Call the meeting to order. Can we do a roll call? >> Mr. Hartline, >> present. >> Mrs. Crossen, >> present. >> Mrs. Kger, >> three present. Um the next on the agenda >> be it resolve that committee approve the agenda for the April 166 meeting. Any changes or corrections? >> So moved. in favor. >> I obtain committee approve the minutes from the March 12th, 2026 finance committee meeting as per what was attached. >> Second. >> All in favor? I >> I obt the the discussion guide uh to go through with you tonight. Um uh you know I think we start as we have uh with our compass from our comp plan and I think one thing that has stood out uh this year in particular is uh is our un unified effort to attack challenges. Um and I think we see that in the budgeting process. We see that in the educational process. We see that really across the board and sort of the continual student focus uh which we as a district have had for some time. The agenda financial update. Um I'm going to give you a spoiler alert. We will share uh in in the weekly update the bond refinancing that we had set out to do. The final the third of three financings that we had really put into place starting in 2024 uh was priced on Tuesday. Uh, and it was a smaller transaction if you may recall, but we uh we will be saving uh upwards of $630,000 through that transaction. That results in, you know, roughly 45 to $50,000 a year in um in bond debt service expense. Um and in total then the three refinancings together uh equaled just over $6.1 million uh and had an impact will have a you know combined impact uh on debt service of $450,000 a year in reduced costs. So uh the numbers are big uh but they are certainly spread out over the the term. There's probably 13 years on that debt as it sits today. Um, but those efforts and and the board's support uh to complete those refinancings um led to led to that good outcome. So, uh that's uh it'll be in you guys will know it first. It'll be in next it'll be in Friday's uh Friday's update. So as for the nine months ending March 31st, uh these slides look at revenue, uh total revenue, local revenue, state revenue. Um revenues are largely in line with our expectations and in with our budget. We'll see that when we compare them to prior years. There's not a lot of variance to them. I think we were, you know, we're projecting right now a shortfall on the state revenue really due to the timing and trying to match all of that up. Uh so we're a little short in our projections for the full year, but right now I think we're really in line with uh those expectations. Um the state has done a good job as we've talked about in catching up. So we are where we are in terms of uh state funding. Um the initial delay when no checks were received until the end of November has come and gone. They did make the effort to catch up and and we're sort of in in a good spot there. Um when we look at the the chart, the bar chart on the bottom right hand corner, you can see increases in local revenue. Uh state revenue is is again relatively flat year-to date on both. So, prior year in blue, uh green is the current year. Um you know, up $100,000. Uh and on the federal side, we're short. Uh but we will be closing that gap. Uh what is in federal is um access funding uh which we've submitted for and we expect to get $560,000 from access as well as title funding. And then last year there was the tail end of ESSER. So that's the bigger difference between the 2.3 million. We're expecting to uh to end the year with uh about 1.3 1.4 million in federal funding. Okay. This slide again sort of just looks at at the revenue in in a slightly different way. sort of compares um the last year year-to date to the current year to date as well as the annual budget. Um and in a conversation I had with Mrs. Kger yesterday. Um interesting, you know, it's interesting the dynamics of school finance. Um whereas when uh when the gas company has a uh has a has an increase in their cost, they just raise the cost to uh to the taxpayer, right? So my tank of gas has gone from $50 to, you know, $78. That's what it is. Um, and in school you you the issue is tax increases, right? That's really the only thing we can control. You look at the comparisons on the state side year-toear, we're looking at state side of 22 million to 22,100,000 will drop in funding just because of that funding loop. But again, it's flat with that. And then you know even in within local revenue current you know current income taxes the numbers are very similar r uh real estate transfer tax the numbers are really similar. There's not a lot of tools we have in our toolbox aside from reducing expenses which we are working diligently to do. There's not an outside way. We are reaching out for grants. we are trying to uh push those forward, but it's a it's a picture that's, you know, apparent to some and and sometimes I feel like not to everybody, right? There's not a lot of opportunities when the state limits and reduces their their funding for education. That's a problem. When the federal government hasn't increased their uh contribution to to education, that's a problem, right? state came out with IDEIDA funding, you know, 15, 20 years ago. That number hasn't changed marginally since that time. And the cost for special education has gone through the roof. Uh so we talk about it and that conversation I had with Mrs. Kriger is where does that money come from and and how do we get at it? It's it's a challenge that we uh that we are working through. Um, another point to make and again from the conversation I had yesterday is pilot