It's about 5:30. I call the meeting to order and a roll call, please. >> Burger >> here. >> Carter Johnson >> here. >> Moore >> here. >> Thomas >> here. Okay. Uh, next item is approval of the agenda. >> Okay. motion and seconded to approve the agenda. All those in favor signify by saying I. >> I post same sign. Motion approve. >> Receive and approve the transportation annual report. >> Okay. So, I'm just I made the summary for you guys obviously because there are so many pages to each one of these reports. So, I'm just kind of going to go over some of the highlights of each of these summaries, things that might you might see a big difference. Um, so if you'll notice on for 2425, we had um a pretty significant increase in both activity yellow bus and activity um suburban. >> I think you're you're in the Right. >> Yes. Yeah. So, that was a major difference for this year. Um I don't know why that is exactly other than probably I'm assuming we've taken a lot more suburbans on activities. So, >> yeah. >> Yeah. Um the average number of students transported decreased to 419. And the average cost per mile decreased, but the average cost transported um increased. And that is because the cost salaries and benefits and supplies and all other expenditures either increase or remain the same and the number of students decrease. So nothing real big on the transportation report that made a difference. last year except for those activity miles, >> but the cost of gas went down. >> So, there's less money spent on that. >> It did >> 64 to 60. >> But we did have um good increase in our salaries and benefits that extra dollar that we put on the salary schedule. >> That's to try to help us catch up. We've been working for a few years to catch up on salaries and think we're starting to get into the right home. Anybody have any questions on the trans? >> Motion and second to receive and approve the transportation annual report. All those in favor signify by saying I. >> I. Those same sign approve. Item four, receive [clears throat] and approve the local education agency certified annual report. Once again, I'm on that car summary. >> Thank you. >> So, for current assets, we're up on that. That includes um cash, property tax receivable, any other receivables that we have. So, that's obviously a good sign there. management has went down just because um our insurance costs went up and we love about the same amount activity. Just want to point that one out because that um is the large increase in that is because we have a receivable from the booster club for the weight room equipment and that did not we did not pay for that until July August. So and I think there's actually a portion of that that is on the bills for this time. So that that's why that's increased. But then you'll go down and you'll see later if you go down the liabilities the activity is increased there too because that's showing that payable there. >> Something could be an outlier for this year. >> Yeah. Yeah. So that you won't see that next year. Save money obviously are decreasing because we are the building is almost finished. So um 2023 to 24 is when we had our bonds there and now we're paying the project. So that's why the assets are going liabilities the activity I explain that one and then that's just obviously we just have some outstanding payable there that is just on the books for June 30th and we got paid in July nothing significant deferred inflows is actually succeeding year property tax receivable so that is actually what we are leving for next year. We have to book it. So this year, if when we did our budget, if you'll remember, we um went way down in management dollars because we had enough of a cushion there that we could do that for the for next year, but you have to put it on this year's books. So I know that doesn't make any sense. >> That was an attempt to try to make still let our tax rate go down some. So those are the major things that you guys have questions about. Nothing too significant that can't be explained and questions. >> Can you explain on the the nutrition? >> Yes. is an enterprise fund. Those are Gatsby 75 entries and Gatsby 75 entries are for post benefits. Since it's an enterprise fund, they would have to pay those. You have to book those for the nutrition fund. The general fund Gatsby 75 entries are actually in fund 9, which doesn't show up on the um general fund assets. It's a totally different fund, but The nutrition fund is an enterprise fund. We have to actually book it in the nutrition out in motion to approve. >> I'll second. >> Motion and a second to approve. All those in favor signify by saying I. I. same sign is approved. Part five, receive and approve the local education agency special education supplement. So if you look at the summary for that, we had a about a $60 $60,000 increase in salaries. I think that was from a um the dollar that we put on to for special education aids. Also, we added that um classroom >> and then those salaries are everything pretty much stayed um didn't there wasn't too much of an increase or decrease except Or if you'll notice the tuition out total went from 349,93324 to 587,194. Um that is for what we paid for special education students that are open enrolled out to another district and it went from 26 in FY24 to 36 in FY23. >> And within that I think We still had our one that was out of state pretty high, right? >> We had what >> is the one that was out of state pretty high in that one? >> Um we don't didn't have an outstate on the book. Okay. >> I mean they >> so