* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting. [00:00:01] AND WE'LL [1. Meeting Opening] MOVE ON TO OUR WORK SESSION PRESENTATION BY MR. SORRY. UM, [2. Information Items] I WOULD ASK THAT THE BOARD RECORD ANY QUESTIONS THAT THEY MIGHT HAVE AND ALLOW HIM TO DO HIS PRESENTATION, AND THEN WE CAN ASK OUR QUESTIONS AT THE END. MR. MAPES, THANK YOU. THANK YOU. AS WE GET STARTED TONIGHT, THIS IS JUST A LOOK AT SOME OF THE QUESTIONS THAT HAVE COME UP FROM THE BOARD IS I'VE SPENT NOW ABOUT FOUR MONTHS HERE AND GETTING TO LEARN HAMILTON SOUTHEASTERN SCHOOLS AND, AND, UM, THE DIRECTION THAT WE CAN GO AND SOME OF THE HISTORY OF WHAT WE HAVE HERE IN THE DISTRICT ORGANIZATIONAL STRUCTURE AS WE'VE ORGANIZED THE CENTRAL OFFICE. NOW WE HAVE THE SCHOOL BOARD OF TRUSTEES, UM, THE EXECUTIVE ASSISTANT TO THE SUPERINTENDENT, DENISE JUSTICE, MYSELF, OUR DIRECTOR OF SCHOOL AND COMMUNITY RELATIONS, EMILY ABBOTTS. AND THEN YOU CAN SEE WE HAVE ASSISTANT SUPERINTENDENT OF HUMAN RESOURCES, BRIAN MURPHY, OUR CHIEF FINANCIAL OFFICER, TIM BROWN, ASSISTANT SUPERINTENDENT OF OPERATIONS, BRIAN ROUSH, AND THEN OUR DEPUTY SUPERINTENDENT, MATT CAGLEY, AND ASSISTANT SUPERINTENDENT OF FOUNDATIONAL LEARNING. DANIELLE FEDERERS THOMPSON, AND ASSISTANT SUPERINTENDENT SECONDARY SCHOOLS REPORT UP TO DR. KEGLEY. A LITTLE DIFFERENT LOOK OF THIS IS JUST SOME OF THE DOWNLINES. AS YOU SEE, UM, DR. KEGLEY WILL RUN ALL THE TEACHING AND LEARNING. SO WE HAVE UNDERNEATH HIM THE EXCEPTIONAL LEARNERS, UM, EDUCATIONAL TECHNOLOGY, UH, PK TO 12 INITIATIVES, STUDENT SERVICES, COUNSELING, AND MENTAL HEALTH. REALLY ALL THE IMPACTS ON THE STUDENTS WILL, WILL REPORT UP TO DR. KEGLEY. DR. ROUSH WILL END UP HAVING ALL OF OUR OPERATIONS, AS YOU CAN SEE, UH, TRANSPORTATION, HEALTH SERVICES, SCHOOL SAFETY, FOOD SERVICES, FACILITIES, INFRASTRUCTURE, TECHNOLOGY. SO AS WE LOOK AT FACILITIES AND DOING ANY TYPE OF BUILDING OPERATIONS, HE'LL KIND OF LEAD THOSE, UH, DISCUSSIONS FOR THE BOARD AND, AND WE'LL HAVE A CENTRAL POINT OF CONTACT WHEN WE HAVE THOSE CONVERSATIONS. UM, CHIEF FINANCIAL OFFICER, MR. BROWN HAS, OF COURSE, A DIRECTOR OF BUSINESS SERVICES, ESLY NUN, AND ALL OF OUR, UH, PAYROLL STAFF, UM, ALIGNED THERE. LOOKING AT, UM, TESTING DATA THAT WE'VE HAD, UM, FROM 2022 TO 2024, UH, THIS JUST TAKES A, A QUICK HISTORICAL LOOK AT, AT WHAT'S HAPPENED IN OUR SCHOOL DISTRICT WITH, WITH ILEARN FOR ENGLISH LANGUAGE ARTS. UM, YOU CAN SEE THE, UH, AVERAGE THAT WE HAVE HERE, AS WELL AS WHAT THE STATE'S AVERAGES ARE. UM, YOU KNOW, A FEW YEARS AGO, THE STATE CHANGED THE TEST TO KIND OF, UM, PUT IT MORE IN LINE WITH NATIONAL TESTS, AND IT REALLY BECAME HARDER. AND, UM, IT'S KIND OF RAISED THE BAR FOR EVERYBODY AND, AND WE'RE DOING VERY WELL. MOST OF OUR SCORES ARE WITHIN THE TOP 10 OF, OF THE STATE WITHIN THE GRADE LEVELS. OBVIOUSLY, WE WANNA STRIVE TO DO A LITTLE BIT MORE IN THOSE AREAS. UM, MATH, THE SAME THING. UH, WE HAVE SEEN COMING OUT OF COVID. OUR MATH SCORES SEEM TO BE A LITTLE BIT STRONGER THAN WHAT OUR LANGUAGE ARTS SCORES HAVE BEEN ACROSS THE STATE. AND YOU CAN SEE THE PERFORMANCE THAT WE'VE HAD IN OUR SCHOOLS AT HAMILTON SOUTHEASTERN, OUR GRADE THREE I READ THREE SCORES. UM, YOU CAN SEE THE TRENDS ON THOSE. I WILL NOTE THAT THE 2024, UH, WILL BE UPDATED ONCE, UH, SUMMER SCHOOL IS COMPLETED, AND THOSE STUDENT SCORES, UM, AS THEY TAKE THE RETEST, AND WE'LL BRING THAT BACK TO YOU WHEN WE HAVE THAT INFORMATION. UM, BUT AS YOU CAN SEE, JUST KIND OF WHAT THE TREND HAS BEEN, NOT ONLY HERE, BUT ACROSS THE STATE, UH, SOME OF THOSE SCORES HAVE BEEN GOING DOWN. AND, AND THAT'S THE REASON WE NOW HAVE THE, THE FOCUS ON LITERACY AND THE SCIENCE OF READING. AND WE'LL BE ABLE TO, UM, KIND OF FOCUS ON THAT OURSELVES IN, IN HAMILTON SOUTHEASTERN SCHOOLS AS WE GO INTO THE 24 25 SCHOOL YEAR. UH, WE HAVE A LITERACY CADRE GRANT THAT WE'VE RECEIVED. WE'LL HAVE FULL-TIME INSTRUCTIONAL COACHES. AND THE OTHER BENEFIT THAT WE NOW HAVE IS WE HAVE SECOND GRADE IRE THREE RESULTS THAT WILL HELP US PREPARE OUR STUDENTS TO HOPEFULLY, UH, A STRETCH GOAL WOULD BE A HUNDRED PERCENT OF OUR STUDENTS WOULD PASS IRE. THREE 58% OF OUR SECOND GRADERS HAVE ALREADY MATH MASTERED PROFICIENCY FOR IRE THREE. THAT THAT IS A FABULOUS NUMBER AND A LOT OF GREAT WORK. SOME SAT SCORES AND NUMBERS. YOU KNOW, I, I REALLY STRUGGLED WITH SAT FOR THE HIGH SCHOOLS BECAUSE SAT WAS A COLLEGE PREP, YOU KNOW, TEST. BUT YET WE HAVE EVERYONE TAKE IT. UM, OUR STUDENTS STILL PERFORM VERY WELL ON THAT, BUT IT'S REALLY NOT REALLY, IN MY MIND, A FAIR ASSESSMENT THAT ALL KIDS, EVEN THOUGH THEY'RE NOT GONNA GO TO COLLEGE, THEIR SCORES GET [00:05:01] LUMPED INTO THIS. BUT ONCE AGAIN, OUR STUDENTS PERFORM VERY WELL IN THAT, ESPECIALLY COMPARED TO THE REST OF THE STATE. OUR GRADUATION RATES REMAIN HIGH AND, UH, WE'LL, WE'LL FIGURE OUT BY, THE REPORT HAS TO BE DONE BY OCTOBER 1ST AS WE HAVE SOME STUDENTS WHO TAKE SUMMER SCHOOL AND SOME ONLINE CLASSES. AND ONCE AGAIN, WE'LL BRING BACK THAT RATE TO THE BOARD ONCE WE GET A FINAL NUMBER ON THAT. OUR TOTAL ENROLLMENT, WE'VE DECLINED IN ENROLLMENT LAST YEAR. I'M KIND OF CONCERNED ABOUT THIS AS FAR AS FUTURE ENROLLMENT, AS OUR ELEMENTARIES HAVE GONE DOWN THE LAST THREE YEARS, AS WE LOOK AT THE NUMBER OF SENIORS GRADUATING AND, AND THE KINDERGARTNERS THAT WE HAVE IN THOSE GRADE LEVELS. FOR AN EXAMPLE, THIS YEAR, WE HAD 1800 SENIORS AND ONLY 1300 KINDERGARTNERS. AND, AND THOSE TRENDS HAVE KIND OF HAPPENED FOR THE LAST THREE YEARS. AND I KNOW IT'S VERY DIFFICULT FOR, FOR YOUNG FAMILIES TO FIND AFFORDABLE HOUSING IN OUR SCHOOL DISTRICT. AND THAT PLAYS INTO THAT FACTOR. UM, THE OTHER THING OF CONCERN IS, YOU KNOW, WE'RE, WE'RE GONNA FIND OUT WHAT BIRTH RATES AND, AND STUDENTS SHOWING UP. UM, THIS WILL BE THE FIRST YEAR FROM THE PANDEMIC OF WHAT OUR KINDERGARTEN NUMBERS WILL BE. WE HAVEN'T HAD A LOT OF STUDENTS ENROLL YET FOR KINDERGARTEN. SO WE DO URGE FAMILIES THAT HAVE STUDENTS THAT ARE GONNA BE KINDERGARTNERS TO GET THEM ENROLLED, AND THAT WAY WE CAN HIT THE GROUND RUNNING TO START THE SCHOOL YEAR. SO THOSE ARE JUST SOMETHING THAT HAVE AN IMPACT ON US BECAUSE WE ARE ALMOST 98% FUNDED BY OUR A DM COUNTS, THE NUMBER OF STUDENTS THAT WE HAVE, AND THE FOUNDATIONAL DOLLARS THE STATES PROVIDE US. AND SO, AS THOSE NUMBERS TREND DOWN, THAT'S LESS MONEY THAT WE HAVE IN ORDER TO OPERATE THE SCHOOL DISTRICT BREAKOUT GROUPS. I I WANNA POINT OUT A COUPLE THINGS HERE. NUMBER ONE, AS YOU CAN JUST SEE THE TRENDS THAT WE HAVE WITH OUR ENGLISH LANGUAGE LEARNERS, OUR SPECIAL EDUCATION, AND OUR FREE AND REDUCED NUMBERS. AND AS YOU SEE THOSE ARE TRENDING UP, UM, THESE BREAKOUT GROUPS, UM, OBVIOUSLY ALSO KIND OF MATCH UP TO HARD TO FILL TEACHING POSITIONS. WE STRUGGLE