all.
You know, you said about elementary.
East and West side, if you're looking at two, it's good.
I don't know how that works.
It's a blessing, you know, it's a help.
It's not, but, you know, I think it's a great thing in a place to go and have to go that far.
It's just not bad. Thank you.
Thank you.
Megan, did you have any questions?
No, this is very thorough and I really appreciate the presentation.
Thanks for taking the time to put it together.
Rachel, do you know, um, has had retention rate has been that much higher every year that they've had it or just.
It's been a little bit anomaly.
Um, normally I have just done it holistically.
Um, and so this was the first time that I broke out the buildings wise.
And so I need to go back and take a look and see if the CLC program and having after school care has affected that.
And Todd is the only school that we could have the CLC program after summer school.
Is that correct?
Yes, because they have that grant.
And I don't know when that grant is.
Um, for at all, the CLC this year.
Okay, so they won't have unless they reapply and we have CLCs, they won't have the grant next year.
Do you know Dr. Gordon?
Do you know if we have people that are working on renewing that CLC grant?
Um, I'm not sure I can ask.
Okay.
So I don't know.
My thought is if we have sites that have the CLC opportunity, but that's what makes us for parents.
And they send their kids in the morning and they're there all day and then they pick them up instead of daycare.
And I'm guessing that that might be a part of why our retention rate is so much higher at Todd.
It's because it is all day instead of just half a day.
Half day hard for parents.
Well, I guess my question is how does it compare with, how does it compare with previous years in terms of overall numbers?
Um, when you look at, um, 46 sixth graders out of all of the sixth graders that had a fairly full percentage.
Yeah.
That's pretty typical for why that's pretty typical.
Um, so we're looking at a fairly small percentage of parents who even want to attend numbers?
For middle school?
Yeah.
And what, even the elementary, when you look at those numbers, most of those are, if the exception is accurate, are right around the same amount.
So, um, I guess maybe that's one of the things we can discuss or talk to the community about, you know, the parents is, do you really want them to school?
And what is it that you're going to want in terms of summer school?
Because it does seem to be kind of a small percentage of the kids that we've had enrolled that are actually attending.
And when we would just have open enrollment at any time, we'd have a lot of kids that would sign up, and then they'd only come for about a week.
And then it was nice outside of the identification and our attendance would plummet.
Um, those were some of the years that we didn't, um, and I don't want to, we make money on summer school, but the goal is to break even.
Those are some of the years that we did not necessarily break even.
Yeah.
So there's this balance, like we want you to have fun during summer and goal places, but then we also need to come into summer school because that's how our funding is based.
It's an innocent seat.
Have we tracked any of the information over?
I mean, how does it look year after year after year?
How does it, um, have our numbers stayed fairly steady over the years?
Are we dropping or, you know, I think, you know, maybe as we move to make decisions for next year, we need to backtrack a little bit of the trend of what's been happening to summer school for the years.
Uh, we need to determine what we want to do.
I mean, to me it may be one elementary that has a CO2 program might be the most effective.
Our highest number of years is when Merrill had a summer school, Todd had a summer school, hack it out of summer school, and then either conversate gas and it went back and forth.
Um, we also had a hard time those years staffing, um, because we're spreading out so many staff members.
Um, and we just couldn't find enough people to work necessarily and our attendance rate would still drop.
So then you've got, you know, 12 kids that hack it and 15 kids that gassed in and you really couldn't, you can't combine two buildings like that when the summer started.
Maybe you run up all of the high schools.
I don't know, I don't know how it would work.
Well, that's something we have talked about a little bit.
Could we have everybody up at the high school?
In one central location.
When we did that at Frozen, but we did have to take over furniture for the little.
Yeah.
Okay.
And so that wasn't necessarily the easiest that, well, Cecilia's maintenance was going to happen with that.
Yeah.
We had to drive, we had to take all the little stuff over the Frozen.
Yeah.
Yeah.
So I just, you know, yeah, I mean, I think some of this definitely needs to be studied as we look.
And if we condense sites, we will have left families, especially if we don't provide busing, that would go.
Great.
And get that.
On the other hand, if you can do a CLC program, you can touch with it.
Maybe you might need to pick up more.
So, because it does look like the CLC made a difference.
And I don't know if you can backtrack it.
Yeah.
And we did say when families were signing up, like, we need to come in a majority of the time.
You know, because we only have so many spots, so we need you here.
And then if somebody would drop off, we, there was a, like, a time waiting list.
They would, you know, contact people and make sure that, you know, we'll have to sign in.
Yes, sir.
Just going back.
I thought I heard you saying that along the covers had a good rate for retention instead of being.
So we have Leah and Ryan here.
You know, what were the tricks that you saw to keep them there?
I mean, can we, is it, was there something to be, you know, the tricks of the tricks?
I know that.
I don't know.
That's a good answer.
Honestly, I think it's, you know, it's changed a little bit in the landscape of people being here.
Yeah.
You know, this, when we had summer school at commerce, the commerce, we were there.
We had summer school at commerce, you know, it did drop.
It did drop.