um that is where the largest significant large increase for our special education expenditures came from. So, okay, explain that the tuition out and open enroll. >> So, a special needs kid, if they're open enrollment to a different district or they're at a program, um you you pay for that education to happen. So, one of the big things, and we just met about this at the superintendent meeting in, uh, Fairfield a couple weeks ago or a week ago, um, special education costs around the state have been have gone up quite a bit, uh, to the point where a lot of the special education deficits are really high. This is kind of commensurate with that. It's costing more for schools to educate students who need a one-on-one associate because you have to pay more to be able to get somebody. And so you see a big increase in our tuition out because the kids who have an associate who are maybe going to Seymour or something and were a center hill student to begin with um we're paying for that associate for that cost comes back on the local districts for that. >> I have a question. So if a child starts school and then they need special ed does that happen sometimes too? >> Yeah, absolutely. >> Yeah. So that passes more obviously. >> Yeah. And that's a a big part of the I'm sorry I didn't cut you off. That's a big part of the deficits that have increased in the state. Um they haven't changed the waitings special education waitings since the I think it's the latter 70s is what they told us. Um so we're still working on the financial model of the latter 70s to try to educate kids with special needs. Um, so that's where the deficit comes into play because regardless you have an IEP that says you have to meet these needs for that student. So you have to provide for those and it just costs that much extra. >> And when you look through that you see that you know there's different amounts for the special ed kids. So so sometimes do they have to move from one amount to another one? Yeah, there is some of that. And actually, we have one that's open enrolled to another district in the area that we aren't completely convinced that they're leveled correctly. And I've had a conversation with the AA because the AA does the leveling for a kid. I've had a conversation with them that I think we really need to look at the model because they'll usually determine they have some sort of matrix that they use and I think the state's working to unify those a little bit but you know it'll be like needs additional help 70% of the day needs an associate maybe needs help with the bathroom and these all equal up to points that help them to determine whether they're a level one need a level two need or a level three need and the one student that I kind of have in mind here has an exorbitant it cost, but as a level one student. >> Wow. So, our concern is that, you know, this kid probably should be weighted differently. Uh because then you when the kid is weighted higher, you're you're drawing a smaller percentage of the cost for that kid from your local property tax and pulling it more from the state pot because we being a property poor district actually receive more state aid per pupil than a property rich district like Okoji would. So just that's a way that our state spreads the cost among property and property wealthy districts. It's not perfect, but it it does help with some equalization that way. >> Well, thanks for that. >> Yeah, >> I think I'm still a bit confused. Okay, okay, so if we have so with the new rules and things like that for enrollment, right? >> So if they mean it by March or April or whatever, >> March, >> right? and that student goes a a nonsp special education student goes to another district, >> they get that receiving district gets our money. >> Yeah. We send we send them a check for the days that they're enrolled in that district. Yeah. >> Okay. Okay. So, >> and then if they're if they're a special education student, so if they're a regular student, they would get you would send them a check for the 8,000. I'm just estimating there. >> Yeah. >> But if they're a special education student and let's say they have a a specific that cost them $20,000, then they will bill us for that cost,000 >> because we have to pay for the special. But then if >> see if this is working right in my head. >> So then when it comes time for our student count in October, >> they're on their student count. >> Well, kind of. They're actually they're on our student count as an open roll out student. So the state will actually send the state aid that we receive and levy to our local taxpayers and then the money from our local taxpayers and the state aid we receive is sent out to that district. We become a pass through for that student. That makes no sense. >> Yeah, that's what it is. It's so that >> Yeah. How you >> It's so that they can use the local property tax for that portion to pay for that kid wherever they attend school. >> Um that's the model that they've chosen to use. >> And if they're a level one student and they have an a specific, we only get the dollars of 1.72. But if that aid that they're paying costs more than that, So if like a student open enrolled like because they moved or whatever it was from uh one of these tax rich you know >> they came here >> is costing us more because we're they're taxed differently or they're getting different money >> actually they would be the one to send us that per pupil amount uh for whatever if they're a nonsp special education student it'd be the 7850 or whatever it is. Uh if they're