taxes. So, um, property taxes in lie or payment in lie of taxes is what is defined as a pilot and we receive pilot taxes. They're a part of our current real estate taxes from both Christ's home and Ann's Choice. There's some uh some understanding around that. So, uh, Mr. Berdnick, uh, before I arrived and I think many years into his, uh, into his stay here, he negotiated agreements with both Ann's Choice and Chrysome. Uh, Chome pays about $290,000 a year in a pilot tax. It's a onetime payment they make once a year. and Ann's choice uh this year will pay about will pay 1,538,635. So for a combined total between those two organizations, it's about $1.8 million, just over $1.8 million in additional real estate taxes that we show in there. Okay. Does that answer your question relative to that? Because you know they do pay taxes. >> I guess one question is in terms of was negotiated is that a number >> it in it's incremental on the the on the Christ home it increases based on the tax rate increase on the Ann's choice it it's set for I think five years and then it changes five years so it is it is more segmented uh and not necessarily tied to the increase but an uh but Christ home does it goes tax increases 3.75, their number goes up 3.75. >> Yeah, that was a four-way agreement between the county, the township, the school district, and the entity. Um they were at the time both organizations were presenting themselves with the possibility of being completely taxexempt because of certain features they offered within their organizational structure and to prevent litigation. That was the agreement that was reached and I said it was a four-way agreement. >> Okay. Any other questions on that? All right. uh looking at expenses um total expenses I think expenses are uh in this I think there this maybe a little deceiving um the comparison to the historical trend the historical trend has many years in that trend so it's a little above the historical trend it's a little below last year's trend in terms of expenses as a percent of budget is where we stand today um we do see salary and benefit increases sort of contractual obligations that we have. Uh purchase services is an area that is uh impacted our budget significantly. That's where we find IU charges, where we find placement charges. Those seem to be relatively flat year to date. Um as we move forward, we continue uh as we have in the past uh couple of years by tracking the number of placements that we have um and being able to target um the credit we will get from the IU. Uh right now we are 21 below budget at the IU and we're 12 on all other placements against what we budgeted for. So 33 placements under budget. That's going to uh that should help us in managing certainly that IU part of the cost and again expenses by operating code. So you can see where we stand going down um through through those. Again, this purchase services section is necessarily where we find the placement costs. Um all of the other costs seem really in line with prior years, which is good. Uh not showing much of an increase with the exception of salaries and benefits and the inflation side. Uh so we've been really working to keep those costs in line. This chart looks at a comparison of prior years. So again, we're looking at, you know, we were last year at this time we collected 82.6% of our total revenue. Um, and this year we are 82.6% of our forecasted or budgeted revenue at the same time. So the numbers as I said on the revenue side are really tracking in line with our historical numbers. Looking at the expenses again I think they you know almost frighteningly close in terms of what the number is prior year to this year. Um I think that is a good sense. We are 65% through the budget whereas last year we were 60 almost 66% through the budget. That's a couple million dollars in savings if that trend continues. This last slide looks at projection. So the model that we utilize looks historically at the per month expense and then extrapolates and then and projects the amount of expense in the remaining months. So we have prior year actuals, we have current year actuals. We have the projection for the remaining months driven out of the model to come up with a fullear projection. Right? Right now we are looking at a surplus of about a million dollars. Half of that's probably coming out of revenue. The other half of that is coming out of expense management uh and and areas where we think like outplacements that we're going to do better than the budget. Okay, any questions on that? One thing with the IU, the IU process is we sign the contract, they divide that contract by five, we make five payments to them. In July, they will come back around and they will issue a credit to us that we will then book. And that was the process we went through last year. uh we recovered I think over $2 million in in our adjustment. Um so it won't trend it won't we won't see it until that point in time but we'll get to the end of the year. We'll sort of guess at what we think that estimate will be probably you know in June we'll try to sharpen our pencil around what we think that credit could be and we will then include it in that number. And I think we did the same thing last year. Uh the IU used to roll the credit over into the next year was their process. Um and they they've done away with that process. So we're real much much better real time. Okay. Any questions? All right. On to the budget. Uh at the last finance committee as well as at the last uh board meeting uh we had the committee of the whole. We went through and highlighted our five focused