some budget and staffing updates um to start with uh and then uh then our staffing and budget adjustments and then we'll talk about our single federal um audit report that came in late uh this season um tied back to what we approved last fall from our auditors. Uh then we'll talk a little bit about the uh board budget and then close off with a conversation around how to um structure the uh content for the uh uh levy survey update. >> All right. Uh first up is the 2026 27 budget and staffing updates. >> So our team Oh, sorry. >> Do we want to go ahead? Yeah, I'll just kind of set the stage. So, you know, we've got we've got uh several items that are going to fall underneath the overall budget conversation. And I just want to start by sharing and acknowledging just some of what we heard tonight and obviously a lot of the emails that have been coming into the board. Um we are in a really challenging situation where we are having to make some really tough decisions and um it doesn't uh get taken lightly the uh type of feedback uh that we hear from our community um hear from board members um and hear from our own staff and from our own dialogues as as administrative team. Um we have met with all of our building uh principles to have deep discussions with them as to the types of conversations that they are having at the building level um to identify where they anticipate they can make u recommendations for making adjustments. And I've as I've stated that uh these conversations are really putting us in a a precarious position of choosing between what is good for our students and what is good for our students. And and that's just a really difficult place to be. And um I would also say and and acknowledge that um everything that we do in this district, no matter if it's um uh from district services or to school-based services, um everything comes back to touching uh an impact of of a student in our classrooms. and some are closer than others. But nonetheless, we know that when we um optimize resources, sometimes that means that we also impact some of the types of programs or positions that um people really find value in. And that's that's kind of a challenge too because we we kind of have a a little bit of a dialectic in terms of how we have competing priorities for the same thing all for the betterment of our kids. And um and I just want to thank our staff in advance for tough work that they've been leaning into. Really tough decisions um that um we'll be uh continuing to review as a team. As with all of our study sessions, these are conversations that um we like to walk away learning some perspectives from the board and our our broader discussion. And sometimes those conversations um allow us to think about things from a different vantage point or other perspectives that we may have overlooked or maybe not taken as high of value as some of the conversations that we'll have tonight, which gives us an opportunity to go back and and revisit some conversations as needed. Um doesn't always happen, but it's it's something that we value um with our study sessions that we have with the board. And so, um, tonight our team will walk through, um, uh, uh, different scenarios that we've, uh, talked about with regards to some of the, uh, staffing components. We'll talk a little bit about some of our projected enrollment, um, that we, uh, see, uh, and the es and flows of that. Um, because a lot of our conversations we are seeing as a direct result of um, our overall enrollment, as we know, has for many years continued to decline. And that's not going to be something that will change anytime soon in the state of Minnesota. It's it's a it's a phenomenon that many districts are contending with. And we also know that uh you know with lower enrollment coupling that with registration particularly at the secondary that um we have to make different decisions as to what the demands that students have um on certain electives etc. So we'll make adjustments accordingly that we do that every year. Um so elementary also has had some really tough conversations too. Our elementary schools um largely with uh the enrollment and consolidations uh of taking one of our schools um offline if you will and repurposing it and redistributing um staff and and our students into other campuses. that's also having an overall impact on our elementary um enrollment and what we ultimately need to um have in terms of overall sections in our school. And so trying to ensure that we're aligning our staffing um to the uh uh targets that we have established at the elementary and then at the secondary um really protecting um overall class sizes. We don't have targets like we do at the elementary at the secondary level, but we know that uh there are some ranges that we'd like to try to uphold um and that we also can talk about some of the uh minimum conversations as well. And that is something that is a a portion of our secondary conversations um as well. So just want to set the context for that and and uh now I'll turn it over to Director Ryder who will walk us through the first couple of topics. >> Yes. So to begin, we'll look at the kindergarten enrollment as we have been each meeting um each work session. And um the kindergarten enrollment, as you can see on the materials that are in the board packet, it um does show that we're still hovering around that 487 489 projected number based on the number of enrollments we've received thus far for next fall. um acknowledging and understanding the fact that many families may not have yet just taken that step and anticipating that to be the case. However, um given the fact that that 487 489 number is off by about 40 from what we had originally put into our projections and that is included in our um previous calculations on the 5-year projections for 2627. I have adjusted within the one of the buckets which is the revenue budget bucket for the $200,000 that