a special education student, it would be based on the level. And then if we build back for like an associate or anything like that. So the the thing that's a little confusing about the levels. So it's let's see 172 >> 2.21. >> So like those numbers aren't exactly accurate. So what happens with a student with an IEP is your 1.0 general education funding is actually reduced by a certain amount if they have an IEP. And then you get this amount more for the IEP. So up to 1.72 total FTE. But all of this including I can't remember what the percentage is. Is it like 2% for a level one kid of their 1.0 general ed money [snorts] actually gets converted into special education money to go with the additional money. So you actually get less general education money for a special education student. So when they roll and roll out, you're sending more money than you receive for general education. And then you're you're um sending whatever is needed for special education too. Does that it doesn't I'm not saying does it make sense like is that a good plan but like does that >> I I get the schema but yeah it's >> it's a little convoluted. >> The state makes it very very difficult. >> Yeah. >> Yeah. Okay. >> Luckily the the um certified enrollment application does a lot of that calculation for you and then the SPOS's work through the billing part. Um so I mean it And it's accurate, too. I mean, in in specialist classes, we had to like go through and calculate it for a district and and that application does do things right at least. >> So, when we when we do the Medicaid reimbursement part of it, >> that helps reduce our special deficit. >> But what about how does it affect the bill if they're hoping to roll out? Um, if I don't think I have any if they they're supposed to they have to note that they have to note that on the bill and then it's reduced in the bill because if they're receiving Medicaid they >> how are we able to ensure [clears throat] though that I mean you know what I mean? I guess >> that's a >> how do how do we know if they're doing it or not? If they're >> that's a fair question then Julie >> Well, because we're invited to every meeting or we're supposed to be to help make decisions. So that would be part of an IEP or part of the meetings that I attend for other districts that we know those things. [snorts] >> As a tangent to that, um what some of those other schools, you know, sometimes it's hard to get teachers. >> You know, [clears throat] in the smaller schools, I imagine they have a little harder time getting teachers if they pay less or whatever. >> Yeah. >> Do they always get enough special ed to take care of what they have? I would say a large portion of the state doesn't have enough special education teachers. Um I I would take one more if I could get my hands on one to be honest with you. I think we have enough for our our >> class sizes and our delivery model, but I would totally take one more because I think we could do more with that. Um but uh um yeah, they're probably fairly short >> depending on the district, maybe shorter than the others >> or having to make decisions about are we going to enforce this rule or not that rule and try to try to get you through in that area because you really need those folks to to be there. I just need to make sure I let you guys know on I don't know if you if you notice it on the summary for the carryover 10% of weighted receipts I accidentally um it didn't do anything to the calculation but for year 23 24 I carried that over to 2425 it should actually be >> it should actually be 143,372 >> I wouldn't participate, we'll see some adjustments to special education. The state is currently there's a work group at the DE that's currently looking at categorical special education, which is like a lot of other states do where uh it's not based on a discrepancy from your peers, but rather it's based on if you have a diagnosis in an area to receive an IEP. And there was discussion uh that Dave got shared with us where some people are looking at capping the special education deficit and if your your special need costs are higher than what you can get for that then you'll just have to spend your general fund money on it which I'm very nervous about that that will cause a lot of smaller schools to maybe have to >> I also forget forgot to mention the contract services non-tuition. We had to jump in that as well. That's our consortium therapeutic classroom. [clears throat] >> Oh, right. Like [snorts] >> Motion approved. >> Second. >> Motion and a second to approve the local education agency special education supplement. All those in favor signify by saying I. >> I. I. >> Post. Same. time. Motion carries. I am ready for adjournment if someone would say so. >> Motion to adjourn. Second. >> Motion to adjourn and second. All those in favor signify by saying I. >> We are adjourned. >> We are ready for the next meeting. Hold on. I'm going to call the meeting to order and we'll have a roll call again. >> Carter Johnson >> here. >> More >> here. >> Thomas >> here. At this time, we would like to welcome visitors as part of the public forum. If anyone would like to speak, now's your chance. Are we on the >> I have no idea. >> Are we on the agenda? >> Okay. >> Would [clears throat] you say we I'm not sure who >> we're good. We got you. >> All right. So, we'll move on to approval of the agenda. >> Motion to approve. >> Second. >> Have a motion and a second to approve the agenda. >> All those in favor signify by saying I. I >> next item is approved minutes of