THROUGHOUT THE STATE, NOT JUST IN HAMILTON SOUTHEASTERN AND FINDING ENGLISH LANGUAGE LEARNER TEACHERS, SPECIAL EDUCATION TEACHERS. AND NOW 25% OF OUR, OF OUR STUDENTS ARE FREE AND REDUCED LUNCH. AND, UH, THAT'S JUST THE CHANGING DEMOGRAPHICS THAT WE HAVE IN OUR SCHOOL DISTRICT. THE STUDENTS THAT WE SERVE, WE COULD HAVE REDUCED 30 TEACHERS NEXT YEAR, BUT WE INSTEAD LOOKED AT LICENSURE WHERE WE WERE ABLE TO FILL POSITIONS WITH CURRENT TEACHERS INSTEAD OF HAVING TO DO A RIFF. AND WE DID THAT BECAUSE WE HAD VACANCIES IN ELL AND SPECIAL EDUCATION WHERE WE NEEDED GOOD TEACHERS AND WE KNEW WE HAD 'EM IN-HOUSE TO FILL THOSE POSITIONS. AND SO BE ABLE TO LOOK AT ALL OF OUR LICENSURE AREAS AND CONTINUE TO SERVE OUR STUDENTS AT A VERY HIGH LEVEL. WE LOOK FORWARD TO SEE OUR RESULTS FOR 24 25 WITH THOSE STUDENTS. I AM STILL CONCERNED ABOUT OUR SPECIAL EDUCATION STUDENTS AND THE IEP REQUIREMENTS THAT WE MEET. UM, WE GOTTA CLOSELY MONITOR OUR IEPS WITHIN OUR SCHOOL DISTRICT. UH, SINCE JANUARY 1ST, WE'VE HAD 17 CLAIMS MADE AGAINST THE SCHOOL DISTRICT OF NOT MEETING IEPS. AND, AND THAT IS A, A GREAT CONCERN THAT WE HAVE AND WE HAVE TO GET BETTER. UM, NOT ONLY SCHOOL ADMINISTRATION AND SCHOOL TEACHERS AND EVERYONE WHO WORKS WITH OUR SPECIAL EDUCATION STUDENTS. NEXT AREA I HAVE IS, IS SCHOOL FINANCE AND STATE FUNDING. AS I MENTIONED EARLIER, UM, EACH YEAR THE STATE PROVIDES US WITH AN INCREASE OF NEW DOLLARS. AND OF THOSE NEW DOLLARS, A MINIMUM OF 62% IS TO BE USED FOR TEACHER SALARIES AND BENEFITS. UM, AS YOU CAN SEE HERE, UH, NEW DOLLARS THAT CAME INTO THE SCHOOL DISTRICT. UM, THE FIRST ONE IS, IS 2223. UH, NEW DOLLARS ARE 5.7. 62% OF THAT WOULD'VE BEEN 3.5 MILLION. UM, LAST YEAR, 8.5 MILLION, 62% WAS 5.2. AND THEN THIS NEXT YEAR, UM, NEW DOLLARS IS BASED ON HAVING AT LEAST AN ENROLLMENT OF 20,709 STUDENTS. AND THAT WOULD BE $722,639. UM, THAT'S THE BARE MINIMUM THAT WOULD BE PROVIDED. AND THE THING IS THAT THESE NEW DOLLARS ARE TO PAY FOR EVERYTHING, RIGHT? THE INCREASED COST FOR INSURANCE, THE INCREASED COST FOR SUPPLIES AND MATERIALS, THE INCREASED COST OF ELECTRICITY IS OUR RATES KEEP GOING UP AND, AND GAS AND EVERYTHING THAT WE HAVE, PLUS CLASSIFIED STAFF RAISES, CERTIFIED STAFF RAISES. THAT'S THE TOTAL DOLLARS THAT WE HAVE COMING IN TO MAKE THAT HAPPEN. IN 2223, THE NEW DOLLARS WAS 5.7 MILLION. WE INVESTED $5 MILLION OR 87.8% INTO TEACHER SALARIES, ONLY SALARIES. THAT DOES NOT INCLUDE A BENEFIT NUMBER. THE BENEFITS WOULD'VE BEEN ON TOP OF THAT. AND LAST YEAR, 2324, WE HAD 8.5 MILLION, [00:10:01] BUT WE INVESTED $9.7 MILLION OR 114% IN TEACHER SALARIES. NOW, I BRING THIS TO YOUR ATTENTION BECAUSE WE CAN'T CONTINUE TO HAVE DEFICIT FINANCING TRENDS. THAT IS SOMETHING THAT WILL CATCH UP TO US OVER TIME. THE DISTRICT NEEDS TO MAKE CERTAIN THAT WHEN WE SET A BUDGET, WE TRY TO LIVE WITHIN THOSE BUDGETS. NOW WE'VE BEEN MOVING MONEY AROUND AND, AND THAT'S A DANGEROUS GAME. WHEN YOU TAKE MONEY OUTTA OPERATIONS AND YOU PUT IT INTO EDUCATION. IF YOU PUT IN MORE THAN THAN WHAT YOU REALLY SHOULD, SOMETHING GIVES EITHER A PROJECT'S NOT GETTING DONE, EQUIPMENT'S NOT BEING REPAIRED, OR IN OUR CASE, WE GO OUT AND WE GET GENERAL OBLIGATION BONDS AND WE START MOVING ITEMS INTO THE, INTO THE GENERAL OBLIGATION OUTTA OPERATIONS. IT'S JUST NOT FISCALLY RESPONSIBLE. UM, I THINK IT'S INTER INTERESTING AS WE LOOKED AT THIS, THAT WE REDUCED THE OPERATIONS BUDGET BY 15 MILLION OVER THE LAST TWO YEARS TO MAKE IT KIND OF LOOK LIKE WE HAVE A BALANCED BUDGET. AND, UM, THAT'S SOMETHING THAT OUR NEW CFO AND MYSELF WILL BE DIGGING INTO TO MAKE CERTAIN THAT WE DON'T, UM, KIND OF OVERSPEND. BUT LOOKING AT THE FINANCES IN NOVEMBER OF 23, UM, WE PROBABLY SHOULD HAVE DONE AN ADDITIONAL APPROPRIATION, UM, IN ORDER TO MAKE ALL OF OUR EXPENDITURES COME OUTTA THE RIGHT FUNDS. UM, WHEN I GOT HERE, THE BOOKS WEREN'T CLOSED YET. UM, THAT WAS AN, AN ISSUE BECAUSE USUALLY YOU SHOULD, YOU SHOULD CLOSE YOUR BOOKS FOR THE YEAR FISCALLY BY THE END OF JANUARY, THE FIRST WEEK OF FEBRUARY, I'M HERE AT THE END OF FEBRUARY, THE FIRST WEEK OF MARCH. WHAT WE FOUND WAS SINCE AN ADDITIONAL APPROPRIATION WASN'T DONE, WE COULDN'T GO BACK AND CORRECT THAT. UH, DEPARTMENT OF LOCAL GOVERNMENT FINANCE DOES NOT ALLOW YOU TO DO THAT. SO IT'S NOT CORRECTABLE. SO INSTEAD, WHAT WE HAD TO DO IS WE HAD TO MOVE FUNDS AROUND AND MOVE FUNDS ONCE AGAIN FROM OPERATIONS, SOME OF THE REFERENDUM DOLLARS TO IN, IN ORDER TO CLOSE OUR BOOKS. UM, WE WILL WORK VERY HARD TO MAKE CERTAIN THAT WE CLOSE OUR BOOKS ON TIME ON THE 24 YEAR, AND THAT WE ARE, MAKE CERTAIN THAT WE'RE GONNA INFORM THE BOARD OF ALL THOSE TRANSACTIONS THAT TAKE PLACE. I THINK IT'S REALLY IMPORTANT TO NOTE THAT IT'S GONNA TAKE A WHILE FOR US TO GET BACK TO WHERE BALANCED BUDGET. WE'RE GONNA USE SOME CASH BALANCES, AND IT'S PROBABLY THREE TO FOUR YEARS. AND THE BIENNIUMS COMING UP AT THE LEGISLATIVE SESSION THIS YEAR. IT DEPENDS ON HOW MUCH MONEY THEY PROVIDE US, BUT OUR GOAL WILL BE, UM, TO MAKE CERTAIN THAT WE DO NOT CUT SERVICES TO OUR STUDENTS AS WE MOVE FORWARD TO BALANCE THE BUDGET. UM, I'M NOT WILLING TO DO THAT. OUR, OUR STUDENTS ARE TOO VALUABLE. THEY'RE THE MOST VALUABLE RESOURCE THAT THE PARENTS SEND US EACH AND EVERY DAY. AND WE CAN'T CHEAT THEM OF THEIR EDUCATION OPPORTUNITIES WHEN WE CAN MAKE THINGS WORK ADMINISTRATIVELY. I'LL GO FINISH UP THE TEACHER COMPENSATION. THAT JUST SHOWS YOU. ONE OF THE BOARD MEMBERS HAD A QUESTION ABOUT WE MOVE FROM BACHELOR'S TO MASTER'S DEGREE. WHAT DID THAT COST THE DISTRICT? IT WAS $811,557. JUST KIND OF ROUNDING THINGS UP. BUT YOU CAN SEE THE DIFFERENCES OF THE, THE, UH, INVESTMENT IN SALARY ONLY THAT WAS MADE. ADMIN COSTS HAVE PRETTY MUCH REMAINED FLAT BETWEEN THOSE YEARS. SALARY ONLY , THAT'S WHAT WAS INVESTED. AND THEN TOTAL ADMIN COMPENSATION FROM 22, 23 TO 2324 BOARD COSTS. OBVIOUSLY OUR BOARD COSTS WENT UP DURING 2324 AS YOU DID SOME SEARCHES FOR THIS FOR A NEW SUPERINTENDENT. THOSE ARE JUST THINGS THAT HAPPENED. BUT ANOTHER ONE OF THE, THE PLAYERS IN THE GAME THAT WE THOUGHT WE SHOULD MAKE CERTAIN TO SEE MOVING FORWARD AND LOOKING AT OUR ACADEMIC PRIORITIES, I THINK IT'S REALLY IMPORTANT THAT, UM, AS WE LOOK AT OUR ELEMENTARIES, OBVIOUSLY OUR FOCUS ON LITERACY, ONCE AGAIN, IT'S VERY IMPORTANT FOR OUR K FOUR BUILDINGS. AND WE HAVE FULL-TIME INSTRUCTIONAL COACHES TO BE ABLE TO SUPPORT OUR TEACHERS, SUPPORT OUR STUDENTS, LOOK AT OUR DATA. THE SCIENCE OF READING INSTRUCTION BEING IMPLEMENTED BY STATE LAW WILL BE A BIG FOCUS IN ALL OF THOSE BUILDINGS. AND AT THE SAME TIME, WE NEED TO MAKE CERTAIN THAT WE INCREASE OUR LANGUAGE ARTS AND MATH SCORES BY 3%. AND, AND HERE'S, YOU KNOW, HERE'S A GOOD PROBLEM, BAD PROBLEM, RIGHT? WHEN YOU, WHEN YOU'RE IN A SCHOOL SYSTEM THAT HAS THE RESOURCES AND, AND THE CLIENTELE THAT WE SERVE AT HAMILTON SOUTHEASTERN SCHOOLS, WHEN YOU GET INTO THE 90% RANGE, IT'S HARD TO MOVE THE NEEDLE AND 3% IN SOME OF THOSE BUILDINGS, THE STRETCH GOAL. BUT IN OTHER BUILDINGS THAT WE HAVE WHERE WE'RE NOT IN THE 90%, THEN THE STRETCH GOAL IS 10%. WILL WE GET THERE? I DON'T KNOW. BUT WE HAVE TO SET THE TARGET SOMEWHERE AND TRY TO GET THERE. 