It started out really strong.
After 4th of July, it didn't dwindle.
But then they would come, they would hear about one thing you were doing.
They would come for those days and then they would, they would go out again.
You know, so it kind of intermittent, you know, like Rachel said, it's summertime.
They, they were, they were going to stop.
But I do think that the point is the C.L.T.
have the kids there.
There isn't a huge need.
There isn't need for daycare.
Yeah.
When the commerce, when we had summer school at commerce, we still had, we were able to have kids for the boys to help come.
So I'm not sure if that was, I'm not sure if that was something that was, it will continue to come in.
I thought there was a bus that picked up, so it went to the boys' center.
But that was huge, that was a huge thing.
So I'm not sure what the intent was.
It was like, look back in here to the commerce team, but that was really popular and kept kids coming.
So because they had that aftercare.
Okay.
Thank you.
Yeah.
Well, he also does a lot of stuff during the summer that's a little bit in competition with our, our program as well.
Summer summer, we can't really reveal, but if there are some, you know, particularly trying to keep them vulnerable, but
like we're all saying here, the COC or after school care is even more.
Well, for middle school, it was banned.
Yeah.
They wanted to drum their drums and put their horns.
There was another program, and I wanted to say it was from, I think it was Meryl.
It was a bus that picked up kids.
I don't know if you know that.
It was a vehicle on a new field trip, so they would be frozen.
And I can't remember what the program called the back.
In the case that we're in that after school program, the act of commerce was a striking name.
No.
It was prior to having them.
So it was a white bus in common.
They would go for their field trip on the beach.
So that was a couple of years ago, though.
It will come from later.
And we were doing well these during the year.
Maybe we could work on coordinating a school better with the summer school.
We've had them come in, but this year, we, for budget cuts, we, you know, didn't necessarily do all of that.
Yeah.
So, you know, how many people date the bus then?
The first report I got from Jenny Miller.
It was 203.
We're on the bus.
I do want to ask a little bit more.
She said I could call junior and get more of that information, like were those elementary?
Were they middle?
Were they family?
So I think that's something to dig a little bit deeper into.
And how many buses are there?
I don't know how many buses they had.
But they're on a tiered system.
So they did the middle school first, and then they did the elementary.
I'm guessing.
I don't know.
Never mind.
What's that?
No.
I should not guess how many buses we had.
I just remember how many I saw out there, like, in the morning, but I don't know if anybody was late.
So I'm not going to comment.
It's a good place.
Kim?
You know, in some school districts, summer school programs can be big on net revenue generating
operations for school districts.
I don't know what the history is here.
If you've made money over summer school.
Our goal is just to break even.
I mean, there've been some years.
We've made money, and then there's been some years that we have lost money.
So what we have been on a zero, like, we haven't lost any money, so that's my goal.
So people ask, Michelle, for things, Michelle's like, nope, nope, nope.
I guess the point is, this could be maybe redesigned summer school, and maybe a different way.
But looking to maybe generate some revenue from what you do, it might be possible positive budget.
Fire.
I'm thinking.
How would we do that?
I mean, kids have to come.
Yeah.
And so, yeah, like, we're back to the same square, right?
We got to get them there.
We get them there all day.
All of that stuff.
Sorry.
I'm just thinking about a box with everyone.
My kids having outdoor adventure.
And, you know, we talked about the look to get kids there.
There's a way to collaborate that.
You know, the wealthy center.
We're busting up here and there.
And there's a good collaborate.
Some of that outdoor adventure things that I don't like kids did with.
This is Josh, I can't remember who it was.
But anyways, you know, those fun type things.
The wealthy center does campers.
The wealthy center does this.
They do bonfires.
You know, I don't want to get way out of the way from what this is.
But going back to it, it couldn't be money.
I'll say that in money making.
But at least get the kids interested in staying on throughout the summer.
Because if you attend, we'll do this at the end of the day.
That's what I meant.
Anyway, that's enough.
Thank you, Michelle.
Our next one is the human growth and development update.
It was like rhyming is that one.
All right.
Nice to have you.
Thank you.
Okay.
So we're providing a little bit of background.
Because I've done some background.
The journey is mistaken.
So back in all 25.
If this had come to the board, this would have been happening.
Then it would be made this last May of 26th.
The human growth and development brought back to this committee.
But then it was not moved to the full board for the cool one.
So the update from TLE is that we are set to go if approved during the month of August.
The district began preparing for a day through 12.
The human growth and development occurred in one review process.
Blackboard messages sent to district families, the right of parents and community members to express interest
in serving on the human growth and development of the new committee.
And today, seven individuals have completed the interest survey.
The district is continuing to assemble a committee that reflects representation
acquired by Wisconsin law.
So we have a student services staff member and two health teachers to serve on the committee.
As part of the process, they would explain the current curriculum answer questions.
Classroom context throughout the review process.
As part of the community makeup, the district would also like one board of education on earth to serve on the committee.
It's going to help round out the district representation on the team.
The district did convene its health teachers in grades 16 to 12 to begin developing an inventory of the human growth
and development lessons currently taught within the district's health courses.