the previous meeting. >> Approve. >> Second. >> Motion and a second to approve the minutes of the previous meeting. All those in favor signify by saying I. >> I. Same sign. Both of minutes have been approved. We don't have any old business. We are down to new business. And I am ready to hear from our student representative. You're >> I'm Bryce Burn. I'm a sophomore from CHS. >> My name is Jackson and I'm currently a junior from CHS and we're both student council members here today. >> So, first of all, the football is doing very well. They're seven and0 coming to play PCM this weekend there. Um, we also wanted to notify you guys that our marching band will be competing at state on Saturday >> and that our homecoming went very well. Everyone was pretty happy with it. Student council was very happy with it. >> Um, mock trial, which is a club and a new opportunity in our high school, will be starting soon. And the bowling information meeting will be this week on Wednesday in advisory. >> What what kind of meeting? >> Just like whoever like is going to play or like try out like go there talk about it. >> Oh for the place. >> Bowling. >> For bowling. >> Bowling. Okay. I didn't quite get >> um our speech club is also starting this week. So that's an exciting new thing. >> Mr. Wagner went on to the Chicago Marathon and ran very well in his time qualified him for the Boston Marathon. >> A lot of us at the high school I know um the FFA officers we got to record a video for his like 40 or I think we did the 14th mile marker video to cheer him on. So that was pretty cool. >> Very good. Um, additionally, uh, esports are dominating in our notes, so they're doing very well. >> Do they have good culture? >> I think so. Yes. >> Um, it says that they won last Thursday and they play Tom Clancy Rainbow Six Siege. >> The music will coming up will start November. It's November 6th, 7th, and 8th. >> Then we have some wrestling open m starting. So we'll have a lot of people be getting into the gym there. >> And finally the first quarter ends this for in one week in a week. >> So we're getting all kinds of good assignments. [laughter] >> But as of now that's all we have to share with you today. >> Any questions for the board? >> What about the the state band? What is that kind of about? >> So I'm currently not in our marching band anymore as I had other priorities. So, I stepped out of that, but I competed my freshman and sophomore year, and the marching band has been practicing all year, especially for their um halftime sideline performances at our football games. >> Good. >> Yeah, they have had a really good year this year. They actually are practicing though in a different like aspect, a little bigger scale because we're on a much bigger field at state, but we go and we compete against every other school that attends. And I mean there's a lot other bigger schools, but we tend to be a pretty good competitor and they do very well. But they get to go and compete their halftime show there and see how they do and then they always get their scores back. So >> thank you. >> And if the last home football game was any indication, I think they'll do pretty well out there. It seemed like they were pretty along really well. >> Thank you. Thank you. >> Approval of out of state trip. Tell us about that. >> We're uh asking for your approval for uh we had the FFA entity last meeting to kind of share about the convention trip. Uh asking for the board's approval for them to attend uh the out of state trip. Um, our board policy calls for the board to approve any out of state trips that any of our groups take. Um, especially overnight ones like that. Maybe not to Kurtsville for a ball game necessarily, but for an out of state field trip like this. So, we're just asking for your approval and they've been doing some fundraising. In fact, um, you may still be able to catch an FFA member if you want some sweets or some fruit. I think that they're still doing it this next couple days here. >> I still move you approve. >> Second. We have a motion to approve and a second with the out of state trip. Any questions? All those in favor signify by saying I. >> Same sign. They're gone. Uh item C, approval of the activity athletic fundraisers. What the list? >> Yeah. So, we kind of did a batch like this last year as I recall. Um and maybe the year before that. Um but uh just kind of here's a batch of some of the fundraisers uh to come up and just looking for the board's approval per policy to be able to do those. >> Just real quick and I'm supportive of it all but like randomly different fundraisers just pop up that you see all the time on Facebook and stuff like that. How do we handle that as we give the money as much as we can? >> Yeah. Yeah. We've actually Lisa and I have been doing a lot of work on that. Um I I think one control that we're put that we've put in place to kind of help with that um is that now the starting cash for a fundraiser will actually be a request directly through central office rather than the activities department so that we'll know fundraisers that are coming in that maybe aren't on our list so that we're aware of that. Um there are a number of parent groups that do fundraisers too. So sometimes I know I've had a handful where people will ask me like, "Oh, what do you know about this fundraiser?" And it's through a parent group or a booster group. So we don't always know because those groups all have separate bank accounts and separate funds that they work under. In the case of the boosters, they're a separate