3%, IF YOU'RE BELOW 90%, IS SOMETHING WE SHOULD STRIVE FOR EACH AND EVERY YEAR. AND WE'RE GONNA BRING IN SOME FORMATIVE ASSESSMENTS THAT WILL MAKE CERTAIN THAT WE KNOW OUR LITERACY SKILLS OF OUR STUDENTS BY USING DIBELS THAT [00:15:01] WILL START GETTING SOME BETTER DATA IN ORDER SUPPORT OUR STUDENTS. AND THAT'LL BE THE FOCUS OF OUR ADMINISTRATION AND TEACHERS FOR THOSE ELEMENTARIES. WHEN WE LOOK AT INTERMEDIATE AND JUNIOR HIGH, ONCE AGAIN, KIND OF THE SAME THING. WE'RE GONNA FOCUS ON LANGUAGE ARTS AND MATH PROFESSIONAL DEVELOPMENT DIRECTED BY ADMINISTRATION BASED ON STUDENT DATA AND AREAS OF IMPROVEMENT. AND ONCE AGAIN, TRY TO INCREASE THOSE LANGUAGE ARTS AND MATH SCORES BY 3%. I THINK. I THINK IT'S JUST ONE OF THOSE THINGS THAT WE, WE HAVE TO SET THE GOAL. WE HAVE TO MEASURE AND WE HAVE TO SEE OUR PROGRESS TO GET THERE AT THE HIGH SCHOOL LEVEL. UM, WE'RE KINDA ALL WAITING TO SEE WHAT THE DIPLOMAS LOOK LIKE AND WHAT THE STATE BOARD AND AND DEPARTMENT OF EDUCATION COMES UP WITH. SO WE'RE KIND OF PREPARING FOR 25, 26. WE'RE GONNA PREPARE A CADRE MODEL FOR OUR STUDENTS IN OUR HIGH SCHOOL WHERE THE STUDENTS WILL HAVE THE SAME DA ASSISTANT PRINCIPAL, DEAN AND COUNSELOR FOR FOUR YEARS. BECAUSE AS THEY CHOOSE PATHWAYS AND THEY GO ON AND OFF OF WHAT THEIR CAREER IS GONNA BE, WE HAVE TO HAVE SOMEBODY ON THAT JOURNEY WITH THEM THAT ACTUALLY UNDERSTAND THE CHOICES THEY'VE MADE. IF WE CHANGE COUNSELORS OR WE CHANGE ASSISTANT PRINCIPALS EVERY YEAR FOR THOSE STUDENTS, WE'RE NOT GONNA HAVE THE RELATIONSHIP WITH 'EM TO KNOW HOW TO SUPPORT 'EM. AND OBVIOUSLY WHAT WE WANT TO DO IS TO BUILD AND DEVELOP THEIR SKILLS THAT WHEN THEY'RE FINISHING HAMILTON SOUTHEASTERN HIGH SCHOOL, THEY CAN GO WHEREVER THEY WANT TO GO. WE'LL FOCUS ON, UM, LOOKING AT SOME OF OUR PROGRAMS THAT WE HAVE TO MAKE CERTAIN THEY'RE ALIGNED WITH PATHWAYS. AND WE'LL HAVE TO PROBABLY MAKE CERTAIN THAT WE LOOK AT OUR CTE PROGRAM AND TAKE THAT BACK WITHIN HAMILTON SOUTHEASTERN SCHOOLS AND CONTINUE THE WORK THAT WE HAVE DONE, UM, WITH FORD OVER THE LAST 18 MONTHS, BECAUSE THAT'S BEEN REALLY GOOD WORK OF HAVING SOME WORK-BASED LEARNING EXPERIENCES. BUT FORD PROBABLY WON'T BE THE PERSON THAT HELPS GUIDE THAT FOR US. WE'VE KIND OF GOTTEN EVERYTHING FROM THEM THAT WE COULD. WE LOVE THE PLAN THAT WE HAVE. WE'LL BRING THAT TO YOU IN JULY TO KIND OF REVIEW THAT. THE JOURNEY OF A STUDENT WILL CONTINUE AND WE'LL MANAGE THAT WITH OUR OWN STAFF AT HAMILTON SOUTHEASTERN SCHOOLS. A FEW DIFFERENT OBSERVATIONS IN MY TIME HERE THAT I THINK ARE IMPORTANT TO NOTE. UM, YOU KNOW, I REALLY HOPE WE CAN ALL WORK TOGETHER IN THIS DISTRICT TO MEET THE NEEDS OF OUR STUDENTS. UM, I'VE BEEN SURPRISED OF THE NUMBER OF ADULT ISSUES THERE ARE TO DEAL WITH. AND IT FEELS LIKE STUDENTS BECOME SECONDARY AND THAT'S A CONCERN. YOU KNOW, THE COMMENT'S BEEN MADE THAT EDUCATOR WORKING CONDITIONS OR STUDENT LEARNING CONDITIONS. WELL, I WOULD HOPE THAT TEACHER JOB SATISFACTION WOULD COME FROM STUDENTS' ACADEMIC SUCCESS. WE CAN DO BOTH. WE CAN HAVE A GREAT WORKING CONDITION AND ENVIRONMENT AND A GREAT CULTURE IN OUR SCHOOL DISTRICT AND ALL OF OUR STUDENTS ACHIEVE. 'CAUSE WE'RE ALL IN THIS TOGETHER. ADMINISTRATION, TEACHERS, CLASSIFIED STAFF, SCHOOL BOARD. OUR GOAL SHOULD BE TO SUPPORT OUR STUDENTS TO MAKE CERTAIN THAT THEY LEAVE HERE AND THEY CAN GO WHERE THEY WANT TO GO. I'M ALSO SURPRISED ABOUT THE AMOUNT OF PEOPLE WHO BELIEVE EVERYTHING THEY READ ON SOCIAL MEDIA AND HAVEN'T FIGURED OUT. THERE'S ANOTHER SIDE TO THE STORY THAT MAY NOT NEVER MAKE SOCIAL MEDIA. I REFUSE TO RUN OUR SCHOOL DISTRICT ON SOCIAL MEDIA. WE HAVE A WEBSITE THAT'S WHERE OUR INFORMATION'S AT AND THAT'S WHERE IT WILL BE AS A SCHOOL CORPORATION. WE WILL NOT DRAG LEGAL ISSUES THROUGH SOCIAL MEDIA. IT'S UNPROFESSIONAL AND PROVIDES NO VALUE. EDUCATION IS A SERVICE PROVIDING PROFESSION THAT IS STRIVING TO BUILD STUDENT SKILLS. SO THEY MAY BE GOOD CITIZENS. THAT'S THE GOAL NO MATTER WHAT COMMUNITY YOU'RE IN. IF WE'VE EMPLOYED PEOPLE WHO DO NOT WANT TO SERVE STUDENTS AND PUT THEIR OWN AGENDA IN FRONT OF A MISSION TO EDUCATE STUDENTS, THEN THOSE PEOPLE SHOULD LEAVE OUR DISTRICT BECAUSE WE'RE HERE TO SERVE STUDENTS. THAT'S, THAT'S WHY PEOPLE GOT INTO THIS, THIS BUSINESS. THEY WANNA HELP KIDS. AND IF THEY DON'T WANT TO HELP KIDS, THEN I REALLY DON'T HAVE ANY PLACE FOR 'EM. I AGREE WITH MAYOR FADS. MAYOR, WHAT'S YOUR SALARY? THAT'S ALL I WANTED. YOUR SALARY. WE DON'T NEED THAT. YOU CAN LEAVE. I AGREE WITH MAYOR FADNES STRONG SCHOOLS HELP PROMOTE OUR COMMUNITY. PLEASE START SUPPORTING THE SCHOOLS AND PEOPLE WHO WORK IN THEM TO HAVE GREAT SUCCESS. PUBLIC EDUCATION IS NOT PERFECT, NOR IS ANY ORGANIZATION THAT HAS, YOU KNOW, SERVES OVER 21,000 PEOPLE AND 2,500 EMPLOYEES. WE DO THE BEST THAT WE CAN WITH THE PEOPLE WHO HAVE DECIDED TO WORK HERE TO SERVE OUR STUDENTS. AND THAT'S ALL WE CAN ASK FOR EVERY DAY, RIGHT? GET BETTER EVERY DAY. THERE'S GONNA BE BAD DAYS. THAT MAKES TAMAR GETTING EASIER. A LOT, YOU KNOW, GETTING BETTER, A LOT EASIER. AND THAT'S WHAT WE HAVE TO STRIVE FOR. WE HAVE TO MAKE CERTAIN THAT OUR FOCUS IS ON OUR STUDENTS AND THAT WE CAN PREPARE OUR [00:20:01] STUDENTS TO BE THE BEST THAT THEY CAN BE WHEN THEY LEAVE HAMILTON SOUTHEASTERN SCHOOLS. AND I'M CONFIDENT WE CAN DO THAT. AND I'M CONFIDENT WE CAN DO THAT JOINTLY. QUESTIONS YOU MIGHT HAVE. I'LL START. THERE WAS ONE, UM, SLIDE YOU HAD MENTIONED. LET ME FLIP BACK TO IT. PAGE IS NOT NUMBERED. YEP. SO BEAR WITH ME FOR A SECOND. PENT, HOLD ON. I THINK IT HAD TO DO, OH GOODNESS GRACIOUS. IT HAD TO DO WITH A DEFICIT TEACHER CONTRACTS, COSTS IS A SLIDE. LOOK LIKE THAT. YEP. SO YOU TALKED ABOUT THE REDUCED OPERATIONS BUDGET BY HOW MUCH MONEY THERE WAS A REDUCED FOUR. YOU MEAN $14 MILLION OVER LAST 2, 14, 14, 15. OKAY. THAT'S JUST WHAT I WANTED CLARIFICATION ON. WHICH PAGE, WHICH PAGE ARE, ARE WE ON PLEASE? JUST THE NEW DOLLARS FROM THE DATE. THIS ONE OR TEACHER CONTRACT COSTS, WHAT HE ADDS UP. THANK YOU. DO YOU HAVE ANY OTHER QUESTIONS THOUGH? UM, NO, YOU CAN GO AHEAD AND, AND HERE'S THE OTHER THING. THIS IS A LOT OF INFORMATION. MM-HMM. , IF YOU HAVE OTHER QUESTIONS, OBVIOUSLY YOU CAN EMAIL ME OR WE CAN BRING 'EM BACK AT THE NEXT BOARD MEETING TO ANSWER THOSE. SO, UM, ONCE AGAIN, A LOT OF INFORMATION TO DIGEST THIS EVENING. OKAY, GO AHEAD. I JUST HAVE ONE CLARIFICATION. WHEN WE'RE TALKING ABOUT THE DATE RANGES ON LIKE THE NEXT TWO SLIDES WHEN YOU'RE TALKING ABOUT COMPENSATION FROM YEAR OVER YEAR AND YOU SAY 22 TO 23. 