we'll talk about in a few minutes. Um there is an adjustment there that includes a removal of 40 students from the kindergarten count um as a precaution and planning for next year. Now, we're going to keep monitoring that because I think it's a little soon to be for sure, right? Um, but as we get closer and closer, there's going to be a point in time where uh the the models that the state puts out for the revenue projection model as for 2627 as well as the um what if model and the special education models, those are going to come out to us to use as tools. And as they do, then I'll be rerunning these numbers again um to make sure then that um what we're still looking at for the revenue side of things for the 6 2627 looks appropriate. But um just calculated preliminarily what that number might look like and and be adjusted and we can talk about that when we get to that slide. But just know that that kindergarten number um technically still is the 529. However, I'm accounting for possibly 40 less um just in case >> and if there's no other questions on that topic, I will move to the podium. >> Yeah. >> Is there is there questions discussions on that? >> Yeah. So, I um sent in a question about my mic. Oh, no. Okay. Sorry. I sent in a question about can you give us any um as we're talking about reductions based on enrollment. Can you give us any um input into where our numbers are coming in for elementary, middle, and high school based on like compared to last year as far as where we're seeing enrollment? Yep. Just give me a second here. Oops. See this? That's hard to see that a little larger. How's that? Is that better? >> A little bit more. >> Little bit more. >> There you go. >> Okay, >> that work good. >> So, this is the um this is the model that we worked with for revising the 2620 2526 revised budget. And um in addition then the numbers that were projected for 26 27 and beyond that were used in our 5-year projections to date. Okay. And so you can see for example in the highlighted yellows there for the kindergarten that right now we were functioning off from 520 and um looking at 2627 that's that 529 number. That's the 529 number I'm saying might just come in at 489 instead. Okay. So given given that um the conversation is that the kindergarten through fifth grade the question is you know how does that compared to where we're at right now? So looking at K through five we are like really close within two counts of the numbers that we show you on the enrollment reports and that I looked at for last Friday. And the fact of the matter is that that's a headcount compared to this being anticipated to be our average daily membership. Those are distinctly different. So I want to point that out because the average daily membership is going to take into consideration students who might start with us and then leave partly through the year or vice versa. And so you have partials there. So you're going to calculate all those together and come up with an average daily membership in total. And that's what our funding is based off from. But on a regular basis, we're looking at the counts so that you can kind of sense whether or not we're we're okay or are we are we falling behind there. When you look at the middle level, which is six, seven, eight grade, those are um close. They're about 10 different right now on the count versus the ADM. um a little lower than the ADM is showing, but again that could um come through still for us with the with the total calculation at the end of the year on the greens, which is our secondary 9 through 12. Um those numbers then are coming in a little lower on the count as we would anticipate oftentimes and it is progressively becoming a greater number that our 9 through 12 decline in the second semester compared to the rest of the year. And it's better seen on the enrollment report that you get on a monthly basis where you can kind of see month-to-month how that compared. Um and if you look and compare that to the previous years, it's something to keep an eye on, right? But our we're about 22 different right now. Okay. So when you look at I think the second part of the question was okay. So these are the subsets trying to get where we can see them and let me make this bigger. We're going to focus just now on the totals of these numbers. So um current year 2526 and then the um next column over to the right is the 2627. So for K5 these are the comparative numbers for the ADMs average daily memberships that we are currently budgeting for the current year as well as projecting for next year. Um, this does include the extra 40 kids that we might choose to decline that for the K5 moving forward into 2627, but at this point in time, that is included. >> Okay, thank you. That's helpful. So, no. So, basically, we're not seeing any big significant swings of enrollment >> of the current year. No, >> I mean, as people have enrolled for the next year for 2526, >> right? So, the, you know, the unknown number is the kindergarten number, right? and that's because they just all haven't, you know, come in and and enrolled. So, we want to watch that one for sure. And that's the one I want to kind of hang out as long as I can before we um set our assumption for sure for next year. But I am anticipating the the need to potentially um reduce our revenue slightly for that purpose. >> But we see an increase in the high school level 9 to 12. Is that correct? >> The high school is showing an increase. But keep in mind, thank you for that. Because um this is ADMs, right? >> Okay. So when you're talking um post-secondary enrollment options PSO um if we are working through an income contract say with Normaddale or another institute um we are receiving the full aid but we're paying the bill right >> okay so our challenge is always trying to make sure that we are understanding kind of that what does that number look like for how many students might be