uh 501c3 or uh whatever that is. So like they're separate groups. they they while they're kind of under our umbrella, they operate on their own and aren't beholden to our um our policies on that. But the ones that are within the district, I think we'll have more control now that we're doing the petty cash. And um we've talked a little bit about a concern that some of those seem to pop up out of the blue. And we think if we have a more direct clue of who's trying to do what when, we can push for these to be a little more all-incclusive when we do these batch fundraiser lists uh to the board. Um >> I also asked that these fundraisers show a club school boosters because in the in the future I think it's more important that it's not school related or not school related where the funds are coming through the district. It needs to be it needs to show where the funds are driving. So, >> and so technically our policy really doesn't the A club ones are booster fund. So, technically our policy is flimsy on whether or not we can enforce whether or not that fundraiser can happen at a given time. Right now, it's great to have the cooperation of the we're happy to inform. Um, so those A+ club ones can come up out of the blue with that. And I actually I've talked to Brandy Hampton who's the secretary for our boosters and or treasurer for our boosters and she's um she's kind [clears throat] of working on a little bit of maybe better communication from people when a fundraiser is going to happen so she's aware of that. Um because there are some that just money comes to her and oh there was a fundraiser for our a club. So just keeping people honest to it. And I think the reason that it's in our board policy, the reason that we like to have those come through here is we don't want fundraising fatigue for our community. So we're trying to to make it where everybody gets a little piece of the pie here. Um so I I will tell you this is an area that I think we have some work to do. Uh but this is a good step having a batch here and I would anticipate we'll find more as we go through and we have a little bit more direct involvement for the next few months. >> That's not a good answer, but it's we're watching. >> Motion approved. >> Second. >> We have a motion and a second to approve the activity athletic fundraisers. All [clears throat] those in favor signify by saying I. I >> post same sign has been approved. Item D, approval of the 2526 Iowa reading core agreement. >> This is ongoing for us. This is something we've done for a number of years. It is the cheapest very effective reading intervention for kids that we could possibly get. There's I think it's the United Way, right, that helps offset a lot of the cost for these and Americanore too. So just a great project three I think we have at Lake View, right? So, three tutors that we have that work with kids to help with reading on this. >> Second. >> We have a motion and a second to approve the aisle of reading core agreement. All those in favor signify by saying I. >> I post same sign. Item E, approve the second reading of board policies. >> The only change was the one that we discussed at that meeting to eliminate lunch and recess time. Not that it applies with recess, but to eliminate that bit and the cell phone policy since it's not required by law. Uh in practice, students are able to use their phone at lunchtime. >> I make I move to approve the second reading. >> Okay, we have a motion and a second to approve the second reading of policies as presented. All those in favor signify by saying I. >> I. the same time. >> Item F, approve the first reading of policies. >> So, this is that um catch up from the state uh changes that happened last year that we got right after I sent the last one out. Uh it talks about ad hoc committees and some regulations for those. While we don't have a lot of standing committees right now, having the policy allows if we ever need to create one. Uh and it keeps us in line with ASB. Uh some changes in equal opportunity. Uh, nothing major similar to the changes we made in the in the other forms and the other ones. Um, pretty standard changes in here. I don't think there was anything that stood out as really scary. >> I make a motion to approve. >> Second. Motion on a second to approve. Any questions or further discussion? There's quite a bit there. Seeing none. All those in favor of the first reading of board policies as presented. Signify by saying I. >> Post saying sign. Motion carries. Approve the emergency operations plan. Heather if you wanted to scoot up to that. So uh Heather is uh here with us. She helped us to put together the new emergency operations plan. I have this out also to our uh emergency management agencies for final review and uh looking for the board's approval on it too so we can start collecting signatures for this most recent one and update it with the governor's safety bureau. There is a section so some changes were made on how you communicate about this um in recent law. There is a section below which that it says that this is not public information. Uh and that's the stuff that actually like directly protects our kids. That's that's secret information for the sake that you don't want that in bad guys hands. Um but uh really a lot of the rest of it is is public knowledge. And Heather, I'll let you kind of take the lead because you've done a few of these if you want to kind of share what's important here. >> Sure. It's very good to meet you guys. My name is Heather Severson. A little bit about me. I