Good. All right. >> Mrs. Crossen, >> I'm here. >> Mr. Hartline, >> present. Mrs. Kger >> was present. >> So moved. Hi. >> Hi. >> So moved. >> I >> We have none. All right. So, uh Carl Hogan uh is here today to uh to review the draft uh audit statements. We'll uh present the final draft at the uh meet board meeting on the 24th. Um so I will uh turn it over to to you me. So I just put together a couple slides instead of going through the whole, you know, document kind of similar to what I've done in the past. Um, so I've just kind of go over the things that I think are most important to the board members, the community, what kind of audit report you had, whether you know unmodifi unmodified audit report. Number two, financial results and also whether there's any significant findings associated with our audit for the year ended June 30th 2025. So um probably be about you know 10 10 15 minutes and then I'll open it up for any questions if there's any kind of questions concerns but I think the information that you're going to see here today is pretty um consistent with what was being reported um to the board um throughout the year and at your end as you went into the new budget process. Can't believe I'm saying this for 26 27, you know, so you're halfway through 25 26 and this kind of puts gets you a baseline as of 24 25 um as you move forward into the 26 27th budget season. Um the first thing I put together here, like I just said, um just to go over the audit scope and the process of the audit, um the audit opinions, um financial statement highlights like I just spoke about, and then the engagement finalization for the presentation of the final audit to the board. So the audit scope um within the audit package or you know the you know 70 80 page document that you receive um there's specific reports that we provide to um the board of directors. Um the first being the report on the district's financial statements in which we provide an opinion on the financial statements. provide a report on internal control to determine whether there's any types of um uh what we call significant deficiencies or material weaknesses in the internal control of the school district. Um there's uh we'll speak about the required government's communication letter. There's certain things that we're required to report to you as the board. Um they're considered required uh communications to the board. And then finally, there's the report on internal control over compliance for major programs, federal awards. I think I've said this before. the smallest piece of revenue that you get. It may be the longest or the most um audit procedures we have to apply to um your revenue as a district as a whole. Um so the first thing I just want to kind of point out um I have a slide here on the audit process. Um I want to point up at the top here um we do apply a riskbased approach. Um it would be impossible for us to audit every single transaction within the school district. Um what we have to do is kind of look at those areas that we determine to be um those areas that require the most attention and then kind of base our testing off of that. So, as part of the audit process, the first thing we do is we get an understanding of the district, understanding of the district's internal controls, and from that point in time, we um what we do is develop our audit procedures designed around our initial um risk uh based approach looking at the um district. Um some of the major things that we look at during the audit um significant estimates um some of the significant estimates that we look at um are related to your op and pension um also we have significant estimates related to your self insurance um and then also related to um depreciation on capital assets. Um some of the other areas that we uh look at obviously your expenses and expenditures. We focus a lot of our time on salaries and benefits since that makes up most of the expenditures and expenses of the school district. Um revenue recognition. Um we look at your revenue. We're able to apply very um effective audit procedures to your revenue just because the nature of your revenue um because um we're able to what we call um deploy third party confirmations for tax revenues and then also get a third party confirmation from the state. So when we're doing audits, um the most effective audit procedure you can have is third party confirmations. What we do is um we get um audit confirmations from your tax collectors um the recorder of deeds um tax claim bureau and then also we compare that to what the district has recorded and then we're a that's a very effective audit procedure. So at the end of the day we're actually able to confirm through third parties almost over 90% of the district's revenue on an annual basis. Um also we do third party confirmation of your general obligation debt. Um we perform procedures over your capital assets like I spoke about before looking at the estimates for depreciation and also vouching any kind of material additions and then also we apply compliance procedures over your federal and state grants. So the first thing um I want to speak about is the audit opinion. Um no surprise uh financial statement audit is unmodified. Um the auditor's report that will be presented within the audit report doesn't have any types of modifications um within the audit report. Um so if you had a modification with the audit part that would indicate that um the financial statements were not in accordance with GAP etc. Um but the financial statements that were presented um that will be presented in the final audit report are considered unmodified clean audit opinion for Centennial School District. June 30th, 2025. Um, related to your federal and state awards, you'll also receive an unmodified opinion on compliance related to them. And also on the right hand side there, um, we're not going to report any kind of material weaknesses or significant deficiencies. Um, we're always talking or having verbal recommendations with management even during this uh, this format here during the finance committee for any types of improvements that may need to be made, but nothing that would rise to the level we consider a m weakness or a significant deficiency. And then our major program that we audited um during the current year was the child nutrition program. I'm excited that the ESTR money is away. Now we can get on a regular rotation where um we could test child nutrition, title one, and IDEA on a rotating three-year basis like was done in the past. Um here's some of the governance communications um like I spoke about before um that were required um first the foremost in note one of your financial statements um are your significant accounting policies um there was a change for the current year there was a new Gazsby um that impacted the school district during the current year there was actually two Gatsby 101 and 102 and we'll kind of go over those in more detail and how that impacted the financial statements and I have that on the next slide. Um there were no unusual transactions that we noted um during our audit. Um we didn't have any types of difficulties um or significant audit entries or uncorrected statements or disagree or that involve disagreements with management. Um once again estimates um that involve within the financial statements. And then finally um within the other section there um you know management provides us representations at the end of the audit that they've given us all the information as requested um we didn't know any other consultations um with any of the auditors and there were no other significant matters um discussed outside the normal course of our audit. And then finally here with other um there's a significant report that needs to be filed with the state on an annual basis called the annual financial report and that was filed um Department of Education and I know for the current year um is this beer's first their second one? Um this year they made it a little bit more complicated where they had to spread the expenditures out by building. So I think that added a layer of complexity to a lot of our clients. So um but that got done all done in a timely manner. Um they keep on adding just like Gazby keeps on adding Gazsby's uh keep on adding different layers to the AFR on a annual basis. Um so um Gatsby 101 uh was implemented during the current year. The biggest difference um related to Gatsby 101 previously um for any kind of compensate absence for any sick days or vacation days um there were recorded as a liability in the past we would look as of June 30th 2025 who's owed you said it was $40 a day their sick days or who's owed vacation at a perm rate. What Gatsby 101 um required us to do is not only are we going to count that as a liability, but we need to look at um what is the probability that somebody's going to use their sick days um you know here's our total sick bank and what's the probability that it is going to be used as actual sick time at a permium rate. So, um Tom and his staff had to go through the exercise of looking at, you know, here's what