um uh efforts um relative to the budget staffing and scheduling the transfer of entity access reporting evaluations retirement incentives and zerobased budgeting. um as as those major initiatives these I'm just going to provide sort of a quick update in each one of those. So the uh the two positions that were with the IU have accepted our uh our offers and will be joining the Centennial School District uh come this summer which is fantastic news. Uh we're very glad to hear that. uh and we are now on to the process of of formalizing and and uh completing this transfer zerobased budgeting. We continue to work through that process expecting to be able to have the finals numbers in our model by the end of this month. Um and we'll continue to to evaluate those costs in terms of going to expense side. Is there a sense that really >> um I think there is I do I do I think we're going to have some savings in in talking with our folks in special education, right? I think we are going to narrow that group on placements. I think there's real opportunity in there if >> we we are we we believe that we're going to have some nice savings in our out of district placements as students graduate and move on and so that we don't have to continue to pay it because they're leaving. And with our focus on on providing supports in house, we can start to winnow that number down. We can we can bring for out of district placements. Oh, we we can we can bring that that number down. And then um we are also looking at as as we go out to RFP the RFP process for related services and for OTP speech hearing vision all those things that as we transition away from some of the really expensive programming we think there will be some some very significant savings as well. So I don't have those numbers precisely in place yet but we're working through that process and I think that that will will really uh pay dividends for us. >> Absolutely. And I think to Dr. Luca's point and and bringing it up was a a good one, right? The RFP process that we did for related services, I met with Katie uh this afternoon. I was talking to her about it. It was a very successful uh RFP. Uh I think they found a number of opportunities uh for savings. They had vendors that we have reducing their costs and increasing their services uh which was great. Um we also had uh we had a we had a a vendor uh respond with prices that weren't necessarily a part of the RFP but services that we do utilize and we utilize the IU for them and their costs were half of what the costs for the IU were. So that was you know it's not a big piece of the business but it's half of the cost and Jimmy just got a sale. So it was very very good process right we when we started the RFP we have done them in the past we've done them more recently and I think this last goaround really uh really turned the ball around I think that team did a great job interviewing great job putting the RFP together so I really contract uh you know congratulate uh Dr. Hopkins and uh and Katie Vicy for that. Yes. >> What does that mean? I know I'm on the piece and they're presenting their budget. >> Yep. >> Um we have a draft. They they met in January and then they met again with the IU to begin to formalize what our number would look like um assuming the transfer of entities. So that piece was already taken out. Um that that agreement needs to be signed at the end of May um and and we will adjust it accordingly. So until that point in time then we'll then that'll be the disclosure point really right if that all happens if everything works out >> smoothly. As far as the IU's budget and business model, unlike a school district, they have the ability to furlow individuals much much easier as well as you see individuals coming into districts. So, they've lost two employees where we are picking two up. So, they will be adjusting their budget on that as well. Keeping in mind the IU comes out with a general budget like we do. And then they also have we had that programs and services budget which is a separate organizational budget within the IU's larger budget. So there they do adjust up and down and then the IU's um payroll is based upon an aggregate of all 13 districts in Bucks County. So it's an average of that less I think 5%. So if business managers on average made $100,000 a year, the business manager at the IU would be offered 95,000 a year. Now they're contract employees, so it's a little bit different, but that's kind of the way it it works. Very similar to the hold harmless. There's never a reduction. It would only go up based upon whatever the collective bargaining agreement is. >> They should be a little bit >> Yes. potentially bring those people back. >> Yep. >> Yes. >> I I I think I think it'll be an impact, right? As Dr. Luke pointed out when we talked about the transfer of entity, right? The transfer of entity for us, the savings is much larger than just those two classes, right? because we would have certainly filled a third class uh at at the the number was quoted, you know, a million and a half dollars. So, uh the savings for the district are are are significant around that idea. >> If you are a competitor to the IU, you know exactly what you are bidding against because their rates are public. And in the current environment in this area of the of Pennsylvania, everybody knows that there are budgetary concerns across the board. So if you're a small business owner providing some of these services and you can come in and beat them, you're going to do it. >> The next on the list was scheduling. That's a, you know, that's something that