anticipating that PSO option for themselves whether whether it's full-time or whether it's just onesie twoozies here or there. Um oftentimes that increases in the second semester. So it's it is a balance and we it's something that you have to kind of just gauge. Um my concern for us is just that that number seems to be increasing each year which is really positive for kids and their families. Uh for us it means though have we overstaffed anticipating they're going to register and they have registered and they're staying with us in our seats in our classrooms and then they choose not to and then we might have more staffing than what was necessary. Um, but that's kind of the that's the eb and flow of that, right? So, I'm suggesting that the 9 through 12 number um may not be the number of students that we are actually serving in our seats, but that is the number of students that we are projecting for 912. >> Okay. Thank you. >> Any other uh discussion or questions for director writer on this topic? Hearing none, we will move on to the next item, which is the staffing and budget adjustment. Oh, no. Single federal audit report. Well, first >> that's right. Okay. >> Thank you. So, I'll start us off and then uh director Catherine will join us on the on some slides related to staffing. Um these this information that we've seen is is this is an overview of our budget adjustments that we have been um working on for the last few months. Our guiding priorities and driving those decisions and our next steps. So the board approved budget priorities has been front and center for us and taking a look at what we need to do. Um we understand that these are the um guidelines the board has provided us and um primarily around the academic excellence as well as the resource optimization as we take a look at the historical budget adjustments for the last three years. Um, this is a repeat slide. These are, but I think it's important again to make note of the fact that this is the third year that we're looking at over $4 million in reductions. And that um that is wearing on us as you have heard from our community members as well as what we are hearing in the whole process, right? It's just where else do we go? How else do we make this work? So um that is a factor that I think is prevalent and important for us to note and um consider as we move into the further conversation tonight. We spoke earlier about the budget alignment overview and um the fact that we had created what we call six buckets here. Uh this was a way for us to try and identify where some of those reductions may be coming from and grouping them in such a way that it makes sense. as we were beginning the process, I kept hearing quite a bit about the consolidation and then the elementary and the reality is um some of the conversations that happened say last spring around consolidation included a much broader perspective of you know custodians that were in the building, social workers and special eds um staff and teaching staff and principal and and other support staff right um so as mentioned the elementary site consolidation is really looking at the instructional folks, okay, and they are included in the elementary. And as a result of that consolidation and the boundary changes and everything that took place, there was significant effort and work put into making sure every single student that was identified at a school ch or changing schools, every record was reviewed. And in that process then we were working with numbers at each school site so that we could know by grade level exactly what we're anticipating there. Okay. So again the one area that we're not yet for sure on is the kindergarten number. Right. Um and then there is the assumption that our first through uh our first graders through fifth graders will be our students that we currently have moving forward. They're going to roll up the next year. Okay. So if decisions are made by families to do something different then that will possibly impact our numbers but that is the assumptions made as we have our estimated numbers then for our grade levels at each of our school sites for the elementary. Um a process was made to calculate then what is the appropriate number of sections based on the targets that were not changed from prior years. Once we had completed that conversation, then we really um moved into the whole what now are we going to do with the other parts of our budget and trying to think through what's the appropriate level of ask from the various different levels of our system. um taking a look at the number of students that we have enrolled in our elementarymentaries in our projections and what we had just worked through with all the elementary sites. We applied that proportionately to the student counts for the middle and for the high school and that's how those numbers were derived. Okay. Beyond that then it was a matter of taking a look at the difference there of how much of um of the 4.15 have we not yet met and dividing that up among these other areas leaving a bucket at the end with the under review because as we were doing all this process we were also hearing rumblings and now it's become more and more um information has been revealed regarding compensatory which uh there is a study underway and they have completed their preliminary report and I'll talk more about that in another slide, so I won't go too deep, but that's going to make a change in our revenues. Um, we know there potentially could be a change in our kindergarten numbers if we go that route in making that assumption. And, um, additionally, under review, we knew that there was a potential that we had understated on our special education revenue 427 and beyond. So in that process, you'll hear more about that as we get to that bucket and that discussion, but that is kind of on its own over there because there was a lot of conversation happening and still is happening