work for Blakesburg Elementary in the EBF district. also work for Homeland Security um as public information officer and on the side I write emergency operations plans for schools. Um >> you don't like free time? >> I I don't I don't have any. I don't know what that is. [laughter] So um Mr. Taylor and Mr. Moore uh very graciously worked with me and the Centerville team worked with me on on revamping the Centerville EOP and I can tell you they were absolutely awesome team to work with. um very highly invested in school safety, have a lot of great ideas and very engaged in our meetings. Um and out of respect for your time, I'm not going to probably define the entire 120 page document to you guys, but I'll summarize it as as efficiently as I can. Um so basically what your school EOP is uh required by the state um and it has to be a high quality EOP. So in a high quality EOP, we break that into two sections. The first section is based on policy and that policy states that we know as school employees that we will have to act in a manner um to help students and staff before public safety can reach us. And it defines our roles. It defines the roles of everybody, every stakeholder that is in that situation at that time and tells us and tell us what we will do um when that situation hits. Um, in that policy um piece, we also talk about um resources that we have to work with. Um, and you know, just that that structure that we're going to assume until we get public safety there to help us. Um, the back half of that plan is the protected part that Mark was talking about. Um, and it involves a little bit more detail in it. Um, in an EOP, the first thing that we do is a threat and hazard analysis. Um we did this five years ago when the state first required us to have that document on file. Um and you tend to at the state level redo those about every five years because things change um not only in your communities but also in your schools. Um so that threat and hazard analysis takes a good look at what's gone on in the community, what's gone in the state and what's gone in the schools. And it looks like at those at those probable threats and hazards that we really need to have a response to. Um so then we look at the demographics of the district and that breaks down into student demographics. It looks at high-risisk populations. It also looks at our buildings and you know who what students are where and how that building operates during the day and what the the infrastructure demographics look like. Then we further break it down into the responses. Um, and we I'm happy to uh state that Mark and the team went to the standard response protocol training and who was that in this year. >> Um, >> was it was it >> you're somewhere in the mo area? >> Was de that right now is a big initiative in the state of Iowa. It's a it's from the I love you guys foundation. What it's done is it's given us a common set of common language or something we've really struggled with for a lot of years um to have um the same like terms in districts um in terms of what we do when something happens um for example so if I have um a medical emergency in my hallway so I have a student that gets hurt um and I need my kids to clear the hallway what's that word that we use to do that um and in this case with the I love you guys protocol it's hold so we move students is into a hold and that is something that we can train off of so that everybody in our buildings has that same common operating language. Um so then we detail you know we take those threats and hazards that were pertinent. We detail what we're going to do those steps when something happens and then we can exercise against those things to make us better in our terms of our responses. Um it also involves a communications plan because communications is a big piece of that response. It's a big messy piece a lot of times of those responses um because it has lots of working parts that don't always work real good. Um so that communications plan details out what we have to do in terms of the communications of what resources we have available at the district level as as well in terms of comms during an emergency. Um recently this year the state passed that we would put our cell phone policies into that communications plan. That was a big um impetus in in redoing some of those plans because we had to get those plan um those communications um policies into those plans. Um also has an exercise plan and unique to Centerville. I'm very happy to say I was really excited about this working with you guys. You actually have an emergency activities plan as well that's been done by your activities director and it's a very nice plan. Um, so we were able to put that in there as well to add to it just to create a more robust plan. So not only do we have a plan now for you guys that works during the operational school day, but you also have a plan in place to work during activities. So any questions for me? That's kind of a big subject in a nutshell that I've condensed down really tightly. >> I just kind of wondered this is this done with every school in the state? We all have to have an emergency operations plan on file. That was required by Iowa code 2830. >> Public and private schools. >> Um I am not sure about private schools because they kind of off they operate off of a little bit of a different thing. Um >> they don't have to do all the reporting. >> Okay. >> This is a you did a perfect job on this. I mean although I've been involved in most of them and this is you did a terrific