23 TO 24. YEP. WE'RE TALKING SCHOOL YEAR, NOT CALENDAR YEAR, CORRECT. LIKE CORRECT. ACADEMIC. YEAH. SO JULY ONE TO JUNE 30. YEAH. OKAY. JUST 1 22, 23, 23, 24. OKAY. THANK YOU. I HAVE A SERIES OF QUESTIONS, SO I'LL RUN THROUGH THEM AND IF YOU DON'T HAVE THE ANSWER THEN NOPE, THAT'S, THAT'S FINE. MAYBE WE CAN GET THEM AT ANOTHER TIME. UM, ON REGARDING ADMIN COSTS, THERE HAD BEEN SOME CONCERN IN THE COMMUNITY THAT WE HAD, UM, SPENT MORE OR SPENDING MORE ON ADMIN THAN WE HAD PREVIOUSLY. SO JUST TO CONFIRM ON ADMIN COSTS PAGE RIGHT HERE ON THIS SLIDE, OUR ADMIN COST IS BELOW WHAT WE DID LAST YEAR. YEP. AND THAT'S WHAT WE PAID OUT. AND NOW OBVIOUSLY WE'VE ADDED POSITIONS FOR NEXT SCHOOL YEAR THAT, THAT WILL INCREASE AS WE'VE ADDED A ASSISTANT PRINCIPAL AND DEAN AT BOTH HIGH SCHOOLS TO HANDLE, UM, THE, THE NUMBER OF STUDENTS THAT WE HAVE AS WELL AS TO PUT 'EM INTO THE CADRE TO PLAN. GREAT. THANK YOU. NEXT, I'M GONNA, CAN I ADD TO, OH, SORRY. SAYING THE SAME THING. SORRY. OKAY. IF IT'S THE SAME TOPIC, PLEASE. THANK YOU. JUST TO CLARIFY TOO, AND MOST PEOPLE IN THE ROOM UNDERSTAND THIS AS WELL, BUT WHEN WE SAY ADMINISTRATION IS NOT ALWAYS CENTRAL OFFICE, CORRECT? THIS IS ADMIN COSTS THROUGHOUT OUR SCHOOL DISTRICT, CORRECT. INCLUDING PRINCIPAL'S, ASSISTANT PRINCIPALS, CORRECT. AND CENTRAL OFFICE. CORRECT. SO IT'S NOT JUST CENTRAL OFFICE. CORRECT. THANK YOU. OKAY. NEXT QUESTION I HAVE, UM, YOU HAD MENTIONED NUMBERS OF TEACHERS THAT WERE CONSIDERED TO, UM, POSSIBLY HAVE TO CUT BASED ON THE BUDGET SHORTAGE THAT WE HAVE AND WE'VE CHANGED LICENSURE. CAN YOU REPEAT THAT NUMBER AGAIN? YEAH, THERE WAS, WE DID NOT HAVE POSITIONS WE COULD HAVE CUT BASED ON ENROLLMENTS IN OUR ELEMENTARIES, BUT AT THE SAME TIME IN OUR HARD TO FILL AREAS OF EL AND SPECIAL EDUCATION, WE STILL HAD UNFILLED POSITIONS THAT WE NEEDED TO FILL IN ORDER TO SERVE THE STUDENTS THAT, YOU KNOW, WE HAVE ATTENDING OUR SCHOOLS. SO WE JUST DECIDED TO SAY, HEY, LET'S REPURPOSE, YOU KNOW, GREAT TEACHERS INTO THESE POSITIONS THAT THEY'RE LICENSED TO TEACH. AND THAT WAY WE CAN CONTINUE TO PROVIDE SERVICES TO THE STUDENTS WHERE WE'RE LACKING. I MEAN, THERE'S TIMES WE'VE DONE CONTRACTED SERVICES IN SPECIAL EDUCATION THAT COSTS THE DISTRICT SOME MORE MONEY. THERE'S TIMES THAT, YOU KNOW, WE'VE HAD SOMEBODY WHO'S JUST A LICENSED TEACHER BUT MAY NOT BE LICENSED IN EL OR SPECIAL EDUCATION IN THOSE ROLES. MM-HMM. , WE JUST MADE CERTAIN THAT WE TRIED TO PLACE PEOPLE APPROPRIATELY BASED ON THEIR LICENSURE. OKAY. THANK YOU. TIFFANY. CAN I PIGGYBACK ON THAT ONE? SURE. SO JUST TO CLARIFY, DID WE END UP HAVING ENOUGH VOLUNTEERS THAT WERE WILLING TO MOVE INTO THOSE POSITIONS? 'CAUSE I KNOW THERE WAS TALK OF POSSIBLY NEEDING INVOLUNTARY TRANSFERS. WE HAD EVERYBODY THAT MOVED WAS VOLUNTARY AND WE STILL HAD A COUPLE OPENINGS BECAUSE OF THE NUMBER INCREASES THAT WE HAVE THAT WE'VE POSTED EL JOBS AS WELL AS SPECIAL ED JOBS. THANK YOU. NO ONE WAS INVOLUNTARILY MOVED. THANK YOU. ON THAT SAME SUBJECT WITH E AND L, ARE WE SEEING AN INCREASE IN, IN STUDENTS NEEDING E AND L? YES, THAT'S, YES. AND ARE WE GONNA HAVE TO HIRE ADDITIONAL FOR THE NEXT ACADEMIC YEAR? RIGHT NOW WE THINK WE'VE, WE'VE POSTED WHAT WE NEED AS WE STILL LOOK TO FILL A COUPLE OF THOSE AT THE HIGH SCHOOL LEVEL. UM, THAT'S NOT TO SAY THAT YOU DON'T GET AN INFLUX OF STUDENTS DURING THE SUMMER THAT MAY CAUSE SOMETHING ELSE. RIGHT. OKAY. WE ARE, WE'RE ALSO, MY QUESTIONS, WE'RE ALSO FOCUSING IN ON, YOU KNOW, UM, [00:25:02] ENROLLMENT. THAT'S WHY I SAID IT'S REALLY IMPORTANT RIGHT NOW, IF YOU HAVE KINDERGARTEN STUDENT THAT YOU KNOW YOU'RE GONNA BRING TO OUR SCHOOL SYSTEM, PLEASE GET 'EM ENROLLED NOW SO WE CAN, CAN REALLY LOOK AT OUR STAFFING A LOT CLOSER. RIGHT. I UNDERSTAND WE HAD ABOUT 200 STUDENTS IN THE PRIOR YEAR, SO WE HAD TO ACCOMMODATE ADDITIONAL HIRING AND STAFFING AND E AND L. SO IT'S, IT'S LIKELY WE COULD PROBABLY SEE ANOTHER INFLUX OF 200. YEAH. BASED ON TRENDING. OKAY. THERE'S THE SLIDE IF YOU WANNA REFER TO IT. UM, WITH REGARDS TO MISSING THE GAP FINANCIALLY, DO YOU, CAN YOU HELP US CLARIFY WHAT YOU THINK THAT WOULD'VE BEEN? I MEAN, OBVIOUSLY WE DID NOT CLOSE OUR BOOKS IN TIME AND YEAH. THAT'S NOT, UM, THE EXPECT EXPECTATIONS. I THINK ONE OF THE THING THAT THAT NEEDS TO HAPPEN AND, AND WE'LL PROVIDE YOU IS EVERY TIME THAT, THAT WE HAVE AN EXPENDITURE, WHETHER FOR WHATEVER CONTRACT IT IS, THAT THE BOARD KNOWS THE TOTAL COST OF COMPENSATION FOR THAT, WHETHER IT'S ADMINISTRATIVE INCREASES, CLASSIFIED STAFF INCREASES, TEACHER INCREASES, YOU HAVE TO BE INFORMED AND, AND I CAN'T SEE WHERE EVERYTHING WAS COSTED OUT AS YOU APPROVED IT. MM-HMM. . AND, AND THAT'S SOMETHING THAT YOU NEED THAT INFORMATION IN ORDER TO DETERMINE WHETHER OR NOT YOU'RE GOING VOTE YES OR NO AND, AND WHETHER OR NOT WE'RE BEING FISCALLY RESPONSIBLE. MM-HMM. . SO I JUST THINK THAT AS WE MOVE FORWARD AND, AND THAT'S THE CASE, WHAT YOU NEED TO UNDERSTAND, WE'RE MOVING FORWARD, RIGHT? WE'RE MOVING FORWARD TO SERVE, TO SERVE OUR STUDENTS. AND THIS IS JUST A HISTORICAL THING THAT I'VE LOOKED AT OVER THE LAST TWO YEARS AS I'VE BEEN HERE. UM, PREVIOUSLY WE HAD DISCUSSED HAVING, OR IT WAS PROMISED FROM ADMIN AND BOARD PRESIDENT THAT WE WOULD HAVE A LIAISON FOR, UM, CONTRACT BARGAINING FOR THE TEACHERS. I'M NOT SURE WHERE WE FELL ON THAT. I HAD NOT RECEIVED, I DON'T KNOW, MAYBE I'M THE ONLY BOARD MEMBER WHO DID NOT RECEIVE IT. ANY UPDATES? CAN YOU HELP ME UNDERSTAND OR CLARIFY WHERE WE ARE AT WITH PERCENTAGE INCREASE FOR TEACHER SALARIES AND WHERE WE LANDED WITH THE TEACHER CONTRACTS BARGAINING FOR, FOR COLLECTIVE BARGAINING AS A WHOLE, EPTEMBER FOR 20 FOR THE LAST YEAR VERSUS THIS YEAR OR PREVIOUS YEARS FROM YOUR HISTORY THAT YOU'VE LOOKED INTO? SO THE NUMBER WE PUT UP THERE AS FAR AS THE 114% COMPARED TO NEW DOLLARS WOULD'VE BEEN 2324. OKAY. AND THE NUMBER BEFORE THAT ON THE SLIDE WAS 2223. AND YOUR HISTORY IS THAT AVERAGE NORMAL? UM, NO, NOT LOOKING THE HS E'S HISTORY ON HERB'S WEBSITE. MM-HMM. AS YOU START DIG THROUGH, THAT WAS, YOU KNOW, THAT WAS A INCREDIBLE INCREASE THAT WAS PROVIDED FOR BOTH OF THOSE YEARS COMPARED TO HISTORICAL RACES THAT WERE GIVEN IN THE DISTRICT. USUALLY THEY HAD PROVIDED AROUND $4.1 MILLION IN THE CONTRACT FOR TEACHERS BASED ON THE HERB DATA. THANK YOU. I HAD ONE, UH, COUPLE QUESTIONS. SO ONE TO, TO TIFFANY'S LAST QUESTION. I THINK THIS IS THE PAGE HERE THAT TOTAL TEACHER COMPENSATION MOVED FROM 105 MILLION AND CHANGE. YEP. THE CHANGE BEING 473,000 MORE DOLLARS, BUT TO 115. SO APPROXIMATELY FROM 2223 TO 2324, WE INCREASED TOTAL TEACHER COMPENSATION SALARY ONLY BY $10 MILLION, ROUGHLY? YES. THAT INCLUDES THAT, THAT INCLUDES THAT 811. THAT'S JUST BROKEN OUT OF THAT NUMBER. YEAH, BECAUSE THAT QUESTION WAS ASKED. OKAY. AND I THINK THAT'S THE QUESTION OF WHEN THINGS WERE GETTING COSTED OUT. I'M NOT SURE THAT THAT WAS THERE BEFORE THAT, THAT MASTER'S PART. UM, AND THAT PERCENTAGE DID NOT INCLUDE BENEFITS. THAT'S JUST SALARY, RIGHT? JUST SALARY ONLY FOR ALL THESE, IT'S JUST SALARY ONLY. UM, THE NEXT TWO PAGES HELP ME UNDERSTAND, THE FIRST ONE WAS THIS 269,000 NUMBER FOR ADMIN COSTS, BUT THE NEXT ONE IS ABOUT $10 MILLION FOR ADMIN COSTS, OBVIOUSLY 2 69. 