that uh we wanted to be able to come back to and revisit and review. And typically that is the case when you're doing a budget for the new year. You are last minute always taking a last run through the revenues to make sure you haven't missed anything and that things are still looking the way you would expect. Um I think that covers everything on that slide. >> All right, we're going to move into some discussion now around um the different the next the next few slides. Uh and some of the uh the recap I will be giving on these slides is going to be high level because we have an understanding that there's going to be discussion and questions around this. So we just you know want to give an understanding of the slides and then allow the the time needed for that. So just understand that that's why it's more of the high level of the recap of what these slides are going over. And also as previously mentioned, the staffing recommendations that our building leaders and department leads are recommending aren't easy ones. Um after looking at some of the areas to staff more efficiently, these next few slides are going to be the recommendations after numerous staffing meetings that took place over the last several months. One thing that I do want to mention is that when seeing the reductions at each of these areas, please keep in mind that due to bargain contracts as well as staff seniority, the recommended reduction is not a onetoone correlation to staff member or members in those roles. The individuals affected by these recommendations will come to the board for approval at the April 13th board meeting. So, we're going to start with elementary and uh when you look at the elementary level reductions of the 1.69 69 million. That reduction was done by looking at enrollment and then staffing each building to the board targets in most cases not needing four sections at every grade level at every school as well as the repurposing of Westwood School that comes with its reductions as well and some of those reductions are are listed above. Moving on to the middle school slide. Uh the middle school recommendation uh stems from a combination of trying to find efficiencies in staffing based off enrollment projections, student registration as well as trying to minimize the impact of class size of the core subjects. And those are the recommendations from the middle school standpoint. High school. The high school recommendations stem from a combination of trying to find efficiencies in staffing based off student selections during registration and trying to have similar class sizes where possible amongst core subjects and electives as well. And those are the high school recommendations. If we look on to the next one, which is athletics and activities, um those uh athletics and activities recommendations stem from a combination of trying to find efficiencies and activities based off participation levels in specific activities and adjusting stipens where necessary as well as looking into transportation costs and shuttles uh that the athletic and activities department has been providing. And then in our DSC bucket, I'll let director Ryder start with that one and then I'll come back at the tail end. >> Thank you. So the district service center is identified with the 800,000, but I want to caution the fact that that is really meant to be more district services and districtwide services, right? Because our district service center houses many departments. And so what you will find is when we talked about earlier, where did the Westwood custodial positions go? custodians are managed more centrally with regard to how they're assigned to the buildings and that process. So that's under the district service center special education and those needs are going to be listed here on this slide here. Um first for some of the the retirements and such that there exist related to special education and the net savings. So we know that they're going to get replaced so we're not taking the full amount but rather the net savings there. Um, in addition, the um, transportation's another area. It's more district-wide. It's managed through um, departments within the district service center. And then we have our, as we close this building, there is some insurance savings, of course, because we won't need to insure this building. There's also utility savings, but that is not listed here because those utility budget dollars are needed for utilities in general. So, there's not room to necessarily reduce them. Um and then there's some net department budget reductions. Um the other other bucket under review as I mentioned um the net additional aid is a combo of um plus on the special education aid a subtraction for compensatory aid of about 163 right now that's being calculated 163,000 and a subtraction for the um kindergarten positions or sorry kindergarten enrollment numbers. So the net difference there is an ad to the budget to help us of 68,116. At the same time in the process of reviewing our special education positions, we know that there is a need that has in many cases in the last couple of years been managed by moving various different supports to other different programs. And we've done a pretty decent job of doing that. Uh this year there's an anticipation that we are going to need two positions that are teaching level position and five parah positions in support of center-based programming as well as transitions throughout the district. So removing that from the 608 revenue is then that net additional total net revenue of 203,502 that you see there. Our target was making sure we had 200,000 to add to the pot of um these reductions or in some cases adding the revenue. Uh the compensatory aid, I want to talk a little bit about that. that task force that has completed their preliminary report. They had some they had a special meeting of the um Minnesota Association of Business School Business