our total sick days are and we have to we're telling our clients to take a three-year average of here's how many sick days were used a year. Here's what's acred on an annual basis, took that average, applied it to the total sick bank at a perm rate and came up with the you know number. So, basically what happened was your compensated absences liability you'll see that it increased. The good news is the materiality at which we record that we were able to you know put the whole difference through the current year not have to restate the beginning balance. Um but uh you know it's just another layer of complexity that they're adding to these financial statements and more work for Tom and his staff to have to but now they have a baseline for um how they're going to come up with this liability on an annual basis and we can just roll with it moving forward now. So the hardest part is just getting it set up and then you could um move it forward. Um the next uh is Gazsby 102. Um certain risk disclosures. Um we kind of went through this. We have a checklist. There was nothing within um any of these matters here that would rise to a level that would be a significant what we consider a significant risk um to the school district. You know what the bargaining agreements are acting like they should. There's no strikes, etc. But we didn't know any of these matters um you know that would need to be that would materially impact um the school district as a risk um related to these types of footnote disclosures. Um now we're going to go over the financial results. So um the first thing here as in previous years um I'm going to go over the budget to actual schedule. So that budget to actual scale the expenditures it's kind of broken out between all the different functions. Um there's a lot of ups there's a lot of ups and downs. Um but um at the end of the day um I just wanted to look at the totals for this presentation here. But I did want to point out the revenues um up at the top. Um I think I just want to It's notable to note that these revenues are decelerating. I mean, if I look at these numbers in the previous year, I think they were five, $6 million more than budget. So what we're seeing across the board and all our school districts said is that that period of time when we're seeing especially your local source revenues, transfer taxes, earned income taxes, they were raising at a pretty good clip and then the investment earnings kicked in and that you were getting those investment earnings better than anticipated because you want to be conservative. You still want to be conservative. We just don't know what direction they're going to go. But they are precipitously slowing down um on that top line there. So, um, where you were seeing five, six, seven million dollars being better than anticipated, um, we only saw $2 million in the current year. So, um, I think continue to evaluate, especially those local source revenues, um, get the information from your third parties, collect earned income taxes, etc., um, to determine, you know, um, you know, a conservative approach as you kind of look at your revenues moving forward um, in future budget cycles. um expenditures just as in previous years. Um you do a good job in terms of you know what your expenditures are going to be. I mean there's things that are unanticipated. I think if we expanded this and looked at it I think once again I think pupil transportation and special education associated with that um um were some of the more um amounts that were over budget but then you had some amounts that were under budget. Um but once again, I think a lot of school districts are still struggling um with special education and trying to anticipate those costs on an annual basis. I think we've had that conversation before. Um and as we come down below, um so you originally anticipated to use about $2.9 million of fund balance. You made a decision during the budget process to make up that deficit by transferring money over from the debt service fund to kind of subsidize that. um you actually didn't have to go ahead and use that um transfer over from the debt service fund because of those better than anticipated um revenues and the little bit better than anticipated expenditures during the year. Um but we'll kind of look at that. Um you did make a transfer during the year the capital project. We'll look at that in a second. So overall um when you take everything into account um you used about you were able to only use 280,000 to keep your fund balance at that static level about $12.5 million um in comparison to the previous year. So any questions concerns? So here's what I talk the same information I just showed you from before. Um you have your general fund also you have your capital projects fund or in essence your capital reserve fund. You don't have any bond money currently um sitting within that fund and then your debt service fund. Um so there's the same information we just looked at with the general fund slight decrease um capital project fund. Um you had you know projects during the year nothing major um $3.3 million of total expenditures. You were able to take advantage of a refunding during the current year. Um those are far and few between um these days. Um but you did move money from the debt service fund over to the capital projects fund to help kind of replenish for those projects that happen during the year. Um we've had this conversation before. The board has made the decision to move the money um when there's been surpluses in the past couple years. We've moved that money over to the debt service fund. There's more flexibility from the debt service fund. if you move that money to the capital projects fund or the capital reserve fund, it literally can't come back on the annual financial report. Um, so, um, I know Tom's talked to board finance committee. So, we were able to move $2 million from the debt service fund over to the capital reserve fund to help replenish that. And I guess as um, budget cycles go on and as capital projects arise, you kind of redeploy that money number one to subsidize debt service expenditures um, as you go through your budget process or even move it over to the capital reserve fund as projects are needed for your buildings. We still have $15 million still in the debt service fund. >> That and that's showing us that our total fund balance is hovering around 30 million. >> That is correct. Yes. >> Okay. And a lot of that, especially in the debt service fund, is just related to I think we had some pretty sizable moves over to the debt service fund just because of mostly because of revenues, those onetime revenues. So, I think we've talked about this before, too. If you have onetime revenues, you want to put into those categories that you're going to have onetime expenditures, especially capital projects. Um, so here is the fund balance composition of um all your funds. I cut off at the top there is the general fund capital project fund. There's the debt service fund that's committed there. Um so um in the past um $2.5 million um has been committed to employer rate retirement rate stabilization. That number has not changed. And then the unassigned amount is $9.9 million which approximates that 8% of the next year's expenditure budget. Um you know could look at that $2.5 million. I don't know everything the Peters rates hovering around 35 36%. I don't know if it's going to go up if it continues. I mean seems like it's going to stay static at that amount. Um so that's another option too if you want to smooth out any kind of increases in the in the future. You could use that $2.5 million. Um but as of right now um you know it's hard to say you know which direction things are going to go with that rate um as you know as we move forward economically. And then also um we do audit the food service fund um total assets. I'm going to point out here um you see there's total liabilities that um the food service fund needs to be accounted for on the full cruel basis of accounting. So we have to put its proportionate share of the paser's net pension liability and the oped liability in there as well. Um so the good news is a lot of school districts because of that fact have a net position or they have a deficit um within their food service fund but the district here has had a history of a very successful food service fund coupled with the co monies um that were received in most recent years they actually have a positive $3.3 million. I don't know Tom does the PTE ever give you a hard time about the the cash that's sitting in there. >> Yeah. So PD doesn't like to see a lot there. I mean, I mean, they, you know, I think Tom has to come up with a plan to spend it on capital, etc., but, um, in terms of, you know, renovations, but I know PD doesn't like to say you're technically supposed to be at a break even, but, um, a lot of districts are having this problem just because of the supply chain assistance, some of those other onetime COVID revenues, um, that districts got. Um so uh as you see here um operating wise every food service um across