2 69 IS THE NEW DOLLARS THAT YOU PUT IN. COUPLE IN SEATS. YEP. 2 69 IS JUST THE DOLLARS YOU PUT INTO THEIR RAISES. OKAY. AND THEN THE TOTAL IS WHAT YOU SPENT EACH YEAR? JUST LIKE WE LOOKED AT THE TOTAL OF TEACHERS WAS 105 AND 2223. OKAY. IT WAS 10.9 FOR ADMIN AND 2324 WAS STILL 10.9. OKAY. AND AGAIN, JUST JUST TO CLARIFY, AND I KNOW YOU'VE BEEN OVER THESE NUMBERS RELENTLESSLY. YEP. UM, AND, AND AGAIN, MS. PASCO MENTIONED THAT. I HAVE TO ADMIT, I'M, I'M A LITTLE SURPRISED BY THIS. WE'RE NOT, THERE'S NO FUZZY MAT, THERE'S NOTHING LEFT OUT. THIS IS OUR ADMINISTRATIVE NUMBERS. SO CENTRAL OFFICE BUILDING LEVEL PRINCIPAL CERTIFIED FRONT OFFICES. YES. SO 22, 23 3. WE SPENT 10.9 MILLION. YEP. AND 23 24, 10 0.9 MILLION? CORRECT. OKAY. OKAY. DO WE HAVE THE, UM, PROJECTION YET FOR 24 25? I KNOW WE HAVEN'T HAD SOME ADMIN COSTS. WE WE'LL BUILD THAT AS WE BUILD THE BUDGET IN JULY, AUGUST AND SEPTEMBER FOR THE ADMIN COST. SO WE'LL BE ABLE TO PUT THAT ALL IN THERE. YES. SO CAN YOU TELL ME, UM, YOU TALKED ABOUT A, A COUPLE NUMBERS THINGS ON HERE. CAN YOU SHARE WHEN WAS THE LAST TIME THAT YOU KNOW OF THAT OUR BUDGET WAS ACTUALLY BALANCED? IF IT'S NOT BALANCED RIGHT NOW, I WOULD TELL YOU IT WOULD'VE BEEN FOUR YEARS AGO LOOKING AT THE DATA THAT I SAW AND THAT [00:30:02] THAT WOULD'VE BEEN, SO FOUR YEARS AGO. THAT'S 2020. YEAH. 20 TO 2020, YEAH. WAS THE LAST TIME WE WERE BALANCED. YEP. AND I GOT A, A COUPLE OTHER QUICK QUESTIONS TOO. UM, THERE WAS A SECTION HERE WHERE YOU'RE TALKING ABOUT, I GOT FIND THE PAGE WITH THE, UM, UH, WHEN WE TALK ABOUT OUR BREAKOUT GROUPS. YEAH. UM, EXPLAIN A LITTLE BIT MORE CLEARLY, UM, THE FUNDING. SO WHEN WE HAVE THE DIFFERENT ENL SPED AND FREE AND REDUCED LUNCH ISN'T THAT FUNDING THAT COMES TO OUR SCHOOL DISTRICT? SO AS MUCH AS IT'S, IT'S A HIGHER NUMBER, IT'S ALSO TELLING US THAT MORE STATE FUNDING FOLLOWS THAT STUDENT AND THAT COMES IN. SO IF WE HAD LOWER NUMBERS, WE WOULD ALSO BE LOSING THEM DOLLARS. WOULD THAT BE CORRECT? THAT'S CORRECT. AND, AND IT'S CATEGOR IT'S CATEGORICALLY THE, THE SEVERITY IN SPECIAL EDUCATION. HOW MANY DOLLARS COME TO YOU? MM-HMM. . UM, JUST LEARNING DISABILITY IS A LOW NUMBER. BUT IF YOU HAVE A STUDENT WHO HAS EMOTIONALLY, UM, EMOTIONAL PROBLEMS, IT'S A HIGHER BECAUSE THEY KNOW IT COSTS MORE MONEY TO EDUCATE THAT STUDENT. SAME WAY WITH THE ENL. I MEAN, IF THEY'RE, IF THEY'RE, UM, DOCUMENTED REFUGEES, YOU GET MORE MONEY BECAUSE, UM, THEY'VE BEEN DOCUMENTED AND THERE'S A REFUGEE GRANT. IF THEY'RE JUST EL STUDENTS AND NOT DOCUMENTED YOU, YOU LOSE THOSE DOLLARS. BUT YOU GET EL BASED OFF OF THEIR, UM, LANGUAGE PROFICIENCY SCORES THAT WE USE WITH WIDA. AND THERE'S DIFFERENT FUNDING FOR DIFFERENT LEVELS OF WIDA LEVEL ONES. BASICALLY SPEAKING, HARDLY ANY ENGLISH AT ALL. 11 FIVE OR LEVEL FIVE IS GETTING CLOSE TO SOME MASTERY. BUT REALLY THOSE STUDENTS STILL NEED SUPPORT WHEN THEY'RE AT LEVEL FIVE. WHAT I'D ALSO LIKE TO ASK A LITTLE FURTHER, WE TALK ABOUT FREE AND REDUCED LUNCH. THAT NUMBER SEEMS TO HAVE GONE SIGNIFICANTLY HIGHER AND WE KNOW JUST YEAH. IN GENERAL, THE ECONOMY'S CHANGE AND IT'S, IT'S HARDER ON PEOPLE. DID ANYTHING CHANGE AT OUR STATE LEVEL WITH THE FUNDING FORMULA THAT WE USE FOR THAT, THAT THE NUMBERS HAVE GONE UP? THE PROBLEM WE RUN INTO IS IF WE'RE IN SUCH A GOOD SOCIOECONOMIC COMMUNITY THAT THE FEDERAL DOLLARS DON'T RECOGNIZE THOSE STUDENTS AS ROBUSTLY AS IN AN URBAN SCHOOL DISTRICT. OKAY. SO THE DOLLARS REALLY DON'T FOLLOW THE STUDENTS AS, AS ROBUSTLY IN THAT CATEGORY. OKAY. AND THEN, UM, LET'S SEE. AND I THINK I HAVE, SO THE OTHER THING TOO, SO WHEN YOU CAME INTO OUR SCHOOL DISTRICT, WHEN ABOUT APPROXIMATELY DID YOU GET ALL THIS INFORMATION? LIKE WHEN, 'CAUSE YOU'VE BEEN HERE NOW TWO AND A HALF MONTHS? YEAH. UM, I WOULD SAY WE STARTED LOOKING AT EVERYTHING AFTER WE CLOSED THE BOOKS, WHICH TOOK US ABOUT A WEEK AND A HALF. UM, AND FROM THERE WE JUST KEPT HAVE BEEN DIGGING AND LOOKING JUST TO SEE WHERE DOLLARS ARE LOCATED. OKAY. AND LIKE WE DO HAVE A BUDGET AND FINANCE COMMITTEE. YEP. SO BEN AND DAWN, I KNOW YOU GUYS ARE ON THAT COMMITTEE. WAS THERE EVER ANY RED FLAGS AT ALL THAT BROUGHT INTO THESE ERRORS WERE, THIS WASN'T BROUGHT UP IN THE COMMITTEE. THIS IS SOMETHING THAT COMES BEFORE THE ENTIRE BOARD. SO THIS TYPE OF INFORMATION DOESN'T COME TO COMMITTEE. SO NONE OF NONE OF THE FINANCIAL STUFF WENT, CAME IN FRONT OF YOU THAT YOU WERE AWARE OF SOME OF THIS? NO. ONLY COST TO THE DISTRICT. DIRECT COST TO THE DISTRICT. THOSE HARD COSTS. YEAH. THE BIG OVERALL FULL DISTRICT COSTS AND BUDGET THINGS DIDN'T COME TO US. WE LOOK AT THE ONE OFF 50 TO 150,000 EXPENSES. UM, THE ONLY TIME MORE FULL BUDGET THINGS CAME TO US WERE RIGHT BEFORE APPROVAL, BUT THEN IT REALLY, THAT PRESENTATION CAME TO THE FULL BOARD. SO NOW THIS IS KIND OF THE FIRST PART. WE'LL START SHOWING YOU FUND BALANCES FOR THE MONTHS AND PROJECTIONS AS WELL AS HISTORY. ONCE WE BUILD ALL THAT, I WOULD AND ONCE OUR CFO GETS HERE, ALSO, LIKE TO ADD, I WAS ON THAT COMMITTEE AND I HAD BEEN ASKING SEVERAL QUESTIONS AND NOT GETTING MY QUESTIONS ANSWERED. SO I REMOVED MYSELF FROM THAT BECAUSE I FELT THAT IT WAS NOT A USE OF THE TIME FOR ANY OF US. UM, I ALSO WAS PROBABLY ONE OF THE ONLY BOARDS, AND CORRECT ME IF I'M WRONG, THAT DID NOT APPROVE THE BUDGET LAST YEAR. SO I JUST WANNA MAKE SURE THAT I'M POINTING THIS OUT. OKAY. UM, I HAD ONE OTHER EXCUSE DONE. I HAD ONE OTHER, UM, SWITCHING GEARS FROM THE FINANCE STUFF. BACK TO THE, THE TESTING. WE KNOW A FOCUS HERE AND STATEWIDE HAS BEEN LITERACY. YEAH. CAN YOU TALK A LITTLE BIT MORE ABOUT, WE'VE INTRODUCED, UH, I READ AT SECOND GRADE YEAH. AND NOW WE HAVE, UH, OVER 50% OF THOSE KIDS ALREADY PASSING. YEAH. WHAT DOES THAT DO FOR US? HOW DOES THAT HELP US GET THEM ALL DONE? SO THE GREAT THING WAS SOONER BEEN BETTER SINCE WE GOT THAT DATA IN MARCH. OUR TEACHERS AND ADMINISTRATION IN THOSE BUILDINGS STARTED LOOKING AT THE STUDENTS WHO DIDN'T SCORE ABOVE THE SCORE FOR, FOR PROFICIENCY AND STARTED PUTTING IN INTERVENTIONS [00:35:01] TO HELP SUPPORT THEM TO MAKE