Officials and there's strong encouragement for districts to continue to collect and encourage all families to complete the application for educational benefits form. Um although they are still planning on the direct certifications that happen at the county level to be the means for the compensatory to be calculated. Um there are many other reasons for us to have that application for educational benefits form. In fact, today we had a letter received from MDE that indicated they're looking at that for the literacy incentive aid in the future. So making sure we have a good handle on understanding our population of families were serving and those that might be eligible for free or reduced um income adjustments. Regardless of what's happening with the food service program, that form is necessary for us to be able to establish those numbers. They are used in title funding, -ate funding, the Minnesota State High School League, and the um and other grants as well. The plea also during that conversation with MDE was for us to discuss with our legislators and ask for them to include once again the class- size reduction as an allowable use of compensatory funds. And actually, this is coming from MASBO. Um, so for us it's that 161,834 reduction that's anticipated right now on the compensatory funds. They are asking and they just asked a survey to be completed which I filled out ours asking for a hold harmless for 27. We've had one for compensatory hold harmless for 25 and 26. Since the task force has not yet completed their work, the ask is that they continue that through 27 so that we can see the results of that task force and know then what that uh means to many districts. And then our last slide. >> Yeah. So I these are just some of the dates you've been given um in the past as well and and not no changes there from what's going to be happening over the next next few months. One of the things I did want to share is I know at the last uh study session we kind of talked a little bit about and and being new I wanted to try to find some historical context you know in the district when is the you know when is the district numbers kind of looked what our our numbers are looking at um and the best thing I could find was 26 2017 our enrollment was um about 80 8386 and our staff headcount was 198 uh right now we're at 8568 8 in enrollment and a staff count of 1131. So few few hundred more students and about 33 more staff. Um when I when I'm looking towards next year, you know, the 2627 when we look at enrollment and headcount, um you know, I feel that the enrollment is going to be, you know, probably around where that 26 2017 number was. And I believe our staff headcount will be below that 1,098 where we were um uh 10 years ago. Um, and two, I just want to talk a little bit about kind of from the, you know, um, when we look at, uh, what what I refer to as the learning leaders group here, uh, in Prior Lake. Um, right now we're at 36, which is kind of a combination of, you know, directors and and principles and that kind of group. Um, we'll be down one next year, so we'll be at 35. And uh from our admin assistant group, we'll be down to 49 1/2 next year, which is a reduction of 3 1/2. Just to give you some perspective again from 10 years ago where we were at now. Titles have changed of course over 10 years, but when you kind of just look at duties and roles and responsibilities of that group of what the learning leaders group might have looked like 10 years ago, um there was 32 at that point in time on the learning leaders group. Um and we had 54 administrative assistants. Now, when I started looking and comparing jobs from 10 years ago, like I said, the titles have changed, but the duties have probably stayed the same. And and the difference in the three that I could come up with, and I just want to share those with you to kind of give you an understanding of where that increase in three would be coming from. Uh, one would be our emergency preparedness coordinator. And I think uh everybody understands that the last 10 years um school safety has definitely changed and the need for a role like that in this kind of district is is is warranted. Um the other one would be our health services coordinator. The same thing once again as the district has you know had more students with more health needs and and our special uh ed has increased as well as you know any number of things we have more nurses at the schools. There's a need for somebody to kind of uh run that group. And then the third one being an operational supervisor. And just as we've taken on more uh school buildings, larger square footage of school buildings, we've needed to add, you know, uh additional staff in that regards. And so to have somebody oversee that group. So that would be the three um additional folks in our kind of learning leaders group that we have right now. That would be different uh than what it was uh 10 years ago. So to me when we look at how where we're going to be next year compared to that 1617 school year um you know we're we're pretty much right in line from our learning leaders group um with and then also a reduction of uh 4.5 admin assistance from where we were 10 years ago. So, I just wanted to try to give some perspective to to the board um to to help you understand, you know, that, you know, we wanted to try to give as much um equal comparison as we could when we're looking through through these staffing um areas. And other than that, we will now open it up. >> Thank you. Thank you for that additional perspective based on 10 years ago, too. I think um we've heard over the years just the increased needs of our students in in many different ways. So I appreciate that additional context. Um with that being said, we'll open it up for um discussion and questions from board members. >> Sorry, Director Smith. Um can I recommend since we're looking at different buckets, can we go bucket