continues to be in progress. We're working through that. Um we'll you know have clearer guidance certainly by the end of the month early May the retirement >> right >> right now I don't believe we have any listed as furoughed. >> Okay. to go my microphone. So, um, as we as we continue to look at the schedule and the efficiencies and you look at the retirements, we have 11 confirmed retirements right now that is probably going to grow. Um, especially as we uh float the possibility of a retirement incentive that's going to add to that list. If we get the number of retirements that we believe that we can get and if we get to that point, we can bring it forward to the board to look at in greater detail. There would be extremely significant savings not only from a body standpoint but also from a dollar standpoint. It would actually offset the need to furlow because we would have the the space. >> So you have the space. So the projection was >> Oh yeah. >> Correct. Keeping in mind too that school districts can only furlow for specific reasons. That's enumerated in the state code. >> Any any any furlow requires a 60-day window. So, >> yeah, for notification, but but >> given the the what the the the projected retirement rate, we can probably avoid it, >> which is the ideal situation 100%. >> It's reduction through attrition. >> It's a win-win. You know, we win financially and and it's it also preserves morale. So, uh, as we had put in the bottom of the, uh, the retirement incentive initiative, uh, potential additional retirement incentives being offered. Um, we had sent out a survey to the professional staff, uh, offering a little more dynamic, uh, retirement incentive. Um, I think so far as of the last count, I think we're at 57 responses. Doesn't necessarily mean we'll get 57 people, but 57 people have uh have shared an interest in that in that option. Um, and we and when it's right, time is right, we can go through the details of that. Uh, but I think as Dr. Luca was alluding to that that could save another uh you know $1.7 million uh in in savings. >> If if we know we can get the numbers through the survey um we can bring that to you all for consideration but we would be talking a very significant savings in addition to what we've already pulled. So if you look at the savings that we believe we can generate through the RFP process, through the transfer of entity, through the retirement incentive, through the zerobased budgeting, through the access billing, um we can make some headway. >> So my question is the magic number. age that they were hoping to get to where they >> that's still the magic number. >> So people willing to think that you're getting these responses where >> um can you ask me that again? I just want to make sure I'm answering your question properly. >> Responses for people to retire. Are we getting them? Yes, we can get them there and even a little bit beyond that and and then um but but there is a certain point we would really want to target around 30 people. If we can get 30 people to agree, we can get to that number we talked about um and and make it very positive for the district. >> Correct. Yeah. At this point, no. No. >> Okay. So that's been uh a lot of focus in that area. We've been working very closely with with uh Miss Mossman and Dr. Luca in that in that regard. Staffing alignment, we continue to evaluate uh positions across the district, not just professional staff. Um and again that process is is ongoing. the access and 1306 billing. Um, as we shared that number, there is a half a million dollars included in our plan uh for each of those initiatives. So, there's not really a savings, but I think a revenue driver. Certainly talk about the the ability of an in-house access coordinator to perhaps drive more revenue into our fund. >> You found the person I know you were resumes. >> So, uh, it was posted and interviews are scheduled. So, we're we're moving forward for that selection. >> Okay. This slide here just shows the impact of those initiatives over the course of the five-year planning window. Um, so revenue and expenditures remain the same in 2027. We made the adjustments to those sections at the numbers that we assume and the reduction where we are at improvement to that bottom line going out 28 through 31. You can see the projected deficit and the savings from that. So this line here in red is where we were. This is the savings between these two. We're continuing to show the outer years 28, 29, 30, and 31 with zero tax increase as noted at the bottom and the impact of that. So that's just a a picture of that. You know, I think we came up with a number of I think when you add them together, you're over $15 million in sort of cumulative savings. Um I think that's how it plays out at the moment. Again, you know, if we are uh fortunate uh to be able to run that retirement incentive, that would cut the deficit almost in half moving forward. Any questions? So the bottom line for each year is this operating surplus. When we started this process and tax increase, we had a million deficit. Through these actions, the deficit is now $3.7 million. Okay. And again then that that same logic travels across that planning window with the savings each year sort of magnified to some extent um as as you move through. >> Okay. >> What numbers are you putting in for the collective bargaining agreement after the expiration of the contract? >> I I think there I think I've left it the same. consistent, right? So that'll be two years left on the current 27 and 28 and then the new new contract would be negotiated in before the 