the state every everybody has a loss in operating loss and then it is subsidized with the federal and state subsidies um which in the case of the district here is $3.2 million. So the overall change and positive net position of the district was 618,000 during the year. So we have very successful food service program. beginning of the year the net position was 2.7 um finished up at 33 million as of June 30th 2025. So overall um I think the takeaways are um the district currently has a lot of flex financial flexibility as you continue to go into your budget seasons. Um but you know things are kind of you know swinging the other way you know in terms of economically from what I can see across the board that it won't you know it'll be a little bit tough for the past but you know as of right now um the district has no adequate reserves to kind of respond to anything that's unanticipated whether it be um general fund unsigned fund balance um the debt service fund monies etc. advancing questions, concerns, but all good news. >> Say Tom, do you have a a rough breakdown of the state versus federal reimbursement that we get of the $3 million? You know, if you go back there, you have the what is it 2.6? >> Yeah, look that up. Thanks. >> Yeah. So, there's a couple pieces to that. 3.2 2 million. There's the flatout meal reimbursement, the state and the federal, but also what's included in there too, if you remember, you have your own employees. So that reimbursement for retirement and FICA is also included there as well as a state source revenue. So, so you might want to break it up between FICA retirement and then also the actual me reimbursements. Yeah, that that's what I'm Yeah, I was kind of wondering and if we need to expand that program or have to or at some point in time like we did over the summer at one point in time. Um, you know, if we have a a healthy balance, we might be able to do that in a pinch if we had to. So, >> yeah. Okay. insurance program. >> I mean, I know we took money for the the coolers or the chillers we had bought um for a couple of schools, some replacement equipment, some you know, so we are It's being being utilized within the program. you know, and as they age, even though they were new schools 10 years ago, as they age, you know, we have the revenue to be able to to replace that. So, we're not doing it as a capital improvement from the other side. >> Right. >> Absolutely. Elementary debits and credits get me and Tom going in the morning. Any other questions? Thank you. >> Thanks. >> Thank you. >> We will as part of our that's part of the report on internal control um that we uh provide as well. We kind of determine whether there's any kind of um like you said segregation of duties. We evaluate segregation duties, who does who is there proper channels of you know reporting approval process etc. So that is part but we don't do anything operational in terms of looking at your numbers and see where you cut costs and stuff like that. What we do is we look at like it's a risk based approach and we're looking at the internal controls and see if there's any kind of risky areas in terms of um the school district. I think it was like page 20ish of that report when I looked through the looked through it real quick and looked at the the index and stuff. I think that's it somewhere in that area. >> All right. Thank you. >> All right. That'll bring us back to our agenda. Mrs. Crossson, are you seeing the agenda page? I am >> okay. Awesome. Okay. Um there is a lot on a lot to a lot to go through today. Uh but I want to save uh save the majority of the time to uh to be able to talk about the budget and where we are with uh the various initiatives uh that we had put forth uh a month ago. Um, so I will move through the financial section, the financial update, uh, in order to get us there. Um, but I think it's, you know, I think we're in good shape. Just our our values, our focus. Um, I think we continue to come back to the compass. uh keeping ourselves uh student focused and I think you know more and more uh a a unified effort right Dr. Lucaba has has demonstrated a focus for a unified effort. He's pushed uh administrators and team members across the district uh to be able to come together uh and move agendas forward and move ideas forward whether it's the comprehensive plan or it's the budget. Right? So, we've been meeting at schools uh to to bring a lot of these things forward. That's just the agenda. So uh these are the these will be the uh statements for um through February 28th. Um Mrs. Kger had shared an idea which was a very good one in order to develop some uh benchmarks and some uh better ways to be able to report financials uh financial activity on our website. Uh we're toying around with those ideas. I shared a couple of those I think two weeks ago in the weekly report. Um you can see here sort of that dial image of where we stand. Uh overall we are a little bit behind in revenue. I think we kind of move back and forth. Uh just based on the timing of the state revenue. Uh the other thing to take into account is within our total revenue we have that $5 million transfer uh from debt service to the general fund. Right? So that $5 million is lagging in this because I don't move it until we get to the end of the year, right? So we kind of measure that as we go forward. Uh top revenue lines are certainly, you know, as it always is, is real estate taxes that fuels the school district. Uh basic education funding uh comes in next in line and uh earned income taxes of 3.8 8 million um is is in third. Mr. Hartline has asked before, I think our earned income taxes are uh in line with our budget and probably will be a little bit over the other act uh 511 taxes, transfer taxes, etc. I think they are really on track. I think they're all to the plus side, but to the plus side by uh hundred or so dollars. This just shows compared year-to- date um with last year uh the current year and the budget. Um I think that you know we're we're sort of tracking very well with regard to revenues. Um we do have an increase in local revenues really due to the tax change. Um, we've had the decrease in state revenues, which I believe is more of a timing issue relative to the state uh payments that are being made and certainly a decrease in federal revenue as the esser uh dollars dried up. This is the same chart then with regard to expenses through the end of February. Um you can see we're very similar in in each one of those cases with regard to the spend uh compared to the budget. Instructional programs obviously is our uh leading uh cost of expenditures. uh debt service um is is is the quick followup. When we look at the expenditures o overall uh we're about 1.1% more through uh through February than we were the prior year. uh we see a reduction in our purchase professional services uh which I think is helping uh our process and move forward. I think we're getting less kids out. Um so that will be a positive year end uh should be a positive year end. Uh salaries and benefits are are to the plus side um which we would have expected. This last this uh slide talks about the comparison to the prior year. As you can see revenue year-to- date uh to the fullear actuals um and then the current uh current totals uh on those four columns to the left. Uh while revenue is lagging uh behind a little bit uh expenses really seem to be on target or below uh in this chart looks like by low by 2% which again is a favorable planning as we look to shore up that budget and have something to truly compare against as we move forward in our budgeting process for next year. The fullear projection similar to last uh last month is showing about a half a million dollar positive variance uh at this time. Um and we're continuing to to move through uh through as we move through the year. Any questions with regard to where we stand on the financials? I think it's, you know, I think we're in a pretty good pattern right now. I think we're sort of trending fairly consistently monthtomonth and we'll continue to work on trying to find unique ways to be able to share that information on our website uh through uh various u you know pictorial graphs uh as well as just numbers that lay things out. These are you know enrollment is a number right we should know what that number is and we can have that the change in enrollment uh as we move through years. So that'll be interesting. It's up to the individual tax collector. I know that Bobby used to go out during peak times and go to like some of the larger residential areas like um >> Karen, is your mic on? >> Sorry. >> Yeah. to us to collect taxes. But >> I'm so she used I mean she would set up uh like in Centennial Station. Um >> yeah, the current taxer does that already. Nicole does that too. She goes to those areas by Pond Centennial Station. >> So other than that stuff, there's really not much else that the tax collector does. I mean, other than the fact that they are probably the most recognizable face of the township. Um, you know, same thing in in upper south, you know, with their tax