And for each lesson, these teachers are identifying contact and address
and that's a connection to your applicant's state statutes.
The health teachers will continue building this document so the review committee has a clear and accurate picture
of the current curriculum at its first meeting.
Are we doing that?
We need an effectively scheduled for October 14th.
And at that meeting, members will review the committee's responsibilities
with Wisconsin statutes and the district's current human growth and development curriculum.
We're bringing here today which committee needs to decide if we want to move
the department.
Thank you, Ryan.
So, the biggest question is, do we move forward right now?
If you make an answer, Henry.
Go ahead, Megan.
Thank you.
Thank you so much.
I was looking through what was presented.
I mean, I don't know, maybe I'm missing something.
I mean, it seems like we're ready to roll.
I mean, I think you've got a nice letter drafted.
It looks like we've got kind of those scheduled follow-up dates.
I know we need to get this done to be in compliance with the state policy.
So, like, I guess my only question would be what would be the barriers if any to moving forward?
I think just right now having a new superintendent, new assistant superintendent, having the
from random conversations, being a big part of what they're doing right now.
This is just another big lift at the same time.
Okay.
Well, I will certainly defer to the administration, but I don't see any reason not to move forward
from a board perspective, but like, that's not to say that I wouldn't fully respect and
support whatever timeline our administration is comfortable with.
So I guess I would just like to hear more about like, you know, what, what makes sense, I guess,
to the administration.
And I'm already one of seven and fully prepared to support moving this forward.
However, it makes sense to them.
Yeah.
Thank you.
I'm a little taken aback that we're this far in the process.
It hasn't gone to the board yet for approval.
And I've been on the board when we did the ad hoc committee, the Carol chair, and I will
rigor my role.
We had to go through to do that with board approval.
And it looks like, reading what I've read, that we've already started all this stuff about board approval.
We did it through the back end.
You know, the committee may have, but it didn't go to the board.
Is that true or true?
Did the board ever come?
The planning part.
Sorry?
The planning part.
Did the board approve?
The committee approved the planning.
The committee that's the house, it never came to board.
That's the went to the board last fall.
I'm asking a question.
Oh, okay.
I'm sorry.
Did the board approve putting together an ad hoc committee to study this?
The committee did.
The committee did.
But the committee needs the full board to act on it before we address the ad hoc committee.
No.
The committee approves forming with the ad hoc.
We present it on the board.
No, you present the whole thing with the list of people to the board.
I disagree.
Because I remember, I'm sorry, respectfully.
We came to the board and then we, the board put people's names in the ad.
And then it went through this John Watson thing.
I'm trying to co-mingle things.
But I just think this has gone a step.
And I remember I was part of the process of putting it to go to the board.
But in my recollection, it never went to the board for a pool room.
So it's the cart before the horse.
You've already started in distributing some of these things.
Calendar dates and committees and people and stuff.
So long.
I just, I don't think it went to the board for approval.
This is my second ad hoc that I was part of.
And both of them, we came up with the proposal, the list of people and brought it to the board for approval.
This is not my recollection.
But I defer back to whatever policy says.
I think that's what policy says.
I, that's not my recollection.
It's always the board for approval.
And then we go on with the process of performing the executive committee.
Can I clarify?
Yeah.
So Tom, the committee that Carol had was a board committee.
That's why the board picked the membership and stuff originally.
Then the second time around for the committee that Carol chaired.
The board said it doesn't have to be a board committee.
This can just be a committee off of the business operation and finance committee.
But we're okay if the same membership is there.
Since it was already successful.
That was a board action.
Right.
Right.
So the difference is this is a committee.
This is an ad hoc committee of a subcommittee.
So when the, when the, when the committee.
In this case, the committee is ready to bring it to the board to say, hey, we're ready to form this committee.
And here's the people that we want to serve on this committee.
They'll bring it to the board and say, can you approve this committee now?
And they haven't done that yet because they don't have their full membership.
And when they first approved it back in May.
They, they weren't ready to come forward because all they were doing was saying to the administrative type people.
Yes, we want to do this, but we need to form the committee.
We need to find people to serve on the committee and then we'll take it to the board.
Because the board policy doesn't say, you have to say, yes, we're going to have a committee and take it to the board.
Yes, we're going to have this membership and take it to the board.
There's no timeline.
It just says it has to be approved by the board at some point.
And that's my point.
I'm, I'm, I'm.
Okay.
So everything you said, this whole.
They have to have board action.
Great.
Let's go ahead.
We're moving forward in this way.
Great.
But it does not say.
What Ryan is saying, and whoever.
I'm not saying that's known for it.
I'm just saying it needs more approval.
That's all I'm saying.
Yes.
Thank you.
Good night.
I'm sorry.
I totally agree with your saying.
Okay.
No, I'm not.
I'm not.
Sorry.
I don't know.
You're saying the board never approved all this.
But I understand the background work between them with board approval.
Then the gears will turn.
The board didn't have to approve the plan.
I did not say that.
I said, whatever the, whatever the background material that Ryan just provided.
It's fine.