CERTAIN THAT THEY'RE, WE CAN MOVE THEM AND KEEP THEM ON TRACK SO THAT WHEN THEY TAKE THIS AGAIN IN MARCH AS THIRD GRADERS, THAT THEY CAN HAVE SUCCESS. SO JUST BEING ABLE TO SEE WHERE SOME DEFICITS ARE IN SOME STUDENTS' INDIVIDUAL WORK, WE CAN BUILD THOSE SKILLS FOR THEM SO WHEN THEY GET TO TAKE IRE THREE IN MARCH OF 25, THAT THEY CAN HAVE SUCCESS. SO ESSENTIALLY GETTING MORE DATA SOONER. SOONER AND THEN HAVING MORE TIME TO YEP. REALLY WORK WITH THE ONES WHO NEED IT. YEP. OKAY. SO THIS WAS OUR FIRST YEAR DOING THAT FIRST YEAR THAT'VE HAD EVERY SECOND GRADER IN HAMILTON SOUTHEASTERN SCHOOLS TAKE THE, TAKE THE IRE THREE AT THE SECOND GRADE LEVEL. AND THAT'S SOMETHING THAT WAS NEW THIS YEAR. YOU UH, YOU MADE THAT CALL. YEAH. AND ADDED SECOND GRADE, RIGHT? YES. OKAY. LAST QUESTION. UM, JUST FROM READING THE ROOM AND A RESPONSE FROM WHAT APPEARS TO BE A LOT OF SUPPORTERS IN THE BACK OR STAFF, WHERE DOES, HOW DO WE COME UP WITH ADMIN COSTS OR FOR, FOR THE TEACHERS? LIKE WHERE IS THERE A DISCONNECT? HOW DO WE SUMMARIZE THOSE COSTS? ARE WE SURVEYING EACH TEACHER ON WHAT THEY SPEND IN THEIR CLASSROOM OUT OF POCKET? I MEAN, ARE, WHAT ARE WE ? NO. DOES THAT HAPPEN AT ALL? THE ADMIN COST IS WHAT JUST WENT INTO SALARY FOR ADMINISTRATOR. THAT'S IT. OKAY. OKAY. THANK YOU. YEP. AND IS THERE A SURVEY THAT GOES OUT EVER? NO. OKAY. NOPE. SO CAN YOU TALK MORE ABOUT THE LITERACY COACHES AND KIND OF THAT SHIFT FROM THE TDSS OR WHAT THAT LOOKS LIKE? YEAH. SO THERE ARE INSTRUCTIONAL COACHES WILL BASICALLY WORK WITH OUR, OUR ADMINISTRATION AND TEACHERS TO HELP, YOU KNOW, FIELD TEST LESSON PLANS WHERE WE SEE SOME GAPS IN THE DATA THAT WE HAVE OF WHERE STUDENTS NEED TO BUILD SKILLS AND WHEN THEY CAN HELP BUILD A LESSON PLAN, THEN SHARE THAT WITH TEACHERS. AND TEACHERS CAN GIVE US FEEDBACK OF WHAT GOES ON IN THEIR CLASSROOM. WE'LL BUILD THE SKILLS OF THE STUDENTS WHO ARE LACKING LITERACY SKILLS TO GET THEM UP TO THE POINT WHERE THEY'LL BE PROFICIENT IN. I READ THREE, I MEAN, IF, IF WE DON'T LOOK AT DATA AND CHANGE INSTRUCTION TO MEET THE NEEDS OF OUR STUDENTS, WE WON'T BUILD THOSE SKILLS FOR 'EM. AND YOU KNOW, THAT'S A FULL-TIME POSITION, RIGHT. WHEN YOU SHARE INSTRUCTIONAL COACHES, UM, YOU CAN'T HAVE GREAT SUPPORT FOR, FOR TEACHERS AND STUDENTS. SO BY HAVING THE LITERACY GRANT TO PROVIDE THAT FULL-TIME PERSON IN THOSE BUILDINGS, THEY CAN PARTNER WITH ADMINISTRATORS AND TEACHERS TO REALLY SERVE OUR STUDENTS IN THOSE BUILDINGS. SO WE'RE, WE HAVE THE LITERACY COACHES, THIS IS A, A GREAT INITIATIVE I THINK THAT WE'RE DOING FOR, FOR OUR TEACHERS AND FOR THE STUDENTS. BUT CAN WE GO BACK JUST A LITTLE BIT? SO BEFORE MAYBE MISS, UM, DANIELLE CAN HELP WITH THIS TOO. 'CAUSE IN OUR DISTRICT BEFORE I KNOW OUR, OUR LITERACY AND ENGLISH AND READING CURRICULUM HAS SOMEWHAT SHIFTED. DIDN'T WE USE SOMETHING IN OUR DISTRICT AT ONE POINT? AND AGAIN, I'M NOT AN EDUCATOR, SO I DON'T KNOW IF I HAVE THE INFORMATION RIGHT, BUT, UM, LIKE IT WAS, LUCY CALKINS WAS SOMETHING THAT WE HAD. DO WE STILL, AND THEN THERE WAS TIME THAT IT CAME OUT OF OUR DISTRICT. ARE WE DOING SOMETHING DIFFERENT NOW? AND WHEN WAS THAT, THAT WE SWITCHED OVER? WE ARE FOLLOWING THE SCIENCE OF READING, WHICH WENT INTO LAW, UM, RIGHT. JULY ONE. UM, AND WE'VE DONE THAT FOR THE LAST OF THIS YEAR, TWO YEARS. OKAY. UM, AND WE NO LONGER USE THE THREE QUEUING MODEL, WHICH IS PART OF THAT, THAT LAW. OKAY. AND CAN YOU SHARE REAL QUICK IF YOU KNOW, WHEN THAT DID COME INTO OUR DISTRICT AND HOW LONG IT WAS HERE THAT WE WERE USING THAT MODEL? OH, I, I'M SORRY, I DON'T 10 MY HEAD. WHAT DID IN 2022 CHANGED OUR C CURRICULUM? NO, I'M TALKING ABOUT THE LUCY CALKINS AND BEFORE YEAH, THAT'S WHAT I'M SAYING. WE, THAT'S WHEN WE REPLACED THE, UM, LUCY CALKINS WITH OUR NEW READING CURRICULUM, WHICH WAS IN 2022. UM, THAT IS CORRECT. THAT'S WHEN WE REPLACED IT WITH, WE DID ALL AWAY FROM THE THREE QUEUING. CORRECT. AND SO I'M SAYING, WHEN WAS, WHEN WAS THE LUCY CALKINS BROUGHT INTO OUR DISTRICT? WAS THAT 20 YEARS AGO? 10 YEARS, SIX YEARS? OH, NO, NO. IT WAS, IT WASN'T 20 YEARS AGO. UM, OKAY. I I DON'T WANNA GIVE OUT A DATE FOR FEAR OF IT BEING WAY OFF. UM, BUT IT WAS PROBABLY FIVE TO SIX YEARS AFTER I CAME INTO THE DISTRICT. SO CAN YOU GIVE A ESTIMATE ON THE YEARS? LIKE 2013, 2000 ISH. OKAY. SO SOMEWHERE AROUND THAT TIMEFRAME, 2012, 12 2013 THAT LUCY CALKINS CAME IN, AND THEN JUST RECENTLY IN 22 IS WHEN WE FLIPPED THAT BACK OVER CORRECT. AND CHANGED THE LITERACY CHANGE. CORRECT. FOLLOWING THE FACTS OF READING. THANK YOU. I APPRECIATE THAT. OKAY. THANK YOU VERY MUCH MR. MAPES. ANY OTHER? I HAVE, OH, I HAVE LOTS MORE QUESTIONS. . I, UM, SO I HAD SUBMITTED SOME QUESTIONS AND I DIDN'T GET THEM ALL ANSWERED. SO, UM, HOPEFULLY YOU CAN ADDRESS SOME OF THEM THAT MAYBE WEREN'T LISTED IN THERE. CAN YOU TALK ABOUT THE PROCESS USED FOR CREATING AND POSTING JOBS INTERNALLY AND KIND OF HOW THAT'S WORKING AS RELATED TO THESE NEW POSITIONS? [00:40:03] EXPLAIN THAT A LITTLE BIT MORE. WE HAVE JOB DESCRIPTIONS. THEY'RE POSTED ON OUR, OUR WEBSITE AND PEOPLE MAKE APPLICATION FOR 'EM. WE INTERVIEW, WE HAVE ROUND ONES, ROUND TWO, ROUND THREE INTERVIEWS, AND THEN A NAME'S BROUGHT FORWARD. OKAY. SO THEY'RE, UM, WHENEVER THERE'S A NEW JOB CREATED, THEY'RE ALWAYS POSTED AND MADE AVAILABLE TO EVERYBODY IN THE DISTRICT. YEAH. IT'S ON OUR WEBSITE. OKAY. AND SO THE CHILDCARE GRANT WAS ONE OF THE THINGS I REALLY WANTED INFORMATION ABOUT AND DATA AND, AND WHY THIS WASN'T GONNA BE USED AND WHY IT, YOU KNOW, WE, IT WASN'T GONNA BE SUCCESSFUL. YEAH. I'LL FORWARD YOU A A DOCUMENT, BUT JUST REAL BRIEFLY, UM, WE HAD MORE DEMAND THAT WE HAD THE ABILITY TO HANDLE. UH, WE DIDN'T HAVE THE SPACE. UM, WE HAD MISSED SOME DATES ON THE GRANT AS FAR AS STAFFING FOR THAT AS FAR AS SOME, A DIRECTOR AND IT WOULD WOULD'VE EXCEEDED THE GRANT DOLLARS THAT, THAT WE WERE TO RECEIVE, BUT WE NEVER RECEIVED THOSE DOLLARS. BUT WHEN YOU HAVE 132, I BELIEVE, UH, REQUESTS AND WE COULD ONLY FILL MAYBE 30 OF THEM, UM, I DIDN'T THINK IT WOULD BE FAIR TO START A PROGRAM THAT WE COULDN'T SERVE ALL OF OUR EMPLOYEES EQUALLY. AND FOR US TO DO THAT WITH THAT TYPE OF DEMAND WOULD REQUIRE US TO PROBABLY HAVE ANOTHER FACILITY THAT WE DON'T HAVE AVAILABLE AT THIS TIME AND DIDN'T MAKE SENSE TO RENOVATE ONE WHEN WE COULDN'T PROVIDE THAT OPPORTUNITY TO EVERYONE. BUT I'LL, UM, I'LL FORWARD THAT TO ALL THE BOARD. UH, SO YOU HAVE THAT DOCUMENT. I THINK SOME OF THE, YOU, YOU'D SENT ONE INITIALLY ABOUT WHEN WE, WE MADE THAT DECISION TO NOT GO FORWARD WITH IT AND THERE WERE SOME INITIAL COSTS AS FAR AS JUST THE FACILITY YEAH. UH, BEFORE WE GOT INTO STAFFING AND WHO'D WORK THERE AND ALL THAT STUFF. BUT I THINK WAS, YEAH. CAN YOU GET BACK INTO THAT? I THINK