collector as well. >> That's where the bill is coming from. Yes. >> Right. But you have to keep in mind too that they are not, you know, they although they can offer information, they're really not supposed to offer opinion, >> right? >> And they the tax collector for the the towns as well. >> Yeah. >> Right. So that's uh all right. What I do have a question. So, we are trending down or or we have a a lack of better term, a surplus currently in the supplies of 160,000. Do we have some large purchases that we're still planning on coming in for supplies towards the end of the year? I know we we did the switches or some of the updates. >> We don't we we do have some capital projects that are going to come through as as you you mentioned, right? The switches are a capital project on the technology side. Um we have we do have a couple of those uh aligned and budgeted for uh and approved by the board. Um so those items on the capital side will continue to go forward. Um on the the supply expense line um there is not there's not a a lot of uh you know we're projecting of 4.9 and we budgeted 5 million. Uh so we should be you know I think we're pretty much in line uh in line with that. >> Yeah. We're not looking to buy $100,000 worth of crayons. >> We are not. We're not. We buy most of our crowns in September. >> Yes. >> Although they never last past October. >> Any other questions, Mrs. Crossen? >> No, I'm good. >> Okay. Um, so we'll jump right into then the budget update. Um, you know, I think as we've uh talked about the budget since uh since December when we presented sort of our review of things that we were going to target, um, much of the things take time to to get off the ground, right? There's a lot of pre-activities and we're going to try to touch on touch base on those just to uh have a clearer sense of communication and that was never more cleared last night when I was speaking with Mrs. Kger about the agenda. you know, I think I get focused on on the task at hand and and less on the communication at hand. And I've got to figure a way to get a better balance uh to that so that uh there is an understanding as to what's going on, right? If without the communication, there's a you know, a feeling that maybe nothing's happening. Uh but, uh we'll show you and and I and I, you know, promise to you that the district is working hard every day uh around this budget. My stuff. This is what's right that's quite a community five ponds. Um so if you recall uh these slides will will will be repeat. So our our goals hasn't changed. We're looking to ensure fiscal responsibility through comprehensive examination of district expenditures, aligning financial resources with strategic priorities that advance highquality student outcomes with focus on efficiency. Um we will touch base uh this afternoon on those that are in red. Uh our work around scheduling uh discussion on the transfer of entity uh access reporting and our uh 13064 uh605 process um retirement incentives and zerobased budgeting. The first up looks at the transfer of entity. As we've talked about, uh the transfer we're looking to transfer to autistic support classrooms that currently exist at Davis um and are run by the intermediate unit. So, uh, I think, you know, the reference to a school within a school, uh, was a true factor and we're looking to bring those two classrooms to Davis and and be a part of the full, uh, do Davis Dolphin experience. Um, we are we went through that. Uh, Dr. Hopkins met with the IU at the end of January, talked about the transfer of entity. We've gone through some financial analysis about what it will take us as a school district to bring that on. I was at Davis uh yesterday, two days ago uh and met with the principal there and began talking about that, right? Because as he's aware of this happening, making sure that we have the supplies, making sure that we have the equipment, uh because when the IU leaves, they're going to take all of their toys with them, so to speak. So that's a part of our budgeting process of things that we need to take into account. Um so we've been evaluating costs. The next step that you will see is uh at next the next board meeting we'll be seeking board level action uh for us to uh to reach out to the IU and uh and move this uh transfer of entity forward will be approved by our board then it'll be approved by their board and then we will uh move into uh the process about hiring right those teachers who have been teaching at Davis will have the right of first refusal uh to come and join Centennial. Um and we hope that we hope that happens. Uh so yes, an example. Yes, we do. We know exactly where they are. We know what where they would when you say quadrant. I just want to make sure I'm we're speaking the same language where they fall in this on the matrix. So yes, we know precisely their steps on the salary scale. We know their years. we know their levels of education whether it's masters plus 27, masters plus 36 where they fall. So we have that um and that ability if they come over and we factored that into our our cost that if they would take that in if they because the the way the law is set they have the right of first refusal. So we are prepared pending board approval on the 24th to proceed with the transfer of entity. We are prepared to meet with both of those teachers five days later to have those meetings at which time they will then have 10 days to make that determination if they want to jump over. If they do not, to answer your question, as I believe I heard it, there is the potential for additional savings in the event they don't want to join Centennial because we would then go out and hire and depending on where somebody would fall, it is possible that we would find someone with fewer years of experience. Obviously, given the nature of the autistic support level three classrooms that we would be taking over, we are looking for the most qualified, most competent folks to do that. So, did I answer your question with that? The other thing I just want to bring up, not to belver this slide, uh, because Dr. Hopkins spoke to ED committee yesterday about this. Excuse me, but I think it's very important for the board to understand this. That projected savings that that Mr. Greenwood talked about, which is $420,935, is actually a lowball figure. And the reason I say that is because we have over 90 students coming into the district in early intervention. Of those 90 students coming into the district, 25 have been identified already as autistic. They have a diagnosis of autism. Of those 25, we it's very high and it's very unusual, but it is high and the diagnosis at that stage is unusual, but it's there. Of those 25 students who have been identified, it is very likely that there will be enough who are level three autistic autistic and therefore we would have to create a third classroom at Davis. Our proposal that we have prepared already takes into account an additional teacher and the appropriate support staff and the appropriate related services to handle three classes. Now, what's of note and why this is significant for the board is because next year the BCIU is raising their tuition rates by 8.4%. Which means that the cost per student goes from just under 989,000. It's like 989 something or 988 something to a little over 107,000. If the IU were to continue, if we were to continue with the IU, that would be an additional $857,920 that we would pay just in tuition, not including related services for those additional eight students. And that would take the bill from 1 million, and this is a set figure. This isn't up for negotiation. Next year, if we stay with the IU, the bill will would be $1,715,840. And with a third classroom, that would rise to 2,573,760. We are prepared to deliver the same product with appropriate staffing. I believe enhanced effectiveness because we're bringing in we're proposing RBTs, registered behavior technicians, 14 of them at about $700,000. Our total cost is 1,27 is 1,294,905. That's a $1,278,000 savings on top of a better product. So, we're very excited about this. We believe that this is not only going to position our district to be successful in terms of our programming for students, but we believe that it's also going to represent a very significant savings for the district. Obviously, these are IP decisions. We work with families. I don't ever want that to be lost in any of this. This is not a predetermination, but I'm proud that we're do I'm I'm very proud of the work that Dr. Hopkins and her team is doing, Mr. Greenwood. We've taken this very seriously. We've planned for this very explicitly, and we believe this represents not only an opportunity for our district to improve our delivery of services, but to do so with much more financial efficiency. the decision to go forward, we will require the board to approve um positions on March 24th. And those positions, and I'll have this spelled out uh not only in my superintendent's update this weekend, but also in a in a presentation for the board that evening. We would, excuse me, we would need