by bucket? Would that make sense or would I mean I don't know how everybody everybody feels about that but just okay >> we do that is that okay >> yeah thank you >> um Director Smith I stepped on you so >> well if we're going bucket by bucket I'm I'm going to pass on this one right now if there's any other questions from folks >> okay anybody have any questions or comments on the first bucket the the site consolidation >> yeah I I wonder sorry. Yeah, please. >> Yes. Um I wonder if just I think for the benefit of our community too when you talk about savings contingency that's on the different slides could >> would you mind like sure >> plain language saying what that means? >> Yes. It's a little confusing there. Um but we wanted to reflect it and here's what this is about. So as we take a look at the budget there are a couple of phases right? So the first phase is to review positions FTEES across the system right and as we're taking a look at those FTEES that is you know a 1.0 know or some combination of it, right? And along with that then comes an immediate for me dollar amount that kind of helps me understand what that might be. Right? However, when we worked through this with each level, the fact of the matter is once we knew the FTEES, we had to go to the second phase which was what does that mean for people and that's where HR steps in and reviews what it is that we have for lensures. What does it look like for seniority? what contracts are they under and that that whole scenario. Once that's done, then we had um our controller and um I'm sorry, I don't remember what Rachel's position is. >> Senior specialist. >> There we go. Um, so both both Rachel and Andrea, they work together to cost it. Like, you know, I might be seeing there's a a position here, but if that position is going to be actually one where it that there's shifting to another location, but somebody else is going to be the actual net savings, then that's what we needed to cost. Does that make sense? So in this process you come up with the FTEES you come up with a costing and sometimes that costing is above or below. In this case in elementary you see a savings contingency for district needs of 198744. That means that there's that much then to address should there be any hot spots as we move forward or other needs at the elementary level to um accommodate that if we were still looking to have the 1.69 be our marker. Right. So, that's a little bit of I don't know, some might say cushion >> for the whole process, right? Because we've got a ways to go from here to to June when you approve the budget. >> Absolutely. >> Um, additionally, just taking note of the fact that we did put in a plan as well that allows for two FTE for contingency at the elementary level. Um, knowing that there may be some hot spots between now and fall. I appreciate the I appreciate that because you know you can make the best plans possible and there's always um there's always hot spots I feel like. So, thank you for doing that. Um any other um comments or questions on that first bucket, Director Johnson? >> Yes. So, my question more uh might be better or helpful with Director Powers. So, we got um a range as far as with the consolidation 425 I think to 6 650 something like that as far as um renovations. So, so that would be one. Do we have a more finite number on what that's going to be? And two, this one would probably be maybe addressed for you. Um, if we are looking at 40 less kindergarteners next year, um, and everything that you've showed us, uh, in the past, it doesn't look like we're going to continue with any gaining enrollment. Um, we're going to be looking at closing another school here shortly. And I think that would be the one to go. would obviously be the one that we would be renovating. And if we are really looking at that, we should consider how much renovation we're actually going to do with that. If it's safety concerns, right, something like that, um, entry security, it sure. But if we're building and tearing down, we should be looking at using that money somewhere else. >> So this 450 we're using. Yeah, I was going to hold the renovations at no more than 450. That's I was just going to put that as the cap and there will be things that won't be done. I'm hoping that that will take care of most of the the most pressing need for the renovation is actually going to be the heating and air conditioning accommodations to um put office spaces um in that in those particular sections of the school. But we are talking about Greenwood for those renovations and that is where community educations will be housed as well as then services currently housed here at the DSC will move there. We will also have the transitions program that will be new there and um I think that's it right. So given that though those those renovations to that building if you were to close an elementary school that would not be one of the remaining six schools we're functioning with right >> okay tracking. >> So so then I'm not then I get a little lost as to >> I guess my >> what concerns are there? My question would be if if we're looking right based on enrollment we're going to have to continue to cut which we all know that we are eventually the conversation's going to come up for a building closure again or and or it could. And if it does, we would we should look at the building where our staff is and then adjust the staff, not necessarily the amount of students, right? To minim to minimize the impact on the most amount of students. >> I think I get what you're looking at. Um, >> one of the parts I think might be we want to add to that, if we're actually looking at enrollment declining to the point where we actually would look at closing out of the school, we would actually physically be closing another school um, and not necessarily be looking at moving district services, we could um, but if we were going to be closing