But it still needs more approval before the mechanism turns that we get this committee.
Sorry.
Which is why he asked for the committee to make a motion to send it to the board tonight.
I thought we had that.
Going back to now.
No.
Okay.
I'm just trying to clarify.
I know.
I'm not arguing.
I know.
You're just trying to understand.
We're trying to explain what happened on the process.
It needs more approval.
And that's all I'm saying.
Yep.
It needs more.
The board.
The board.
That's all I'm saying.
Yep.
For all the same age.
Yep.
So the other part that I wasn't thinking about.
We were bringing up all of that is we no longer have Michelle.
Our nursing staff is red center this year.
Then they were in past years.
They're a big part of the heavy lift with this.
Correct.
Michelle would have been a big part of it.
Right.
Yeah.
So do we.
Doesn't make more sense for us to pause for right now.
Through the fall.
Figure out the nursing department.
Get through the referendum stuff and then go full speed on this.
Trying to ask a question.
Yes.
This is a non committee member of questions.
I haven't been in the earlier discussions.
I don't know for Lee and Ryan.
Are we doing a good job in this world?
Do we need to do we need to make a bunch of changes right now?
Are we mean the classes are being taught.
They're well received.
I mean, what's your sense of it?
So I haven't talked to my department.
It hasn't been reviewed.
They just made concern.
I don't know what that means.
Five years.
Twenty-five years.
Ten years.
So that means we can continue in this current place.
If given that direction.
No.
No.
I had it all the way.
Because I mean, of course, I do think direction.
No, I'm just trying to get a sense of, yeah, you know, to get to Joanne's question is, you know, is there capacity right now in that, you know, it's a do.
It was due last year.
It was due next year.
It's due this year.
You know, it's, there's not a statutory requirement of when we need to do this.
It just read the statutes.
But it's fairly specific statute of what you have to meet.
So do you guys have a sense?
I think you can follow up.
Do you guys have a sense if you would you rather put it off a year?
And we all kind of get the stuffing.
People are all available discussion.
We have the other.
Do you like for him?
Yeah.
Well, before.
Does it take that opportunity to change the curriculum?
It's a very specific.
It's like how many members?
One, four, one, quarter.
I know it's very specific.
Yeah.
So to change the curriculum or even look at it, you can add up.
Yeah.
Thank you.
Sorry about that.
I agree with Joanne.
I think we need to pause it in.
I think we got enough.
With the referendum and other stuff going on to.
And that's not important.
But.
Put forward with what we're doing now.
Yeah.
Oh, here.
Hey, thanks, Joanne.
I have a question that is actually for Dr. Stingle and possibly Dr.
Gordon.
And the question is, in terms of establishing this ad hoc
committee, have we done anything.
Outside of the clients with state statute.
To this point.
Did you stay outside of the guidance of the state statute?
Yeah, yeah, because there is.
I hear a lot of.
It belongs to the committee.
It belongs at four data, data, data.
I just want to know that at this point, we are.
We have not done anything outside of state.
No.
I'm.
Okay.
Okay.
So.
That's my next.
It's just.
Very similar to Dan.
What is the capacity of.
The administration right now to be involved in guiding and helping
with this ad hoc committee.
Here.
What's your capacity?
What's your capacity?
The administration.
Oh.
Is this another place you want to spend right now?
I know.
I know.
I know.
I know.
Can you agree?
To speak candidly.
Yeah.
I have enough.
Right.
Should be done as directed by the.
At a school board.
And I do believe you have some point this is an important work.
That should occur.
It's long overdue.
I appreciate your candidness.
No.
And there is a point where you say we can't do this as well.
We need to wait.
Right.
That's correct.
But there are the points to where we have to, you know,
acknowledge that we don't have to run the district.
Yeah.
Yeah.
So, you know, the.
The cooperative.
Whatever.
Just.
It's really essential at this point.
Because we all have to.
Answer public.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
I don't know.
Okay.
Let's see.
What we're trying to.
Is really important.
So, we're trying to,
everybody.
And so,
speaking up,
Megan has their injuries.
Sure.
Two.
Two.
Team.
Two.
Chain room.
Go in.
Yeah.
Dr. Stengel's voice is very soft.
Can you.
Free phrase what he said.