board approval for the two transfer van entity right or refusal positions which are the two classroom and teachers that exist. Now we are also asking the board for a third teacher in anticipation of that third um classroom that I talked about and we have anticipated that hiring to be around the $85,000 mark with salary and benefits combined. We are also asking for 14 registered I'm going off memory right now, forgive me, but we're going off we're asking for 14 registered behavior technicians. That figure is around $740ome,000. That's all baked into that 1.2 million that I talked about. And then we are asking for one BCBA, which is a board certified behavior uh um analyst who oversees the RBTs and actually delivers PD. It's it's a it's a model that is very effective. But all in told again that represents the savings that I mentioned. So that would be the next step. And if that if that happens on March 24, which is and then but we're on a timeline we have to move. And so as soon as that happens uh the next day we send out that and then we start to work with families through the IP teams. No, there's actually the risk with those 25 families actually isn't there at all because we wouldn't um we probably would consider not using the IU and doing it ourselves anyhow with that new classroom. And I just put that out as a hypothetical. If we continued in our current model and didn't do anything internally, we would that's what we would pay. We'd pay about 2.5 million if we took on the third. But the risk, Mrs. Kger, it's a great question, is actually not non-existent because what we would end up doing moving forward if the if you as a board said, "We don't want to change. We want to pay the IU 1.7 million." We would say, "Okay, fine. But we're going to build a program for the new class ourselves and save the money right there. So there's no risk of that. The only risk that we identified that we put up there is staffing because anytime you build a program, you have to staff it. And we believe we can. We've been recruiting. We're prepared and poised to do that. But we did identify it as a potential risk because it is a risk. Um there there's always the there's always that potential that we wouldn't find someone. But because we're doing this in March and we're preparing for something that would launch in September and we've been anticipating this in job fairs and we are already working with our our agencies. Um I don't think it's a very high risk at all but I did want to identify it as such. >> So an RB and this is where um I will give you the to the extent that I have the knowledge Dr. Hopkins will provide the board with a much more extensive and um comprehensive definition. But a registered behavior technician is current. So for example, most in many classrooms you have what's called a PCA, a personal care assistant or an instructional assistant, an IIA. A registered behavior technician is someone who has had additional education and training and is a much more highly qualified support staff person. who can provide uh resources and support. So much so that one RBT can service as many as three to four students as opposed to a onetoone model. So what we do is we would cut down on the ratios and bringing in 14 which is what we've identified as an appropriate number because of their training they are able to more expertly interact with students and to do like a one to three one to four and They are, but they're but they're a little bit more educated. And those aids are required to be inserviced and trained and they have to be supervised and they have to be observed. I believe it's three hours a month by that BCBA. And so that board-certified behavior analyst has to observe each of the 14 RBTs, give them feedback, and make sure that they're growth. The good thing about that model is that with every observation which every passing month and excuse me that additional training their capacity to do that job increases commensurate with those observations. >> Correct. >> Yes. >> Um the IU would because they were IU employees. the IU has and the IU just takes them back and redistributes however they they deem appropriate. >> That is correct and that is why we're going with that model because we believe that will allow us to deliver the programs and services that best serve the kids. >> Has any consideration been given to the IU to let us purchase their toys and stuff they have? We can I will talk to Dr. Hopkins about that. >> Yeah, because I mean if they don't have to move them, if they don't have to transport them, they may be willing to sell them to us in which case we only have to outfit one classroom in F3. I mean I I think everything's on the table in terms of asking and it it never hurts to ask and see. Obviously, the IU services students all over the county from the top of Palisades to the bottom of Bristol Township and everywhere in between, but but um so they may have places where they're opening up because the one of the realities facing all of the districts in in Bucks County and in all the counties in Pennsylvania, but especially in ours, is that there are elevated levels of autism and there are more students who are being diagnosed. And so, we have an obligation to meet those needs head on. But we're really excited about this and I I don't mean to belabor this, but this is a fundamental shift for our district. >> It's one we've been asking for for years. I mean, it just it serves the students better. >> Absolutely. >> And all the all the way around with with higher quality training and and better staffing and I mean >> and and the beautiful thing about it is that as a result of this, they're now our there are students already because they all live they all live in our footprint. That's and that's a very important point too. They're all Centennial students and now they're Davis kids and they are integrated into our schools and they're taking part in our field trip part in our Exactly. It's community, it's capacity, it's all of those things. So, we are >> I I'm very excited about it and I'm pleased that in so doing we can deliver a product with better financial efficiency. technically it would overall I I would have to calculate that but because we're doing it with more efficiency yes >> for for this cohort yes >> that cohort it would and then and then by extension because there would be a drop of you know 1 point whatever then yeah whole the aggregate would come down as well. Yes. >> One of the things I was asking is >> Yeah, there's a multiplier on it. >> 23 million downat. >> Yep. Sure. >> No. And and that is the intent, right? So once as we clear the deck of of these main issues, main priorities, if you will, not issues, main priorities, I think then we do we will then extend that through the five-year plan, right? Okay. Any other questions on the transfer of entity? I think, you know, Dr. Hopkins is really doing a fabulous job. It's very uh sort of uplifting uh to listen to her uh and the passion that she brings to special education is uh is overwhelming and I think our students are really going to benefit uh from her. Uh the next one up is zerobased budgets. Uh sort of detailed department budgets with expenditures justified from the ground up uh is is the task. uh budget books have been issued to all administrators. Uh that was done in February. Dr. Luca followed that up with an outstanding memo to all administrators really dictating what we needed to be doing. I've begun to schedule meetings with uh with school-based uh leaders as well as u uh administrative uh teams uh to begin to review what that means, right? How do we want to do that? How do we want to format that? what are we looking to get back from them? Uh so we'll be conducting those. Uh my goal uh with each of those is to have the budgets back by the end of the month. Uh and then be able to begin to sort of review and to then fold them into our uh consolidated financial reporting model that we have. I'm assuming that the memo that went out from administration was far more comprehensive than the one last year because I know last year when we tried this they were only showing $30,000 to $50,000 savings across the board. >> I I think I don't I would beg to differ. Uh I think that historically that's where the savings have come from, right? Have come from departments year-over-year, whether it was uh with Mr. Gabriel uh in teaching and learning and we're in technology. Um I think we we squeezed those fruits u fairly consistently. Um so I'm not as am I 150,000 in savings. I'm not overly ambitious. Our goal is between a 5 to 10% cut. But the goal is really to start with the ground up, right? I'm not looking for you to meet a number, right? I'm looking to you to get to a number. uh is is really the exercise and I think that's the education that we're looking for in our in in our administrative budget reviews, right? That it's not, hey, I got the 10% Tom, right? And and I've still got Right. It's to really dictate. >> Yeah. It's it's a mindset. It's a what you need versus what you want. >> Yeah. And if you look at some of the questions