job. >> Thank you. I appreciate that. >> So how does our plan compare to other schools? >> You have an awesome plan. Not [clears throat] just because I wrote it. [laughter] >> But that didn't make it. >> Um so so your plan um Centerville is is unique in it in its threats and hazards. So, I was able to work with Mike Lamb on this and with Mr. Moore and we we really sat down and were able to develop some really good responses, I feel um in terms of what you guys face in terms of threats and hazards um that are very exercisable and that's the key for me when I'm writing these plans. It has I can write sky's the limit. Um but it has to be something that's applicable to staff and students that they can exercise against. And I feel like I feel like Centerville is in a good place for that. It's a good plan. >> Well, it's certainly important any kind of access. >> Any other questions or comments? >> I entertain a motion. >> Accept this plan. Second. We have a motion and a second to approve the emergency operations plan. All those in favor signify by saying I. >> I. >> Oppos same sign. We're down to item eight. Thank you very much. >> Thank you. >> Approve the annual depository amount and bank. >> Motion to approve. >> Second. We have a motion and a second to approve the annual depository and bank. All those in favor signify by saying I. >> I. >> Post same sign. Item I, approve the SBRC request for allowable growth and supplemental aid for negative special education balance. >> Timely get some money. >> Very timely. >> So I put in the same presentation that I've been doing for a few years. Um, I'll just go through it quickly because I we went through part of it obviously with the summary. Um, let me get there. So, the on slide three it shows how special education is waiting. We talked about that level one is at 1.72, level two is at 2.21 and level three is at 3.74. So, there the math that shows you the differenceing there. Based on the 2425 school year, total revenues is 2,878,124 and you can see the breakdown of that there. We have mostly level one students, but we have several level two. Additional special education we received this year were tuition in receipts from other districts. So this would be when they are opening rolling in [cough] Medicaid reimbursement which was up from last year and part B funding which we get every year that's a grant and then the TSS amount that is coded to special education just as a formula our expenditures we went through those salaries and benefits supplies and equipment travel the non-tuition contracted services is what we pay the EPF have um transportation that's calculated through the car and there's a certain percentage that goes to transportation based on how many special education students we have and then the tuition out expend which talked about that as well and then the general program percentage that is also calculated by the um we have zero carry over this year we actually are going to be asking for the $415,76320 for our special education deficit. Um, some deficit history, we actually went up by almost 100,000 from last year and biggest portion of that was from our tuition in our EDF. So the next slide just kind of talks about the school budget review committee and why we are asking for that deficit. The unspent authorized report which we're going to go over next month. We'll have that ready next month. Just kind of shows you if you have a positive balance and if you have a deficit looks kind of small. you guys can actually see where it goes on the spinning authority calculation. And then there's some um FY24 special education balance comparisons with some districts in the area. Just to give you um give you an idea of where people are at. 298 out of the 325 school districts ended the year with a deficit and a 524. And all of those districts requested allowable growth. So this so we are requesting that the board approved to seek authority from the school budget review committee for allowable growth and supplemental aid in the amount of $415,76320 for special education. So that money would we ask that does that go to since the ADA is in charge of the special ed does that we ask that to the ADA and they supply or >> no >> go directly to the >> so so actually they don't give us money they give us authority >> and then they allow us to levy for the money >> um which I pay for the costs for special education >> so they they don't actually give us any cash for it they just they just give that like imaginary number that you can spend up to. >> Okay. >> Two districts in our area, I don't know if you noticed, that had a surplus that they ended up actually distributing. Um I happen to have been a part of one of those districts at one point. Um and that largely in that district was based on an inability to find staff. and had a lot of points where they just couldn't staff enough for the number of special education students and the leveling that they had there. I don't know if that's true for the other one there, but [snorts] weird deal actually their taxpayers are distributing 700,000 from that district to other to the state to distribute to other districts. I make a motion to ask for that money. >> We have a motion and a second to approve the request for allowable growth and supplemental aid. All those in favor signify by saying I. [snorts] >> I. Same sign. Motion carries. Approve the SB [snorts] request for allowable growth for English learners excess costs. Not a large amount, very similar deal. The cost was higher than that amount received. And this just