what he said. So Dr. Sengel said it in if he was being candid that he has a lot going
on right now but he will do whatever the board wants him to do. It also has like I don't want
this to be a Dr. Sengel. Yes and this isn't it's not a and then Dr. Gordon said that this
is a decision that all of us need to weigh in on and that we all need to own our part
in the decision. I think. Yeah I mean we have a lot going on. We do have a lot of it. Yes
a great question. Yeah go ahead. Just real quick one one way we could just as a board
member suggestion would be kind of get either actually take a motion at some point or have
a sense of the board. We seem to have consensus that yes this is on our list. Yes we have to get
to it but we right now we might have the capacity to do it so we should set a target of when we
want to do that. So if we sort of put it on the next fall type of thing prepare whenever the
right time to have the board approval is or spring whenever going in the spring of it. So I'd be
very comfortable with you know studying a target date maybe not a hard target but right
sense of the committee and sense of the board. Megan no it's all going to actually board
President Johnson and I I think had similar questions so I'll just kind of to clarify and
then offer a path forward to clarify there's not any consequence that we need to be concerned
about for you know sort of like taking a pretty long time to to update our our policy and curriculum
is so is that or is that not a concern. We are we are okay. Okay perfect so I would just say I do
think I'm just going to agree with Mr. Shuff like I think it would be I would feel personally
comfortable moving approval to like you know direct the administration to like at a timeline
that that they propose to move forward. I think the plans that they shared are very sound. I don't
have a super strong opinion about like oh no we have to get it done by like December so again I
think like Leah and Ryan like whatever you think is appropriate for the you laid out just this
last this past Monday meeting like this very well articulated plan with a timeline so as you guys
kind of continue to work through that process I guess I would just ask if we could just maybe get
some kind of an update whenever it makes sense to do that maybe prior to next year like next
calendar year like hey this is where we're at with this but otherwise like it sounds like we have
a good plan it sounds like we have consensus it sounds like the board is like good to move forward
and we that we all want to respect a timeline that you believe is you know feasible.
I can't wait to get a piggybacking whatever they're going yes absolutely I think that between
Joanne Ryan administration make a month of a timeline as we had before instructed how this
happens we let the powers of be if we look at it in January February marks able made to the
board changes but yes I think you got a timeline which is compatible with a sense for everybody
and then come back to TLA and say how about we put this on the back or whatever that's my
comment you guys all right so speaking the motion is that your motion time no you got that
Michelle I know that the human growth curriculum you looked at at a future date yet to be decided
by administration and GLE chair and do you mean by human growth curriculum the advisory committee
for human growth and development well it's all related to look at the curriculum to be yeah for
a timeline for you guys submit something back to this committee would say okay sometimes you
think well it was kind of happened I think to dance point I do like a finite I was like a
finite at least look at yeah you know we decided January February marks whatever that date is
it's not ready yet okay we spent a finite date that's my opinion what April or
why I'm saying I'm going back to what let administration bring that be about and present to you
ideally agenda item I think it needs to be at least during the school year at some point I think the
public wants to see it let me see if I got this right all right maybe if I add look too much you
could let me know so most to have the human growth and development curriculum be reviewed by
an advisory committee at a future time I'm not saying that I'm saying to review by
the committee I'm saying administration is going to tell us when to do this they already got the
plans I'm not saying what I'm saying motion is that we're tabling yes you're postponing it correct
and that what administration guide us to the timeline to resolve again to theory
move to post-home the review of the human growth and development curriculum review oversight
what everyone okay during the school year yeah well over time well that's one too not the not
let me ask clarifying questions you're suggesting that they come back to us during the school year
not to do the work but to to like come back with a plan during the school year was their timeline
yeah yeah it makes sense do we want to review the prior's next year well you said the school year
that's three years I admit their three things are done by December so I mean if they started in April
or May and yeah we'll see you down by beginning the next school year
the direction that the timeline out to the administration that we would like to work in
on the years prior to the 20s that's why I'll agree with that yes that we're important to set
that to restrict the rhyme and yeah what you're reading next right
okay
where's jackpot who can first okay so I have moved to post-pawn the review of the human growth
and development curriculum
I had at a future time that's appropriate for administration and the TLE committee
but prior to the start of the 27-28 school year is that what you were saying over there
kind of just right and it runs the show on the timeline or it suggests the timeline
so you don't want the TLE committee in there because I thought I heard them saying they
wanted it to be collaborative which is why I added the TLE committee
collaborative I like to collaborate yeah I mean it's going to come to TLE either way either way right
so do you like this or do you want it oh that's fine you sure
do you read it one more time or one more time okay
moved to post-pawn the review of the human growth and development curriculum at a future
time that's appropriate per administration and the TLE committee but prior to the start of the
27-28 school year perfect do you imagine you guys okay
I'm good yeah I don't love it but I'll take it
you can help rewrite it
yeah Michelle I'll second it okay then the three of us can vote on it all in favor
I I sorry sorry all right so the next one is the elementary alternative education program
and that one we are having Ryan again here they're up again
sorry I call okay okay this is the share of plan to start
the elementary alternative education program you're in school district
employed so the background Dr. Wayne Anderson health school board began to keep discussing
the development of a focus in the education program at the elementary school level
okay so this is to present share share a plan with everybody
so you have that in front of you I also
kind of board docs here so the first slide is just a history
school district played alternative locations currently we have the middle school alternative
program at all of your middle school recently DLA has been moved to high school and
the purpose and vision okay alternative education program design we want to provide
a small highly structured and relationship based alternative educational setting
or up to maximum 20 elementary students in grade 85 who would require the additional
academic behavioral social emotional and or school engagement supports that cannot be effectively
provided through a traditional intervention below so this one operated as a school with
an in this in elementary school allowing students that are just a smaller more individualized
environment it's intended to be temporary and an intensive level of support designed to help
students build those academic skills behavioral skills social emotional and executive function
so that they can train this back to their own school and be successful some rationale
listed for you we want to have early academics interventions we want to be proactive about
behavioral support we want it to be developmentally appropriate for students