29th school year or part of the 29 budget. Any thoughts, any feedback is that >> so in terms of the projections of things uh as an example the retirement incentive. >> Yep. >> Don't really have the number. So what are you using >> for the retirement incentive? example. >> So, we utilized what we had estimated in the original. So, we originally estimated $653,000 in in savings from the from the retirement incentive, right? That was the one that's in the bank. So, we took that broke out the the difference between salaries and benefits and made those reductions to the model >> and the the savings decreases year after year. >> It does that you're refcting the increase in the cost because people are getting raises throughout. >> Correct. Correct. We adjust for that things like the transfer of entity, right? We added salary expense because we're bringing on people and we subtracted uh money out of our purchase services line. Right? So, we're working on both sides of those. So, we see compensation increases, salary increases and then we adjust accordingly in each one of these initiatives. So we utilized the estimates that we put in, we separated them by object code and then we carried them forward. potential of additional retirement incentives in subsequent years still yet to be in there as well as the transfer of entity with the potential of >> another class. He's not in there yet. >> Exactly. Right. >> This just looks at the budgeted revenue by source and by object code. Um, and that's the end of sort of the financial piece. Any questions we didn't get to? We're running out of time with Mr. Hartland here. So, I just wanted to jump into the financial dashboard. We've been requested and and I think it's a a good idea to uh put on our website a dashboard right to aid in transparency to help uh help the community understand the finances a little bit better. Um and so I have a couple of views of those and this is sort of the the what's the word the this is where I'm looking for feedback, right? So, looking for your thoughts, feedback, what things you think would make for good dashboards. Uh, to get us started, Kirkwood School District has this as their financial dashboard. So, this is a couple of the things they show. They have some overview per pupil expenditure costs, enrollment, bond rating, uh, property tax. Then they they have some slides with expenditures, uh, expenditures against budget operating district. Uh you know, one of the challenges in these is that they have in there that it's updated monthly. You know, they it it I think it could have only been updated once this year when you look at it when you look at the variance of expenditures to the budget, right? So trying to make sure that we put things in that we can quickly manage to uh would to take from it. Right? So when I look at this, while I think it's colorful and neat, it doesn't seem to be uh being maintained. And I think that would be, you know, that's almost worse when we have that kind of thing going on. So those are some of the things they're looking at. You can see, you know, the revenue updated monthly uh year to date is is down here against the budget. It's that idea of what you'd want to see. Um, they also look at at operating fund balances and the like. So, if I jump back to our slides, these are a couple of things that we've shared. So, I'm really looking for your thoughts and feedback relative to what you think is useful and or meaningful to to our community. Um, we've had the dollar bill slide. Sometimes those are interesting. Sometimes they look coy. Uh we can show you know allocations of costs in pie charts. We can show allocations of costs through a graphic. Um we do have on here students economically disadvantaged students. I would like to the number of students associated with the per pupil expenditures because when you look at special ed and you look at special ed student is in in addition to the 24,000 it's an additional $22,000 per student >> for 1300 students. I mean that is a whopping number of the budget and and to me if we're going to you know have to raise taxes that's the explanation >> or part of it which is we have you know a huge chunk of students that fall under this and we're spending an additional $22,000 per special ed for their additional needs. So I would like to see the impact of that in terms of the the actual costs are because I think it's enormous and that's not well understood. Before we were reflecting it as $22,000 on average for everybody >> and that's misleading. This tells a different story. >> Sure. Sure. And then we also included in here the county averages for per pupil expenditures as well as special ed expenditures. A little tougher to see. We're a little ahead on the per pupil. $24,000. The county average is 228. Special ed, we're a little we're a little below. Our special ed is 46. The county average is 47. So to your point, Mrs. Creger, you're right. On the county average side, it's a $25,000 delta. Between the $22,000 in regular and the $47,000 in special ed, right? That's a those are big big numbers whether they are >> you do anything about English as a second language. Is there something I know you said you couldn't for economically >> disadvantaged >> economically disadvantaged? There are there are potentially other costs that we could pull out. There's some ELD aids and there may be some uh special things that we have and I can look at at identifying that. That's not going to amount to necessarily the same set of numbers. Uh but yes, because it's really then looking at identifying ELD uh expenses and and there certainly