an additional school because we didn't have enough students for there, it would be one of the remaining locations. and I would have a recommendation at that point if we ever got to that. >> Okay. >> Um the kindergarten numbers not coming in at this point in time. I want to again reassert the fact that that may be families just choosing not to make that a priority at the moment. Um and yet it also might be that our projections are just slightly off on that. we rely on um birth numbers for our community for our um county as well as then how many of them will we hang on to. Um in listening to the some of the dialogue that's happening outside my door when it comes to families communicating with us about enrollments. Um I am hearing that I have a kindergartener that could come, but I think I'm going to hold them one more year. They need a little bit more prep. And so that is something else that we're hearing more of now than we did maybe a year ago according to staff. Not surprising necessarily either. >> Okay. Um >> yeah, I I appreciate the the insight into that. >> Anyone else? >> Not yet. >> Okay. >> It's swirling. Just a quick general question on on the um total savings are those total salary amounts or are they including inclusive of like benefits and >> Yeah. So when we did the calculation for when you're talking personnel >> we are including the benefits in those numbers. >> Yep. >> Chair I'm sorry I remembered now. Um the um on the elementary site when you say a net reduction of the 14 >> does that is the I know there was the you know talk of the media specialists and things like that where is that calculated? >> Go ahead. >> Sure. So yeah, I mean when once again this is where it comes into play like I said the whole one to one is is difficult here um because a lot of our current media specialists you know h hold um K12 um elementary license along with their media license as well. So uh when you have to then go through the contractual process of placing those teachers back into classrooms then the impact is could you know is on other you know classroom teachers elementary classroom teachers. So that shift is is calculated into that that net reduction >> and the net reduction that we're seeing there is also related to like how many sections are needed. >> Sure. >> Okay. So as we consolidated um the number of sections that are necessary for our enrollment for next year are less than they were in the previous year as well. Anybody else on this bucket? >> Yes, thank you. Um so uh two things. Um so just so I'm clear. You said that other staff at Westwood that would be considered more support staff like the custodians, the health aid, um perhaps new and supervisor, social worker, those cuts are reflected in DSC. Is that correct? >> The custodians, sorry. >> Yes, the custodians are and they are reflected in the um the DSC bucket. The health aid is a position that moved to the transition program. So, it's not removed. A new the noon supervisor positions are positions that among the elementary schools are all in flux at the moment as to like which sites are going to need how many people in the lunchrooms to help support that. And um so that'll be shifting amongst the schools. Although a savings is anticipated there that we will not need as many. The fact of the matter is it's too soon for us to really know. There's a lot of openings right now too. So people will just kind of shift into those. But um we're kind of that's one of those things that the savings that we experience will we'll see come through in next year's budget. You know, we're not going to count on it right now on the noon supervisors. >> So there perhaps may be some positions that don't get filled >> that you see a cost savings. >> Yep. >> So um what what's interesting when you look at the class size Westwood, one of the beautiful things why people love Westwood is it had really small class sizes. A lot of the classes were 20 21. And so when you take those students and you spread them out to the other schools, um I guess my question is, and I'm sure you've looked at this for the K through five, um with all the different teachers that were employed at Worwood, will the majority of them be um placed in other schools or does this 14 FTE account for any changes in for example like let's say I'm just going to use this for example, like I don't have the numbers in front of me, but if JP P has a first grade class of 22 and now they have, you know, 25, right? You don't necessarily need another teacher, even though we don't love those numbers. I don't know the class the class I don't have the class size caps in front of me either, but I'm assuming one, we're not exceeding that class size cap with any of these. And then my original question goes back to spreading these teachers out throughout the district. >> Yeah. So, your assumption is correct. I mean those those teachers will um be placed into um openings that we would have throughout the district and those openings would be uh attributed to other staff that then come on the 13th that you would see on either the non-renew list um or the ULA list um in regards to that but and so that's where you have to kind of go through that contractual process to see seniority kind of see where all the teachers are at senioritywise and then those teachers that have more seniority are are um you know granted a position within the district. >> So that's where we will see a 14 FTE is because of seniority is what you're saying. >> Y >> okay that helps to for me to understand that >> and just a note that as we approach the elementary because of the boundary changes and how that affected so many different students changing schools as well. The fact is we kind of started over there where it's like we started with what are our accounts now at each grade level. How many sections based on the target size would that look like and and then from there determine the