we really want to build a positive school connection association at a young age with these kids
I've seen this at the middle school level actually where they kind of fall back and
along with the school where they we want to get that at a young age and then wrap the family
around and have a family centered approach so a statement of needs last year 25 26 with 21
pre-explosions held for students in grade 85 I was trying to analyze the ODR data overall we
did see an increase in ODRs at the elementary level last year the significant injuries
transitioned into next path from frontline so it's not exactly set up as I see it but we can really
drill down yet but I would love to do that at some point and really show us how we need
based on ODR data as well and a broad idea that we need to provide we need to better meet individual
needs elementary age kids who are not succeeding in the traditional school center so next slide
there's some program goals so helping students build academic behavioral social and emotional
areas of that so that they can learn those skills and move back to their own school at a more
traditional educational setting we want to significant reduction in behaviors that interfere with our
name and safety we want these students to learn and increase independent use of appropriate coping
communication of proud self-instrainties we want to see that academic growth increase engagement
with instruction and increase the ability to problem those trans routines regulate emotions
and really participate without the need of intensive adult intervention at your own school
we want to have successful participation in the students' only school and general educational
environment upon the return and already mentioned that we want to see reduction in free expulsions
and expulsion that the elementary level and a reduction of ODRs with students with significant
behaviors that the elementary level so if we talk about admission criteria students will be
referred to a building MLSS multi-level systems of support process placement really shouldn't
that be considered as a first response to student difficulty the program should represent a more
level of intervention after the school has identified tried all these different interventions
when that was not an attorney how they have done working so i am here for you so step one
if you want to identify identification of the student need and this is going through the MLSS
team they want to look at all the data in front of you there
um step two review of existing interventions so as part of the MLSS process
these are some big questions that team at the building level would want to ask
what interventions have been attempted at the building level are they being implemented consistently
what data demonstrates the students' response to that intervention what barriers continue
to interfere with the students success despite all of those interventions
and would they benefit from a smaller or intensive environment
then step three is the MLSS team recommendation so to get despite all of these interventions at
the building level they continue to demonstrate significant needs the MLSS team may recommend
consideration to the elementary alternative program or pro team and most those individuals
are listed development all their admission criteria could be
the two listed there they could be referred in lieu of free expulsion
and they could also be placed at the alternative program through the free
expulsion process
special education students who receive services may participate in this elementary alternative
program they'll continue to be provided with special education services related services will
continue according to the student's IEP progress towards IEP will also continue to be monitored
IEP team may determine a program of replacement services and the program could be considered
as part of the student's continuum of supports so the program description location really
still needs to be determined and with that we need to look at the different buildings and where
it would be the best spot we need to talk to the building staff there building
administration and do a lot of planning with that the staff in we're looking at one professional
educator one regular education pair up and one special ed professional educator
funding would be two federal one party and we're looking at two sessions so like one in the morning
with the younger kids grades K32 and then um p.m. session for the older kids grades 35 and
well we serve up to 10 um that may be kind of a high number so we would kind of gauge that as
students can what the appropriate number would be if we want to stay at this point up to 10
and the instruction should be flexible individualized and highly differentiated to make the games with
students so the next slide is a overview of the program three to three and a half hours school
day and we want to break it down roughly by one and one and a half hours of academic focus
about an hour of really focusing on behavioral and social emotional learning
and then one hour of AOE meetings like those morning meetings like character education
teaching movement breaks and of course movement breaks and then other programming options
that could be based on individual needs as behavioral health support of different outside
agencies to provide these for those students curriculum and instruction um socially emotional
as part of uh the character balance curriculum and having more most morning meetings that's
a huge part of that uh ELN math is it is described for you there really um
off of the student needs so differentiating it and giving the students what they what they need to be
successful um there would be we're always like a lot of technology pulling back so we still did
put in there used by Excel as a intervention because we don't want them to miss we don't want
these students to assault on that technology based intervention when they were to move into the
alternative program for really a lot of most of those other items are you know the beyond
so the transition process the goal would be to minimize fear and establish immediate safety
there would be an intake meeting with uh whatever that uh adulting would be with that principal
the teacher the student and uh the family to provide a warm hand up the child and family
we could visit the program and see the room get a tour before the official placement starts
um the team would outline student concerns student goals program goals and provided to their
like area stuff and uh similar to the middle school one currently in place a success plan would be
drafted and finalized and reviewed in addition of the parent family agreement to contract for the
center of the program expectations for productive and positive learning environment is quite a
bit bottled off of the middle school students are expected to attend at least able percent
in the engage they're reviewed track issues to see how they were doing on day to day or
hour so we look for it's success rates at least 75% of the gay men maybe expect to follow rules
and expectations based on the uh code of conduct and uh goal study and review so developed and
review learning behavior goals weekly with students and families but this missile process
typically um students would remain in the alternative program for about 10 to 12 weeks
with an option to graduate attend classes at the post school so um based on progress for
schools it's something we need success with at the middle school program it kind of to ease
them back in anything especially we thought uh especially at a younger age um to use them into
that transition and that's just with them in fact full-time into their own school so then
a return of the students home school would be dependent on successful navigation of the
expectations for a productive and positive learning experience and then a transition
meeting upon return with their own school and so that we are making sure that they're being
successful and set up for success and positive learning so the last slide um the administration
recommends approval of the alternative education program beginning at the second semester at
27 to provide a structured supportive educational environment for students who are not currently
successful in the traditional study. Thank you. Any questions in the committee?