they certainly exist. Um it's just a matter of culling them out. Other other slides so that we look at enrollment, you know, being able to show enrollment by school and by grade. I don't know if that's an interest to the community as we move forward perhaps. Um the slides that we look at looked at today relative to revenue and expense um whether the dials make sense, whether the charts make sense, you know, trying to understand where where we want to where we want to see things, right? Is understanding the sources of revenue clear? Is it okay to show it in just local and federal. Do we want to see it broken out in pieces so that when you see when you're in the community and you say $91 million of our revenue is is from real estate taxes and the next highest is $9 million. Right? That's the that's the delta, right? That's the aha moment I think that we need to be able to look at. Will we be able to I like the side by side graph starting with our most expensive expenditure and that would be our our teaching staff, right? >> And we put that I mean from our our highest to our lowest so people can see this is where the money goes. >> Okay. >> Start with um our teachers and then what would be our next expense. >> How would you how would you visualize that? Do you see that as sort of labeled >> this way as as an extension >> just like that? Yeah. Like um >> maybe whatever is if it's the teachers, put the teachers first. I want people to be able to see that our our bic expense is our teachers. >> Sure. >> And then the next one down a different color. You could made whatever the next one is. What's our next biggest expense? >> Um I mean I think you would then you'd move into special education supports that we have, right? So if if we looked at them under that function code then maybe education. So when we look at uh when we've looked at salaries in the past, right, there's a pie chart that we've shared that show salaries, professional staff, support staff, and administration, right? I don't know if that's a useful chart. >> Or the community to see that's our biggest expense >> and we or we could look at it, you know, similar to the dollar bill a little bit, right? This is 72%, right? That's the lion share of our expenses, right? And if if it doesn't reach out and grab us by the picture of a dollar, maybe the chart would be better. But that's sort of that's an area that we look at. 72% is instruction. is administrative costs, operations in terms of facilities, transportation and the like. Student activities and debt service is 7%. Right? Debt services creaking down a little bit. But that's the allocation of the funds, right? Is that operational level useful? And does the dollar does the dollar become a distraction to perhaps a bar chart? >> Seeing it so high would really show >> you could you could do both. So you could do the dollar and then a bar chart underneath it. And I would actually do one for revenue and one for expenditures. So on the one side you have the dollar bar chart that shows 90% of it comes from local tax resources. you know, 3% from >> state, you know, 1% from federal government, whatever have you. And then underneath it, you can itemize in a bar chart showing the exact same thing. And you could do it on both sides, one for expenditures and one for revenue. >> Yep. >> And then that way, you know, it's something, you know, all school districts in this area have been championing for years is, you know, we send a dollar to Harrisburg and we get back 16 cents. >> I also understand English. >> You see purchases for $30 million, >> right? What those >> Yeah, >> sure. >> I could maybe that's an area that we could have a pop out. I work working with Chris, right? That you hover over purchases and it tells you what they are, right? That may be a nice Yeah. >> So it gives you the chart and then it gives you to pull out and say uh pop out >> and then make a note too that you know for more information >> you know hover over top of >> y >> you know whatever you want to call it you know whatever he might call it. >> Okay. Um, so I know revenue is right, >> but I think if we're doing dollar bill, dollar bill, bar chart, bar chart, keep them consistent, okay? Okay. >> And not necessarily do pie charts because when you get to your expenditures on your pie charts, it gets very cluttered very quickly, >> especially when you start getting into the smaller areas that if we do the bar chart and then you can hover over it to highlight and see what might be controlled within that. >> I think you need to also make it simple. The average person going to be looking at it >> is not necessarily financially stupid. >> You need it needs to be in plain English. >> Do you think the chart that shows the allocation of salaries in that pie chart. Do you think that would be useful? That's a chart we've shared in budget presentations just the difference between the professional staff, the administration and support staff relative to what that salary uh expense to. >> I would have it as almost a list or a chart that says here is what professional is, here's what support is, how many people are included in that number. a sense of um you know spending. >> Yeah, we're a district of almost you know a thousand employees. >> Got it. >> There's a lot that goes into running a district. >> So people don't understand that. >> So you're going to have to excuse me. I have to head to another meeting. >> Thank you very much for making it today. >> So that would be >> maybe we can move it to Tuesday. >> So that so that would be the So that's more of a chart then. Right. So