JUST THE FACILITY ALONE. YEAH. I DON'T EXCEEDED THE GRAND AMOUNT. I DON'T REMEMBER THE NUMBER FOR THAT OFF THE TOP OF MY HEAD, BUT THAT, THAT'S JUST A WHOLE PART OF THAT COST. AND ONCE AGAIN, THE NUMBERS BASED OFF OF THE, THE SIZE OF, OF PRESCHOOL CLASSROOMS THAT WE COULD HAVE, I MEAN, IT WOULD'VE LITERALLY TAKEN AT LEAST A HALF OF ONE OF OUR ELEMENTARIES NOR DO THAT. WE DON'T HAVE THAT KIND OF SPACE. OKAY. UM, PROBABLY DID THE PROCESS A LITTLE BACKWARDS, PROBABLY SHOULD HAVE DETERMINED THE NEED FIRST AND THEN DECIDED WHETHER OR NOT IT WAS SOMETHING YOU WANTED TO MOVE FORWARD WITH IF YOU HAD A FACILITY TO ACCOMMODATE. YEP. MR. MAPES, DO YOU THINK THAT MAYBE WITHIN THREE TO FOUR YEARS WHEN WE HAVE A BALANCED BUDGET, THIS COULD BE SOMETHING WE COULD REEVALUATE? WELL, I MEAN, I THINK WE LOOK AT FACILITIES TO SEE FIRST OF ALL WHETHER OR NOT WE HAVE A PLACE TO PUT IT. MM-HMM. , UM, AND THEN GO BACK OUT AND SEE WHAT THE DEMAND AND NEED IS AT THAT TIME. BUT GRANT FUNDING WON'T BE AVAILABLE AT THAT TIME, I CAN GUESS. YEAH. BUT, UM, AND IT'S, YOU KNOW, IT'S AWFUL HARD WHEN KINDERGARTEN'S STILL NOT MANDATORY IN THE STATE OF INDIANA. AGREED. AND WE DON'T FUND THE PRESCHOOL APPROPRIATELY, EVEN THOUGH WE NEED TO MAKE CERTAIN THAT WE GET AHOLD OF OUR LEARNERS EARLIER. UM, IT'LL TAKE A, A HUGE SWING IN THE LEGISLATURE IN ORDER FOR THAT FUNDING TO BE ABLE TO REALLY MEET THE NEEDS THAT EVERYBODY HAS. SO, UM, IT WAS ALSO MENTIONED THAT OUR SEL COORDINATORS AND OUR EQUITY COACHES WERE GOING AWAY AND I WANT, AND THAT OUR COUNSELORS AND OTHER STAFF WOULD BE ABLE TO KIND OF FILL IN THOSE GAPS. AND I KIND OF JUST WONDERED WHAT THAT LOOKED LIKE IN, IN DAILY DAY TO DAY WORK, HOW THAT HAPPENS. WELL, COUNSELORS ARE ALREADY DOING THAT KIND OF WORK IN THEIR BUILDINGS. RIGHT. AND WHO NEED SUPPORT. AND WE HAD STIPENDS THAT WERE GIVEN TO CLASSROOM TEACHERS, BUT THEY WERE TEACHING ALL DAY LONG. AND SO WHAT THEY FOUND THROUGH THE EXTRACURRICULAR DISCUSSION THAT WAS DONE WITH THE TEACHERS ASSOCIATION WAS THAT BASICALLY WE WERE GIVING STIPENDS TO PEOPLE AND THEY WEREN'T REALLY ADDRESSING ANY OF THE NEEDS OR ANY OF THE WORK, THE PEOPLE THAT WERE DOING THAT. THE PEOPLE, THE PEOPLE THAT WERE DOING THAT WERE OUR, OUR COUNSELORS WITHIN THE BUILDINGS, UM, SEL AS IT STARTED, WE NEEDED MORE PEOPLE IN ORDER TO SET THE CURRICULUM. AND NOW THAT IT'S IN PLACE, WE DIDN'T NEED, DIDN'T NEED AS MANY PEOPLE TO RUN THAT. SO WE'VE SET, WE HAVE SET SOME OF THOSE POSITIONS WE STILL HAVE AND THEN WE REDUCED OTHERS. OKAY. AND MY LAST QUESTION, UM, IS WE TALKED ON, UM, ABOUT THE NUMBERS AND THE ENROLLMENT GOING DOWN. DO YOU KNOW HOW FAR WE OFF ARE, ARE OFF FROM WHAT THAT DEMOGRAPHER PREDICTED? I DO NOT KNOW THAT OFF THE TOP OF MY HEAD. OKAY. CAN I, CAN I PIGGYBACK ON THAT REAL QUICK? UM, DO YOU MIND, SARAH? NO, THAT'S FINE. I JUST THINK THAT IT WAS PREDICTED THAT WE WOULD DECLINE. SO I JUST WONDERED HOW FAR I WAS GONNA ASK TOO. JUST SO I HEARD YOU SPEAK EARLIER ABOUT KINDERGARTEN. YOU KNOW, WE SAID, I DON'T KNOW WHAT YOUR NUMBER WAS, BUT IT WAS LIKE 300 LESS RIGHT. IN KINDERGARTEN, HAS THERE BEEN [00:45:01] ANY TALK OR CONVERSATION ABOUT START, ABOUT SIXTH GRADE, FOR EXAMPLE. SO YES, IT'D BE GREAT IF OUR COMMUNITY RIGHT NOW, I CAN JUST ONLY SPEAK AS A PROFESSIONAL IN THE REAL ESTATE MARKET THAT YES, IT STRUGGLES RIGHT NOW FOR FIRST TIME HOME BUYERS TO BUY IN THIS, THIS AREA. AND, AND THAT'S, THAT'S A SHAME. THAT'S, THAT'S A PROBLEM. BUT SECOND TIME BUYERS, THERE ARE PEOPLE COMING AND BUYING THEIR HOMES, YOU KNOW, AND WHO ARE THEIR CHILDREN ARE NOW OLDER AND THEY ARE COMING INTO OUR DISTRICT. RIGHT. OR MOVING BACK OR, OR WHAT HAVE YOU. SO I'M ASKING, IS OUR DISTRICT TAKING A CHANCE OR TAKING ANY OPPORTUNITY TO LOOK AT THAT AGE? SO YES, KINDERGARTEN IS LOW, BUT ARE WE PAYING ATTENTION TO, DID IT GROW TO SIXTH GRADE? SO LIKE IN KINDERGARTEN YOU MIGHT BE LOW, BUT AS THAT GREW UP, WE ARE GETTING PEOPLE THAT ARE COMING IN THAT MIGHT HAVE OLDER KIDS, A SIXTH GRADER, AN EIGHTH GRADER, AND A SOPHOMORE OR SOMETHING. YOU SEE WHAT I'M SAYING? YEAH. SO WE LOOK AT, AT WHAT THOSE TRENDS ARE FROM YEAR TO YEAR AS THE GRADE LEVELS MOVE. RIGHT. UM, THIS, THE GROWTH ISN'T SIGNIFICANT. UM, AND, AND WE HAVE HAD MORE SECONDARY STUDENTS MOVE IN AND SOMETIMES THAT HAPPENS WHEN IF YOU HAVE PRIVATE SCHOOLS OR PAROCHIAL SCHOOLS, SOMETIME THEY AGE OUT. THEY, THEY'RE ONLY THROUGH FIFTH GRADE OR SIXTH GRADE. CORRECT. AND WE SEE AN INCREASE, BUT WE DON'T SEE A LARGE INCREASE IN NUMBERS AT THAT POINT IN TIME. OKAY. AND WE'LL BRING THAT TO YOU. WE'LL BRING THAT TO THE BOARD, ESPECIALLY WHEN WE DO THE BUDGET. MM-HMM. , UM, WE'LL HAVE A, A, AN ENROLLMENT, UM, SLIDE FOR YOU TO SEE, AND YOU CAN SEE HOW OUR GRADE LEVELS MOVE THROUGH OVER THE YEARS. AND, UM, I KNOW, I I WOULD LIKE IT. I KNOW YOU SEND IT OUT AND WE'VE SEEN IT FOR, FOR, UM, ALL THE WAY THROUGH. I AM REQUESTING MAYBE THE LAST TWO TO THREE YEARS THE CHANGE IN, IN THAT JUNIOR HIGH LEVEL OF, FROM COMPARED TO WHAT WE WERE IN KINDERGARTEN BECAUSE I, I JUST KNOW WHAT I DO ON A DAILY BASIS AND I'M SELLING TO PEOPLE AND THEY'RE MOVING HERE AND THEY HAVE KIDS. YEAH. SO I KNOW I'M JUST ONE PERSON, BUT TALKING TO PEERS AND OTHER PROFESSIONALS WE ARE, AND THE DEVELOPMENT THAT I SEE COMING UP IN WAYNE TOWNSHIP AND THE PERMITS THAT ARE FROM BAGGY AND WE ARE BUILDING, WE ARE GROWING IN OUR COMMUNITY, BUT YET OUR NUMBERS ARE SAYING THEY'RE NOT. SO WHY, WHAT CAN WE AT HSC DO DO TO BRING STUDENTS INTO OUR DISTRICT? RIGHT. WE'VE, THAT'S MY HOPE IS THAT WE FOCUS ON OUR STUDENTS AND OUR TEACHERS THAT WE BRING PEOPLE INTO OUR DISTRICT. SO THANK YOU. YEP. ANY OTHER BOARD COMMENTS? I JUST, OH, SORRY. GO AHEAD. GO AHEAD DON. GO AHEAD. I WAS, UM, GONNA ASK THE QUESTION. SO AS WE'RE COMING UP IN THE BIENNIUM MM-HMM. FOR THE STATE, UM, WHAT ARE SOME OF THE KEY PRIORITIES THAT WE AS A DISTRICT ARE BRINGING FORWARD FOR DISCUSSION AS WE CONSIDER, YOU KNOW, OUR A DM RATE? YEAH. AND HOW THAT'S FACTORED IN. YOU KNOW, AS WE LOOK AT THE LEGISLATURE IN THE PAST YEAR AND OFFERING, UM, FREE BOOKS AND WE KNOW THE IMPACT, TO US, THAT WAS A DEFICIT OF A HIT OF ABOUT A MILLION DOLLARS THAT WE DIDN'T ANTICIPATE THAT WE HAVE TO ABSORB INTO THE DISTRICT. SO ARE THERE ANYTHING BASED ON YOUR EXPOSURE AT THE STATE LEVEL TO UNDERSTAND LIKE ANYTHING FOR FORETELLING THAT WE NEED TO BE AWARE OF, AND THEN WHAT CAN WE TAKE BACK TO AT LEAST TRY TO FIND STRATEGIC WAYS TO INCREASE OUR A DM RATE FOR OUR DISTRICT INCREASE IN FOUNDATIONAL DOLLARS? THAT'S THE NUMBER ONE THING THAT CAN HAVE THE GREATEST IMPACT ON US. IF WE, IF THE STATE INCREASES THE FOUNDATIONAL AMOUNT, THEN THAT'S WHERE WE GET THE MAJORITY OF OUR DOLLARS. IF THEY PUT MONEY INTO SPECIAL