down there, it it is a mindset shift. What the the mindset that we're trying to get away from is don't just take what you had last year and add a couple percents to it and move it over and and move on. You know, we're we're we're telling people point blank, you must start from the ground up. Is it required by law or contractual obligation? We have to pay for it. You know, if it's essential to cooperation or student services >> I apologize. I have a hard stop at 5:45. >> Okay. and I just let Karen know, but if you need me for anything, but you should be able to get any everything passed through with um Mr. Hartline there. >> Thank you very much. >> Thank you, Mrs. Cross. >> Um but but we've really we we've really pushed the issue of like I want you to take a very very careful look at this and think differently. You know, what you used to have that's not the world we're in right now. you know this and and trying to explain this to folks because when you've been living a certain way and you have to make changes there's one thing to be able to understand that but it's another thing to conceptual you can conceptualize it but then when you have to actually do it there's that's hard and so we are asking that which is why Tom is then going to be meeting with each division leader because they're responsible we're shifting responsibility on to these division directors supervisors administrators are taking responsibility. It's like it's on you to make these cuts and it's on you to examine the purchases that come through. Um so that you're you're you're the buck needs to stop there with them like this isn't coming through. And so part of it is just training folks. Um I'll keep it there but but you get you get the point. >> I do have one question. Does this >> it it it it does because to the extent that that we you know can can do that and get better rates as a result of that. So where possible and sometimes that's we yes the consolidation in every area to the extent it is possible to consolidate that is one of the outcomes. >> Yep. >> Yeah. Sure. >> So I think that's that that final point on the chart, right? Really looking once we have the expenses in hand, I think we can make better efforts to uh to doing just that. >> I'm sorry. Well, administrators do that every day today, right? So, administrators have budgets. They approve bud expenses on a on a regular basis. Um, that that part um is is still a product of of what we do. It's part of our control. It's part of our review. Uh, so those uh those approval of budgets, if that's expenditures against the budget if that's what you're referring to. Um that is that happens today. It'll continue happening. I think our focus is on on what is that budget uh and what is included in that and how did you get there uh and uh really pushing that as uh Dr. Luke was really a change in mindset. Okay. Um the next area up is scheduling. Uh sort of a review of secondary staffing needs for efficiency and alignment with board policy. Um you can see the items. This is one that we've talked about a lot and you know one that's that's we've been working on. Uh it's just you just don't see it. So I'm I'm glad to have the opportunity to share it this way. Right. So, uh, student course selection, uh, has been underway, uh, through much of January and February, um, with, uh, the school administrators taking that feedback from course selection and beginning to plot that out against their school schedules. uh meetings uh have been held uh with administration to finalize these plans in keeping with board policies relative to student class sizes, things that we need to be doing. Um and that's started uh a week ago and has been uh in progress. Right? They're repetitive ongoing meetings uh as we continue to come back and uh and you know ask questions and and move that process forward. So that's sort of an inrogress event. It'll you know March uh probably into the very beginning of April is the time frame that we are looking at uh with uh staffing plans finalized in the month of April. Um the risk as as noted is really careful monitoring of what we have going on, right? That's the that's the key uh that has been brought up several times, right? And I think that has that as a comment has been talked about in years past. Um I think we're evaluating that at a much more granular level uh uh than we have ever before. So sure and that that that is um captured in an administrative regulation which is administrative purview the AR um but but we have board policy that dictates class size. So obviously we're not going to violate board policy with that. That said, to summarize, this year we have sat down with with with a very careful lens on scheduling efficiency and something we're taking very seriously. We are working through to see just how we are scheduling because there's a way to be congruent with board policy and increase efficiency. For example, you know, years and years our district, and I say this with full understanding of of many, many factors, but most districts don't run courses with 10, 11, 12 students sitting in them. Find ways to maximize staff. You look at your certifications, you look at, you know, whether or not retirees need to be replaced. If we can efficiently schedule in a way that you may not even have to bring back. That was going to be my question is >> that's one of those things we're looking at. >> Yeah. >> So, all of those things are on the table. Obviously, we're doing it in a careful and respectful way. We want to make sure that we are never in violation of a collective bargain agreement or board policy, but what operating within those parameters, there are opportunities for savings, >> especially because we're limited by code on how we can eliminate teaching positions. >> That's correct. There there absolutely are guidelines and and procedures and timelines and some of those timelines are very they're not only are they well defined but they're coming up quickly and so we know that which is why that timeline is you know finishing this by the beginning of April so that we can be compliant with timelines. >> Do we know I mean I know we had a a lengthy list at this last meeting. What is our FTE retirement so far? or do we have a number? >> Um, we're looking at uh about 10 >> uh that had come inside. That's an upcoming slide, right? 10 >> uh or so uh teachers who made it within uh our incentive window. Uh there is also, you know, uh there's a a group then that follows that which is like the whisper group. uh those who are considering retirement u and there could be another you know two three four uh additions to that group from a legal standpoint if the board were to come back with a motion saying we are only willing to fill five of the 10 positions that we want to see a reduction of five positions are we within our legal rights because I kind of remember this in the past but I don't know if the laws have changed in the last 10 years. >> So I obviously I would want to triangulate this with our solicitor, but we are because staffing and scheduling again working within those parameters that I mentioned earlier is the purview of a school district and and administration to do so per policy and administrative regulations. And so I don't think it comes down to a number. It comes down to a justifiable need. And as long as you can examine and project that need in a way that is congruent with board policy with ARS and with the the the bargaining agreement so that again violations aren't in place. We want to honor all of those things but we can still do that but I don't think there's a number attached to it. That's obviously something I can follow up with our solicitor look at. >> Right. I I don't I don't necessarily I mean I I just want to make certain that if the board were to make that decision. I mean you know if we were to say all right there's you know we have 10 retirees we only want to backfill five positions rightsize the classrooms and and balance the staffing. You know five positions you're looking at a million dollars a year year-over-year. um you know approximately obviously um and you don't have to necessarily worry and it's not a worry at that point but it's you're not curtailing a program. you're not delete, you know, you're not laying off for reasons of financial hardship or what, you know, the the three categories or four categories that are enumerated in the code. And that's why it's maybe better to not even assign a number to it as much as you know the board would direct administration to take a very careful approach and analysis to each of the the the certification areas in each of the course levels and each of the those disciplines um to see because and I'm just using this as a wild hypothetical >> these are >> you know but you could have 10 retirees and all 10 could be mathematics teachers well guess what we may have to go back and replace a number of them in order to keep our natural course selection and our course offerings flowing. In which case, we wouldn't be able to honor a directed that had a an actual number attached to it. But I think