I'll try to be brief. The students who I know you're modeling this a little bit on what happens
what's going on in August but you're recreating something on a smaller scale or on a different
scale through the grade in school right and
the kids the students who may be placed in this and use talking about you know a student
this may be something they're at GAST and this is that time we we transfer that person
how does that process look like that is that a referral thing we let them come to
the board action right I mean that's we're not through that a level yet we don't just be something
in-house that they get they would never be that spaced that whoever would evaluate that for
that person that students go to that building with all the accommodations there when they
self-transport would that be a bust thing so it's repeated somewhere in the middle school
the families would be responsible for transportation. Speaking of middle school I know
well all are just and a good success right there for my knowledge. The CLC you know we're talking
about CLC early when I said outreach you know do you know I'm sorry I lost record here but
CLC did how many students were involved let's say the alternative program at
Aldrich how many used the CLC after school stuff was that was there any correlation between the two
there's some chef centers this year to help. Sorry I'm in the staff this time but I know it's totally
separated yeah so they appear in the alternative program right you start your day and you know later
you're right early and you're not you're not right so there's no correlation between
the success rate between the two okay yeah all right okay thank you yeah yeah I like everything
about this but I just don't I'm not sure about maintaining a weekly attendance rate of 80 percent
so you're allowed to miss one day a week and that's the part where you all in it but yeah
the expectation of course is serious there every day yeah I think we were like we want to set
some sort of a number where we can say okay if you're not being at least this we could be
just a problem. And for example wouldn't 80 percent be a huge improvement like I think that's
one of the reasons why we have some kids with some struggles and they don't come so 80 percent
might be well a big stretch for some of our students. I mean when we're getting young and we want to
get them there to realize that it's one day a week isn't good and what we've seen at the middle
school too is we they do they get that into a last attention and they want to they want to be there
so we we have seen pretty good attendance at the middle school program because they do
they do start to associate young students after that school they have been coming to a school
and building up that confidence yeah then yeah
sorry so when you do or when you do get into this process hopefully this will happen in the
fight and when you do or change or find the school
as you went through with open literacy and taraq and you go to a school that really wants
to sit there like and the administration of that building wants this because I think we all know
that well he's got a fan of Joe and what he does in August but right you know it really you know
that is half of the survival rate that we successfully there is the ability of the administration
and it's all in behind it I'm sure you go through that same process yeah I mean you you're right
we want to have a good fit yeah because those are products you can reach the first course
to reach out to this yeah families and pump them off let's say you're gonna be you're going to be
successful in this program cool thank you again any other board members care so it really is
geared towards the gate correct um and when we have how many people that are at the
don't pre it's also level already I mean I was just really turning into going to be
working with that population this is to I mean we're in need that we have significant
areas that can on a true level so yes absolutely big thing well I I um you know I think the
referral project needs to be flushed out a little bit how much money do we have in total
part eight because we have already had some other behaviors especially we have another type of
one thing I guess I'm kind of worried about the budget but I spoke to um HR and our CLC
staff they said the number three hundred thousand don't quote me on that just talk to them when
we will name that and they assured me that based on the three staff numbers I wasted on here
but that would be a comfortable area to be able to do it um what about staff training
curriculum issues I mean um hi you know why I'm not sure that we want to put them in an
environment where we're using the same curriculum that we use that is in the regular environment
and you know we you know the teachers would need to be able to have some other types of things so
I'm going about the budget um I will uh last time we had those conversations among my other
concerns is a sort of safety plan um we need some kind of uh I mean we're taking if they're at a
pre-explosion level or they had a behavior level where they've gone through the analysis process
and nothing's working and the behavior is that severe then we're going to move to a separate
class so now we have five six ten kids all with severe behavior issues all together in the same class
so I think we need some sort of plans or how we deal with that um and make sure that there are
safety issues that they require in place um so this is kind of an environment um I think there's
attendance and there's engagement stuff kind of works only really because we are at that
pre-explosions I mean the parents need no because we don't turn it to the schools right that's why
it works for them actually let's talk about it in the middle school um because um you know if
if we don't have I guess one of those things is we don't have that six all over I mean what's
been most of they've done to transport their kids over there for this um and I also you know
how do we deal with the reality of the fact that we're putting these kids on the half day of casual
house especially the best led um you know it's what is the reality of that um that I said I don't
know um they have like a budget and I have a whole bunch of um staff training um and I mean
this is much better than um the little bit we have the first act which is much more blessed
out I commend you for all the work that you've done so far who all have been involved in putting
this together? A lot of people so I wanted to say that Mr. Sanders has been involved in the last
spring when this discussion started special education uh obviously and you know have contributed
with the special entities of it of course back in the morning um we've consulted with um you know