EDUCATION IN EL, IT'S A LITTLE BIT OF AN IMPACT, BUT THE LARGEST IMPACT THAT WE CAN HAVE IS THAT THE FOUNDATION NUMBER GOES UP. SO AS YOU START TALKING TO LEGISLATORS ABOUT THAT, THAT WOULD BE THE, THE CONVERSATION THAT YOU SHOULD HAVE IS THAT AS THEY LOOK AT INCREASING DOLLARS FOR EDUCATION, THOSE DOLLARS SHOULD GO TO THE FOUNDATION. DO YOU HAVE MORE QUESTIONS? I WAS JUST GONNA SAY THANK YOU FOR HELPING US. UM, COURSE CORRECT. AND THANK YOU TO THE STAFF FOR THE INCREASED TEST SCORES AND FOR HELPING US GET TO WHERE WE ARE TODAY. SO THANK YOU. UH, I WAS GONNA SAY SOMETHING VERY SIMILAR. UM, THANK YOU FOR ALL YOU'VE DONE. IT'S BEEN A SHORT TIME. I THINK YOU'VE DONE DONE A GREAT JOB SO FAR. AND, UH, I THINK IT'D BE REMISS IF WE DIDN'T ADDRESS EVERYBODY IN THE ROOM. SO THANK YOU ALL FOR COMING OUT. WE REALLY APPRECIATE IT. I DO PUT THOSE POSTS ON. I KNOW YOU SAID WE DON'T, WE DON'T WORK THROUGH SOCIAL MEDIA, BUT I TRY AND ADVERTISE THESE THINGS. I APPRECIATE EVERYBODY COMING OUT BEING INFORMED ABOUT THE DISTRICT FROM EVERYTHING WE'RE DOING, FROM ACADEMICS TO FINANCES AND EVERYTHING IN BETWEEN. UH, I'VE LEARNED QUICKLY HERE IN JUST A YEAR AND A HALF THAT IT'S A LOT TO TAKE IN. UM, YOU ALL DO AN INCREDIBLE AMOUNT FOR OUR STUDENTS AND, UH, I APPRECIATED THOSE CHEERS WHEN WE PUT THOSE TEST SCORES UP BECAUSE I REALLY AS YOU ALL, SO WE APPRECIATE YOU AND, UH, YOU KNOW, SOME PEOPLE THINK WE'RE, WE'RE JOKING OR IT'S NOT SERIOUS, BUT WE REALLY DO CHECK OUR EMAILS AND OUR THINGS. SO PLEASE REACH OUT IF YOU HAVE ANY FURTHER QUESTIONS. I ALSO JUST WANTED TO SAY THANK YOU FOR YOUR HARD WORK AND LOOKING INTO, UM, SOME OF THOSE THINGS AND COURSE CORRECTING. AND I WOULD BE, UM, AMISS IF I DON'T ALSO SHARE. UM, I, [00:50:01] I'VE BEEN IN THE DISTRICT FOR 27 YEARS AND WE BY FAR HAVE SOME OF THE BEST AND TOP TEACHERS IN OUR DISTRICT. AND I KNOW THAT THEY LOVE WHAT THEY DO. AND I'VE, I'VE HEAR IT ALL THE TIME, RAISING FOUR KIDS. YOU GUYS ARE VALUED AND SOMETIMES IT DOESN'T FEEL THAT WAY. BUT, UM, I CAN SPEAK FOR MYSELF AND I'M SURE MOST OF THE BOARD HERE THAT WE SAY YOU ARE VALUED. WE APPRECIATE YOU, THE ADMINISTRATION APPRECIATES YOU, AND IT'S, UM, WE ARE, WE ARE MOVING INTO ANOTHER SCHOOL YEAR AND WE'RE EXCITED FOR THAT NEXT YEAR. AND THANK YOU FOR ALL YOU DO FOR OUR STUDENTS. SORRY. UM, I KNOW I'M LIKE THE LAME DUCK AT THE TABLE, BUT I DO STILL HAVE A COUPLE QUESTIONS UNFORTUNATELY THAT I'VE BEEN ABLE TO, UM, APPARENTLY TURN MY MICROPHONE OFF QUICKEN ON QUICK ENOUGH YET TO BE ABLE TO INTERJECT TO ASK. UM, SO I APOLOGIZE THAT EVERYONE'S SORT OF SAID THEY'RE CLOSING AND NOW I'M OPENING IT BACK UP TO ASK SOME QUESTIONS. BUT, UM, PREVIOUSLY HAD SENT AN EMAIL ABOUT SOME FINANCIAL REQUESTS, UM, AND I APPRECIATE YOU SHARING SOME OF THE NUMBERS. UM, I WOULD JUST ASK THAT PREVIOUSLY, UH, THE BOARD, UM, HAS BEEN GIVEN A BASICALLY A, A PRINTOUT PAYROLL COMPARISON REPORT THAT HAS BEEN ABLE TO RUN THROUGH THE SYSTEM THAT THAT SHOWS THE SALARIES AND BENEFIT COSTS PER CONTRACT YEAR. UM, IT'S BEEN GIVEN TO US PRIOR BEFORE, BEFORE BARGAINING, BEFORE BARGAINING. UM, AND IF WE COULD SORT OF GET THAT SAME COMPARISON REPORT SO WE CAN HAVE THE, THE ACTUAL DATA FROM, FROM THE SYSTEM TO GET THOSE, UH, CONCRETE NUMBERS FOR US TO BE ABLE TO LOOK AT FOR 20 23, 20 23 TEACHER CONTRACTS AND THE 20 23 24 CONTRACT NUMBERS. 'CAUSE THAT $9 MILLION IS A GIGANTIC NUMBER. UM, AND I JUST WANNA BE ABLE TO SEE SORT OF WHERE WE ARE. CAN WE ALSO HAVE THAT, UH, WHEN IT COMES TO BENEFITS AS WELL, UH, ONE OF THE THINGS I ASKED IN THERE AS WELL WAS THE TOTAL DOLLAR AMOUNTS WE PAID IN ECA COMPENSATION FOR THE 23 20 22 23 CONTRACT PLUS THE 2324. JUST A COMPARISON OF WHERE WE WERE AND WHAT WE PAID IN OUR ECAS. SO WE SHOULD BE ABLE TO GIVE YOU THAT IN JULY ONCE WE CLOSED FORM NINE AND WE HAVE FINALLY MADE THE LAST PAYMENTS ON ECA. PERFECT. THANK YOU. UM, AND THEN YOU GAVE US THE MASTER'S DEGREE NUMBERS AS WELL. THERE WAS ONE MORE. UM, THE LAST ONE IS NOT FINANCE RELATED. UM, IT'S TO OUR, I OUR THIRD GRADE I READ THREE SCORES. YEAH, I KNOW FROM 22 TO 23, WHEN WE LOOKED AT THAT 94% TO 92%, THAT WAS OUR IMPLEMENTATION GAP WHEN WE WERE CHANGING OUR READING PROGRAM. YOU ALWAYS SEE A DIP IN YOUR READING SCORES. MM-HMM. , UM, WE SAW A MUCH MORE SIGNIFICANT DIP, OBVIOUSLY BETWEEN 23 AND 24. IS THAT BECAUSE THE RETEST NUMBERS AREN'T IN THERE YET? YES, THE RETEST NUMBERS ARE NOT IN THERE YET, AND WE WON'T HAVE THOSE FOR A FEW WEEKS. THE KIDS ARE JUST FINISHING SUMMER SCHOOL THIS WEEK, SO THE WINDOW'S OPEN FOR THEM TO TAKE THE EXAM. AND GENERALLY, SO I DON'T KNOW THAT BEFORE, UM, DR. KILEY, YOU HAD ALWAYS DONE THE ACADEMIC UPDATE MORE IN AUGUST BEFORE, AND SO THOSE SCORES, WHEN WE ALWAYS SAW THEM, ALWAYS HAD THAT NUMBER IN IT. SO I JUST WANTED TO MAKE SURE WE POINTED THAT OUT SO EVERYONE DOESN'T FREAK OUT THAT WE YEAH. AND WE'LL BRING THAT THERE'S THAT, IT'S, IT'S NOT APPLES TO APPLES. YEAH. BECAUSE EVERY YEAR PREVIOUSLY WHEN WE HAVE PRESENTED THESE NUMBERS, IT HAS BEEN AFTER THE SUMMER RETAKES. YEAH. UM, SO EVERYONE CAN SORT OF LIKE BREATHE A LITTLE BIT. YEAH. UM, BUT I WILL, I DO WANNA ASK, IS THAT ABOUT ON PAR WITH WHERE WE NORMALLY ARE IN THOSE NUMBERS AND THEN WE SORT OF SEE THAT INCREASE? YEAH, I THINK WE'RE DOWN A PERCENT AS TO WHERE IT TYPICALLY HAS BEEN IN THE SPRING THE LAST FEW YEARS. SO AROUND WHERE IT WOULD BE. AND I'M, THIS IS TOTALLY LIKE A CONJECTURE QUESTION FOR YOU, ANY OF YOU. UM, SO THIS, THESE THIRD GRADERS WERE ONES WHO WERE STARTING KINDERGARTEN DURING COVID AND DURING, UM, VIRTUAL INSTRUCTION. SO I AM INTERESTED TO SEE WHAT, WHAT YOU, WHAT IT IS IF MAYBE SOME OF THAT SORT OF FOUNDATIONAL READING INSTRUCTION THAT WAS UNFORTUNATELY HAPPENING DURING COVID COULD BE PART OF WHY WE MIGHT BE SEEING A LITTLE BIT MORE OF A DIP THAN WE NORMALLY DID. AND ALSO TO SEE SORT OF HOW THAT TRACKS STATEWIDE, IF THAT'S SORT OF TRACKS THE SAME WAY. SO CAN YOU CLARIFY THE 88 6? THAT'S NOT, THAT'S NOT INCLUDING IS WHAT YOU'RE SAYING. THAT IS JUST THE MARCH RESULTS WE STILL HAVE, THAT'S STUDENTS TO TAKE THE EXAM AND THEN WHEN WILL WE, IN THE FALL. WILL WE GET AN UPDATE THEN THAT TYPICALLY THEY EMBARGO UNTIL AUGUST. AUGUST, SO YOU SHOULD SEE IT. WE'LL BRING IT BACK IN AUGUST. OKAY. THANK YOU. YEP. MR. MAPES, WILL THIS BE MADE PUBLIC? YES, IT'LL GET POSTED. THANK YOU. I THINK BY NOON TOMORROW. THAT'S A GOOD POINT. I DON'T KNOW IF EVERYBODY HEARD THAT THIS, THIS PACKET AND THESE SLIDES WILL BE PUBLIC, SO THEY'LL BE ON THE WEBSITE. ALL RIGHT. HEARING NO OTHER COMMENT, THANK YOU VERY MUCH FOR YOUR PRESENTATION [00:55:01] AND WE WILL ADJOURN THE WORK SESSION. THANK YOU. THANK YOU. * This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.