the board has been very clear about its intent or its desire for us to take this seriously and and to go out and do it, which we we are continuing to do. Potentially there could be some overlap. So for example, we might look we might factor a retiree into what and and yes there could be overlap. Yes. Yes. Yes. I was processing your question as I was answering it. >> Yeah. >> Yeah. It's not in addition to it's it's it's all interwoven. And keeping in mind too that many I mean many of our teachers are cross-trained in multiple disciplines. >> Yeah. And we have all that we have those records and that ability that if we have to you know if somebody's dualerted and checkerboarding >> we are very fortunate that all right uh to Mr. Hartine's always good at looking at the slide ahead. I'm g I'm not going to hand out the paper copy next time. Um so the incentive for the professional staff uh the board approved the retirement incentive in January uh that was shared with CA in January following that meeting. Um I think we have this says nine uh I think there's potentially 10 uh teachers who qualified giving notice by February 28th uh that they were going to retire. Um and then I think you know the window is open right. I think there are as I said you know another couple two three maybe uh that uh that are considering retiring right uh when looking at some of them they may not have any sick days left so the incentive that we put forth doesn't impact them doesn't cause them to to come to the door. Uh but I know that uh you know the whispers I'm talking to uh the principles as we're talking to the administrators and they're saying this person told me um but they haven't they haven't told HR right until you tell Beth Cadis you're not allowed >> until you sign till you sign that paperwork >> she's uh she's relentless in in that pursuit. Um so those are the the steps that we are looking at and uh to Mr. there is there is overlap between this group and and the scheduling group as well right so we don't see risk relative to this number uh and this is the savings really based on uh where that retiring teacher is today on the salary grid and where we would uh factor them to be right and we we put in there uh between steps one and four with a master's degree so that's not that's not the the lowest level, but that gives us a marker uh to go forward and base our budgeting on. >> And there's always variance in that. Sometimes there are certain areas that there aren't as many teachers available and you may have to go beyond. Um Mr. Greenwood did add something on there in that that third window I want to just point out, which is potential additional retirement incentive. Um, teaser alert, we are examining a potential additional retirement incentive. Want to just look at it some more, think about what that might mean. Obviously, put that in front of the board and that could yield additional that number. The reason it says ongoing is because were we able to do it and put it out and folks would be interested with the board's approval of course we could increase that number. Now we don't do that lightly because obviously you have to think about the balance of that over time. You don't want to have a mass exit of people. There's a lot of institutional knowledge and it's you want to try to manage that over time. Um, but I think the realities of what we're facing with our deficit coupled with an opportunity and to do it in in a in a reasonable way that that respects folks needs. >> Yeah. I mean, with 400 professional staff plus or minus, 10 to 15 leaving is certainly a manageable number. >> And we've we've already uh our new chief human resources officer, Mrs. Mossman. Uh, one of her priorities that we've discussed and she's already done it. She's been to three job fairs already. We are heavy on the recruitment trail. We want to get out in front of it. We are not waiting until June to start hiring people. We are getting resumes. We are meeting people. She is uh actively she's doing another one tomorrow, another one Monday. We we are hitting the pavement to recruit. >> She's been fantastic. All right. Um staffing alignment uh sort of as we look um at evaluating support staff positions as well uh sort of universal in our review u to make sure that we are uh staffing with with good and logical efficiency. We certainly were going to look to implement position control which the district hasn't had. uh but with our move to the cumulative model in skyward position control is now uh now a reality. Uh so with uh Miss Mossman coming here, she had implemented uh some level of position control at Pen Ridge where she came from. Uh we're working with Jim Kraton to try to organize that. That really just sets standards at which positions how many positions there are at various levels and really sort of creates a a uh a stop should that number try to if we try to increase that number. So it would prevent sort of additions um that we aren't fully uh fully going through the the works and the the workarounds. Um so that that covers any you know any support staff uh positions right so they could be uh they could be you know uh custodians they could be almost anybody um that would fall under that that spectrum right we want to look at defining the need looking at the school sizes making sure there's some equity between schools uh and making sure we're managing those uh those correctly One of the things that we've come across in in listening as we've gone to schools talking about scheduling, right, is hey, I've got this and that, you know, let's let's try to figure that out. So, this is just another step in this uh progression. >> This would not include like IAS and PCAs. This is this is it would include IAS and PCA. Okay. >> All right. essentially and I mean to boil it down into like one simple description it's it's a way that districts first of all a district should have position control because it literally identifies every role in the district every position we have and then it also develops a matrix of how many do you really need so that you're not just out there hiring apps and an understanding of what you need. So, it's a needs-based approach to hiring and then it keeps allows you to keep meticulous records on what you have, what you need so that you're not overhiring, underhiring, you're not understaffed. >> It allows >> welcome to my world. >> Right. Right. But it's a mechanism to ensure precision. >> All right. >> Uh I think this might be the last of the slides. uh with regard to access uh medical billings as well as the 1306 and the 4605 forms. Um this comes up often uh as you know when Dr. Lucab arrived this was an early uh early agenda item that we started tackling almost immediately. Uh so we have created uh more clear processing of these of the 4605 6 students. Uh we are issuing invoices. We are practicing that uh every day. Um as well as looking to maximize our access funding. Um there is a a position that we're looking to have approved uh for an access coordinator. Uh, and that would be someone who would be a district employee really focused on maximizing and making sure that we're including all the expenses that create the reimbursement through the access program. We currently uh we have the larger pot driven out of our school and out of out of our office here. Um, there's also access building that happens at the IU relative to the services that they're providing. uh and the IU in that part of managing that access uh group of funds they take, you know, 20% cut on that number. So, you know, 23,000 of that salary that we're looking for is already going to someone at the IU. We're looking to bring that person in and have them really diligently addressing each of these issues. This isn't an area of necessarily savings, which is sort of the the bottom line there. Uh the current budget as shared uh with with you um in January uh that is a part of that $7 million deficit uh includes a half a million dollars in access funding as well as a half a million dollars in uh 4605 in receipts from other LEAs. So we we are targeting a $500,000 number. I think we are going to hit $500,000 this year. Um so we will continue to work through that number. Uh you the risk on that side is it's it's really a student-based thing right so we are we are practicing we are working hard to making sure we're getting the invoices out the processing to occur on a on a seamless basis. Uh the team has really come together very nicely. Uh it is a complicated process. It is repetitive. You need to send letters. you need to send up to 30 letters in order to make sure it happens and then you've got to chase it down. So, it is it is a uh it's it's it's detailed and very focused and we have a very good team working on that. >> Yeah. And and this is one too where it it takes tremendous documentation where districts tend to get docu the lack of documentation, the carelessness with not documenting everything appropriately is where money's lost. And this is really we put this on here because this is an opportunity for us to maximize billable services. And there's a