you you'd list professional staff 452 and their salary and the percent of salary >> and then support staff you know a third of that number same number of people and then admin administration that would be uh that would be a a view too. Okay. Anything else? >> The benefits you might want to do something similar which is 25% or whatever. What's the break? What is what are the benefits? It's medical, it's dental, it's whatever, but people understand what staff are getting. >> Okay. Would you how would you envision that coming out? And I think there's interesting aspects of that, right? So when you look at things that aren't sort of aren't options, right? Peeers is one of them, right? We pay, you know, 33% 34% on every employee salary. Maybe saying that and and you know, sort of showing that expense, right? That may be a good view, right? You look at that, >> you know, you could have health care to your point, right? You could have health care, you could have retirement and what that is worth comparable and it's mandated, right? We can't not have employees in the district who aren't in the Paser program. That's not >> especially in this day and age when most people don't have pensions anymore. >> Yep. Yep. No, I think that that could be a view. >> I'll fill up a couple of slides on the website. Right. Okay. um to be presented um forformational purposes. Uh we have the PSDLAF monthly reports. We have the single audit determination letter and I threw in there the >> what is that? Single audit determination letter is the single audit is a um audit of our grants and our use of grant funds. Um I will uh me jump down to here. Right. So, the single audit is a financial compliance check for organizations that receive over $750,000 in in federal funding. Okay? So, when the auditors who were here, they talked about that different things that they audit, right? Some years they'll look at title funding. Our title funding is a million dollars. So, that gets reviewed in a cyclical manner one once a year. Food service is another area they look at >> is what he talked about last time. funding is another one when we had when ESR funding was something was another area of review. So those are the areas all the the letter does is is affirms that PTE reviewed our single audit. So as a part of the close out of the audit we need to post that and we get this determination letter that says you were successful and you you met um you met the compliance needs. Okay. Um, I also posted in here the financial the final audit. Um, we had that. Uh, when I got it, I posted it to the website. So, it's on the website. Um, and I just threw it in here as as a reasonable spot to be able to see it again. U, there were no changes, no significant changes from what was approved by the board. Uh, so we signed and moved forward. This was done on um March 31st. So uh I was saying to Vera and and really appreciate her work on the audit. Um we had some audit to her struggles some challenges just in change over uh from firm to firm which really delayed our process and you know school business is like clockwork right not just the school year is but the backup groups are as well the support staff. when our audits ending in March, that really puts a drag on our internal resources, right? We really need to bring that forward um where it typically is ended, right? The audit should be done no later than November and we should be able to have it in place. This year, two years a prior year, it got done in August, right? Which was way too late. This year, we're five months faster, but still way too late, right? So our goal was another five months and have the audit done in October uh end of October to be able to get that cleared, right? So you have you sort of have then you can get into the budget window. You don't have competing priorities. Okay. the only one uh for consideration uh that will be seeking consideration by the the board and and seeking your um your uh confirmation as well is the PCCD grant. We received a grant from PCCD in the amount of $198,319. Uh it's a two-year grant. Um, it's going to be used uh for safety and security. It's going to be also used to help fund our ability to verify residency as a part of it. And then in uh in helping our uh special education around the RBT program and as uh as Dr. Hopkins talked about really upping our game around uh our support staff and and their needs. So, those two components are a part of that $198,000 grant. Um, it comes with, you know, an a number of paperwork and and grants. You can look in the details of it. Uh, but we'll be seeking the board to accept uh that grant. Okay. So, if I could get a motion on each theformational items to carry forward as well as the uh grant, if we could do that, please approve theformational items and the grant and move it. >> Second. >> All right. >> Approvals. Yes. >> All right. We're good. >> All right. Next meeting is May 14th. >> So, >> Thursday's been set. We I mean, we continue to advertise. Every change we do, we advertise for it. >> Yep. Understood. I'm just not >> Understood. So, why don't you let us know how you'd like to move forward there? Make sense? Give you some time. Okay. I I wasn't when I put out that when I changed it on the calendar and I heard from Mr. Darwin, he said he wasn't going to be able to come. When I saw him tonight, I was Hey, that was great. Glad he could join us. Um, but knew we were potentially losing another person going on those out years. And you know, we are in April. So, we have a May meeting and a June meeting uh to close out this year. Okay. To adjourn All right.