Joel at the middle school and you can see out of this train of the late streets we've spoken
with other uh administrators at the elementary level here and have this on their radar and get
prepared um you know what they think how does it work best with little kids versus middle school
kids um you're probably forgetting so today are they you know the process is is completely
enough they you know um and we've had some discussions about those to analyze this process
and um being done as good as we wanted to be um I think we need to have clear criteria for these
these communities and groups of you know what it will take to get a child into this program so that
um you know we're not lining up with kids from one school a lot of kids from one school and that
I mean from another school um because they think out even if they show that it's very clear um you
know what it takes to be to get in there that's why I'm wondering if maybe we ought to just
stick with the propulsion process again it provides the stick um uh yeah
I think I think those are some of my biggest concerns um you know moving forward I think
there needs to be a project timeline and a responsibility to career that's what um we need a communication
plan or how we communicate it out with staff how we communicate it with parents um thank you
for putting in um objectives and goals I think I think they're looking for noise and I do them
now so thank you for that um so yeah it's only quite a bit of blushing out but yeah we're we're
way better than we were before you know we're at the starting point here and there's a lot of
work that needs to be done and we have to find the right people yeah because they might have a big
concern of staffing it and we know these you know we we can't get special in teachers and
special affairs and we're looking for one of each of this program I'm also wondering how um if we
get the behavior folks that we are tired um I would think those people would need to be
told into the problem as well um in terms of helping with the behavior plans and all kinds of things
thanks uh well yeah thanks for this rig neural look forward to the senior school board um
just to get out today um I have a one um so the big picture I just want to make sure I'm on the
right page because you guys have been talked about this for a while so the goal here is we're
at the early ages um keeping kids engaged keeping them in the district um yeah improving their
behaviors with intensive action privacy also improving the classroom that they're leaving and
that we're taking that disruptive force out of there which we've heard from the community and
from you all the professionals so during that time where we're getting there but we're not
giving up on the kid we're we're trying to get them back in and hopefully they have you know
end up walking the stage um as a purple light of you know a decade down the road so I like all
that I like that the board has been talking about this and administration um so all this looks
really good um look as Carol said we'll see more details as they come together hopefully we give
a you guys give a recommendation we endorse at the full board level um so all that's just a comment
so thank you for all that I had the same technical question for maybe when it comes to the full
board on this half day thing I just want to make sure one of the ways you fund this is that these
kids are in the district and where they're aided um as the full-time students
would they be only aided as a half-time student during the time or is it is it um kind of fuzzy
in their regard so that's uh a concern of a lot of us on the board so is that something you can
speak to tonight especially like I know with our special ed students too might be like it's
important how many hours they're getting so um if you if you guys could speak to that maybe
I need to look into that too okay yeah that's a good question
Matthew did you have like but their INP news would just rewrite the IEP for that or
I mean if it's a special ed students an IEP team decision okay all right
Kim yeah there was constant average legislation allows for school districts when they place them
in the program such as this they have reduced dollars so you're covered by state statute
94
285 and that would be as it connects with title because you said you'd fund it in title 1A or D
you could use D2 so yeah you're covered with reduced dollars by the state law because they're
identified as that because can I request that we actually get a written plan kind of like a
you know like a title one plan or something but more than just a PowerPoint the actual
written plan and things like that can be put in you know a little less summary but
more of the details actually fleshed out in the written plan and then you know then when we
have questions that people ask about things like that then then we have that kind of
discussion at our fingertips because we we've got the plan absolutely
yes I can say that at middle school level do we ask that same type of documentation going
for this what Carol is saying like a written plan yeah I'm sorry how do we was dropped the
board in a long form like that right but we're going back to the funding and things and these
others that same one follow up type of thing we call that it's not fun it's a title okay
okay if the funding source is title one you'll have to fill out a whole bunch of forms and
details and all all of this just by funding will create a lot of all the information that you're
asking for Carol a lot of that so for them to fund it you'll have to go through all those steps
and so you'll get by funding it that way you'll get all your answers at least in my previous
report I haven't seen that yet and again it's like okay please I'd like to know what whether
we're spending out of title one a and do we really have the money that's in there for that um and you
know it's like we have plans we have $1,000 out of $1,000 yeah
anything else Michelle I don't see and this doesn't it doesn't um kind of discussion and
information so we don't need to do something with this I I added action when I saw his recommendation
oh yeah you need to ask Dr. Stingle if he needs action on it I mean
if it's something you want to move forward this I mean this was not to be starting point sharing
information on the plan over at
the
okay
so then our next item is setting our next date it'll be Tuesday October 6th
and we're going to say five o'clock to be a half hour after the box meeting and then it was
four immediately following that meeting whatever is later whatever one is later and then make an
motion for retirement you have it and I'm going to second it all in favor
bye thank you very much everyone
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