whole whole list of them. I mean, I just pulled it up because I don't have this committed to memory, so I don't want to make it sound like I'm rattling this off the top of my head, but some of the common billable services are speech therapy, occupational therapy, physical therapy, nursing services, psychological services, counseling services, behavioral health services, specialized transportation. Um, and if a student qualifies for for Medicaid, we can bill for certain services that are part of an IEP, but it has to be written into the IEP. It has to be provided and then it has to be documented the time of it and then we submit claims through a billing system or a vendor and then Medicaid reimbures the districts. If it's done right, you're talking seven figures and so the but it's meticulous and it is a full-time job. You need someone whose sole responsibility is to make sure this is done with precision. >> Yeah. I mean that's I mean so the the IU doing it and we when I was on the IU board before that was our goal because so many of the school districts were missing out on funds and they weren't able to do the paperwork. We hired you know a couple individuals to do it for that purpose and we're and we're proposing that and you're right and this is not a comment like I'm not saying this is a centennial issue solely. Um, a lot of districts don't maximize this. And so our our thinking is that if we hire a dedicated medical access coordinator, not pay 20% off the top, and then have that person for a market a market value salary, be able to to maximize and get everything for which we're entitled, and then train people how to do it properly and how to build things right and how to document it. we will see a revenue increases that are we should be getting and we should be pursuing. Do we have like the support classrooms? Do we have to provide a lead time for the IU to let them know that we're going to be pulling this back in house? So, I'm going to make sure that we don't miss that window and be stuck for another year. >> And and the access the laundry list that Dr. Luga just shared, right? Um that's extensive and and the rules around that have changed uh particularly over the last uh two years around the support and the details that you need and the time sheets and the signoffs uh that are required in order to submit for reimbursement. Right? So access is a reimbursement function. Right? So we submit lists of expenses and they give us credit for uh amount of that, a percentage of that. >> And it's also an education to the parents that this applies to for these students that this is not they're not, you know, they're not foregoing their insurance reimbursement that they would normally be getting, this is something additional, >> for the district. >> It's just it's an underutilized revenue stream that that with careful monitoring and and documentation because you can be I mean there are so many things that you can use the money for. You can bring in personnel. You can bring in, for example, we could go out and buy special education curricul. We could buy vans. We could there, you know, equipment, chairs, lifts, you name it. >> Stuff to support the autistic classrooms >> and and things that that it's at at at zero that we aren't don't have to budget for because we have done it properly. So, >> we've used it over the past for counselors. Well, for medical access, we can't, >> but the 13 uh I don't know how much far we can go back. I think they we went back into last year and and and had to settle the >> it has to do with the last >> I think there's a twoyear I think there's whatever the audit was there's there's a window on it >> but all of those those process the 1306 and the 1405 that's all been tightened >> so that we're going to maximize that from students who are out of district living in our footprint. Um now again that that one isn't as as easy because we sent out the bills but sometimes districts drag your heels and paying it, but we just keep at it. The medical access billing represents a real opportunity for us to maximize. And again, I want to be really clear. This is not an indictment. Many districts are so overwhelmed that they simply don't have the mechanism in place to get what they deserve. We can change that. All right. So that was the last slide. Um and you know this this just shows a a savings summary to date. Um as shared throughout uh those five uh six items that we've discussed, right? Some are are placeholders, right? Some have opportunities uh as we move forward through the cycles. Um and so that's that's where we are at the moment, right? So that's $2.2 2 million in savings. The majority of that is ongoing savings. To Mrs. Kger's earlier point, as we look down the road um and and look at those savings, right, the savings could vary from time to time, right? because as you replace an older teacher with a new teacher, that teacher then is now on the ladder and and and their salary moves. But the the opportunities are are significant uh in terms of what what the administration has brought to you before. I think we have opportunities as we've shared uh to to make uh potentially even greater strides. That's something that we are um developing too, which is an opportunity for either either stipened or or something that we can get someone in place to start pursuing that that aspect as well and try to shake out every possible grant dollar that that we can we can find out. Um, it's possible that we can have that up and I think we can post for it if if not by March, by April to have that in place and and then look to hire that position and that position pays for itself as well just by by the acquisition of grant monies. And again, that's another underutilized revenue stream that that people miss out on. And so to be able to and you had shared that that directory, Mrs. Krager, which was very helpful to be able to really tenaciously go after what's out there. But it starts by having somebody who's dedicated to it. And that's that's why districts flounder with it because they're so overwhelmed with things, which why we think putting a dedicated person. I say because the IU did at one point have somebody we had hired somebody strictly to do this for districts throughout, you know, school districts throughout the county because we knew there were so little. I think the IU took 10% not 20. Um but yeah, because it's >> Yep. and >> hundreds of thousands of dollars >> and they have the um uh I forget what it's called. It's a uh I forget the name here because we discussed it at the liaison meeting. um where it's I mean it's quite a bit of paperwork and if they screw it up it's $400,000 they don't get and it is a um federal grant not a federal grant but it is a grant that is very tightly scrutinized >> we are looking at Mr. work. >> Go ahead. I'm sorry. No, I go >> know. For example, we just submitted a PCCD grant that we think we'll get and that'll bring in a little under 200,000 to the district >> and we did 300 300,000 last year for security. >> Yeah. >> So, so >> um I mean we certainly can do it as part of the presentations just to put it out there. Okay. Yeah, we can do that. projected longitudinal. >> Okay. And on that grant, Mr. Wartman also, we got the PCCD grant out uh the end of February. Um uh which Dr. Wab pointed out. Uh and Mr. Wartman also went after a capital grant uh to replace the roof and I believe it's Clinger, right, that we committed to uh uh covering 25% of the cost, but the 75% of the cost is a much larger piece. Uh so he pushed that grant out. I don't know if he included that in last week's update or if it's coming up in this week's update, but that was a remarkable uh a remarkable uh effort. >> There was a tease at the >> keep pushing that through. So, >> I mean, it's >> right. >> Yeah. >> I mean, we had done a lot of that when we redid the middle schools. There was grant money that came in for lighting and you know point work and >> you know that that offset a considerable I mean tens of millions of dollars. So >> yeah. >> Okay. Any questions on the the presentation? Okay then we're back we're back into the the agenda. Um so uh number seven isformational items that we have. Uh it is just the standard uh PSDLAF monthly reports. We have no uh requests for consideration at this time. Um and uh we have no additional community comments. So, uh, I guess theformational item, I don't know if we have to, uh, approve bringing those forward, but if we could have a vote on the, uh, bringing forward of the monthly reports, I'll add that to the minutes. >> So, moved. >> All right. >> Excellent. Okay. I will tell you that when we had these meetings at 7 o'clock at night, we had a participation from the community. Now that the meetings are during the days or during the day, we get very little community, very little participation from the community. But when we were doing them, you know, at night time, it was a much better response. Okay, with that we have a meeting to adjurnn. >> Motion to adjurnn. >> All right, thank you very much. Uh, I didn't, but I I will. Um, let me turn