allows us to recoup some of that. Motion to approve. Second. >> We have a motion then a second to approve the SPRC request for allowable growth excess. All those in favor signify by saying I. >> Both same sign. Motion carries. We are down to page two. Item K. Approve the business procedures >> among them is the most qualified uh volunteer middle school girls basketball coach. >> Hey, she's she's got me walked. I don't know about that. >> Approve as well as [snorts] a motion and a second to approve the personnel and business procedures as presented. All those in favor signify by saying I. >> I motion carries financial reports. to approve >> motion and a second to approve the financial reports. All those in favor signify by saying I. >> We are ready for close session. Somebody >> Yeah, we have section. Okay, we are ready to roll up for the close session. >> I would say someone has to make a motion while we're going in agenda. >> Someone make a motion to read that language. I'll make a motion to go into close session to review or discuss records which are required or authorized by state or federal law to be kept confidential pursuant to Iowa code section 21.5 sub 1A. >> Do you have a second? We have a second. >> Yes. >> Johnson. >> Yes. >> Moore. >> Yes. Thomas. >> Yes. Okay, we are out of close session. Regular session. >> I make a motion to deny the late open enrollment application for >> I second that motion. >> We have a motion and a second. All those in favor signify by saying I. >> I have a roll call. Oh, excuse me. >> Burger motion to deny request. >> Yes. Deny. >> Okay. >> Jonathan, >> deny. >> More. >> Yes. >> Thomas. >> Yes. Deny. We are down to the superintendent report. >> I won't take super long. Um, you know about a lot of good things going on. Our volleyball team and our football teams are having great success. Um, volleyball team might have gotten robbed on hosting a volleyball tournament. Jared put in for it, but apparently they determined that a team with a losing record was a better host. I'm not too pleased with that, but that's okay. Um, we had two kids accepted uh to the Opus Honor Choir uh at the middle school, which is the middle school equivalent of All State. Um, so pretty excited about that. I'm particularly excited because I know one of them really well, and that would be my seventh grader. So, really excited about that. Nabel Thompson was the other student. So, two young men accepted to that, which is cool. Um, our honors classes seem to be kicking off really well. Uh, definitely seeing some good things going on there. experiencing some great conversations around extending learning uh for students. Um we had a our first pre-negotiations meeting with CEA. Uh during negotiations last year, we had uh decided to form a committee to continue to look forward at um our salary schedule and how that can look in [clears throat] this new world with the new minimums. And I I think Lisa would probably agree, we had a really productive meeting today that was super positive and I actually got a lot of positive feedback about the our approach from the ISA rep that was involved. So I was really pleased with that. Today I have the privilege of subbing for band and tomorrow I get the privilege of subbing as a high school principal. Um and I'm actually kind of looking forward to it. So it'll be pretty fun. So that's my report. >> Okay, any questions? All right, we're down to board members takeaways. This ought to go quick. >> Well, I guess I'll start. Well, anybody else want to start? >> Nope. >> I I I just want to u say I I really appreciate Mike's knowledge [snorts] was going on with that student. That was very helpful. And I also want to um thank Jennifer for vol being middle school um basketball volunteer. I think that's great. And I know you volunteered last year for something. >> She's going to do great with that. >> That's really good that they you take on those responsibilities. That's all I got. I really enjoyed uh our speaker that spoke on our emergency response stuff. I knew there was some stuff going on, but hearing what I heard and to know I didn't realize the program was that much for the whole state that everybody had to have a plan working on it. I think that's a good thing >> except for private schools. >> Maybe they actually might. I'm just not sure if this is Sorry. >> I I might have misspoken. I just >> I'll go next. >> I knew I was [laughter] >> uh serving on a school board, it's not always easy, >> but we seem to get through it. The other thing is I do we have a policy on virtual school admissions. >> Julie and I have been having conversations that we think that needs to be a conversation among the board again. Um, unfortunately with just the proliferation of online schools out there and them being exempt from the open enrollment deadline and people get a couple snow days and they then we what we had three snow days in a row, I think last year and suddenly saw a whole bunch of CAM Academy applications the next day because people got used to sitting at home and didn't want to go out. So, we probably need to bring that back to the table and talk more, I think. >> Yeah. Okay, sounds good. That's all I got. >> Um, very short meeting or like there was a lot of procedural stuff. So, that was >> kind of weird. Um, looking forward to I guess coming up the uh board conference in November. >> Yep. That's going to be I've already picked myself on sketch. So, [laughter] >> okay. >> Move to a second. All those in favor signify by saying I. >> I. >> We are ajourned.