number of sections and FTEES and then then HR goes to the people and tries to figure that part out. >> Right. Okay. Moving on to the next bucket, middle school. Questions or discussion items on this slide? >> Go ahead. >> Um, yes, thank you. Uh, so we've talked a lot about at this table, um, these choices being, you know, what is good versus what is good. um and that there are no easy cuts left. And obviously we've heard um quite a bit from our community and students and families um regarding some of the decisions on uh this particular bucket. Um I guess can you just give us the board, the community, um you know, some of the examples of maybe what these adjustments make possible? Um maybe speak to the options that were considered. again, uh, givingven the timing and and everything that's going on, I don't know how possible that is, but, um, you know, obviously these trade-offs when we're looking at them, um, we have to take into account whether or not there's going to be equal or greater harm to students and staff. So, um, given the the pleas from the community, you know, I just want to know is it is it likely that, you know, if it's not Spanish immersion and choir, is it a different cross-section of our community that's in here tonight upset about something that is being cut? So, >> so I'll share a little bit. Um the the middle school uh one of the areas that they're really trying to focus in on is uh you know similar to the elementary is trying to um look at class size averages in the core classes our math, science, social studies and and English. Um, so yes, there is a bit of a a teeter totter effect that if we pivot from one area of reduction that we will likely um uplift another concerned um aspect, you know, of of something that's very valuable to to our overall um district. So making these types of decisions at the middle school allows our class size averages to be right around that 33 to 33 and a half. Um otherwise I think we would be ballooning out to about 35 to 36. Um and then uh so for example uh um compared to uh the number of students uh you know naturally from the immersion for example the numbers of students that go from the elementary immersion into the middle school there is some reduction that occurs um in that transition. Um current numbers are 129 students in grades 6 through 8 um and that's being supported by 1.8 8 FTE. Um so the ratio to FTE is very low compared to um what you typically see into that 160 range. Um so that's part of the dilemma that they were trying to wrestle with um to look at the um inequities in class size and the core compared to some of the impacts of keeping of keeping that. Um we know that um students are forced to make choices uh as they go into middle school. Um so that's that's some of the factors that uh go into that as well. Um let's see other perspectives. Uh there are there is support currently uh with the amnity intern. Um that is to be determined with some of the federal changes. Um there is some significant concerns as to the affordability of that um intern continuing. So we >> what >> uh uh we have an intern with the immersion program the amity intern amity intern and uh due to the changes uh in the visa structure um with significant costs in fees um the likelihood of that happening is now being called into question. Um so yes so we could look at other alternative um options. So for example um German and French. This is a conversation that we had both at the middle school as well as the high school. Um just looking at the sheer numbers of of what's happening in there. Um some natural attrition happening in terms of the uh um the registration for for those courses. um again 129 students in in the Spanish immersion and then in French and German there's 152 students in grades seven and eight. Um so that is some other you know conversations that you know they've had at the site level as well. Um yeah I guess that's all I would have to to add to that and I know principal Kabushek is here. I don't know if there's something I might have left out that cap kind of capture the essence of a lot of the discussion that your leadership teams were having. Um and then obviously, you know, we um did a significant administrative uh reduction upon a retirement um two years ago. Um and uh you know, Joe has done an outstanding job managing and leading that entire uh campus. And so the auxiliary supports of assistant principles um uh administrative support as well um that has that would not be something that we could really look at um without then if we cut those I don't think we would be able to maintain just one principle um that floats and so then we would probably look at increasing cost of administration. Um, and then, uh, I know that, uh, we had, yeah, I think that's, yeah, that's that's kind of the only other thing I think I would share in terms of context. >> Sure. >> Director France. >> Um, so, first of all, with any of the cuts, um, I want to recognize that some people are losing their job and that's pretty serious. Um it's also very personal but I I I also um want to know the the costbenefit analysis of we're trying to grow our elementary Spanish immersion level dilago and we know that is a huge attractive uh program to not only in district but open enrolled students. the residual effect upon that program by losing middle school immersion. Has anyone estimated the act the the added cost and and potentially loss in revenue to that program >> as a result of this decision? Has is there is there any balance? Yeah, there there I mean that's a that's a bit unknown but it's a very a point very well taken. Um and that has been our vision for um the program is to look at ways that we can maintain that as an an icon program as well as an attractant or a magnet so so to speak. Um and and again as we hear the conversation tonight to see where you know we may make additional adjustments um that's something that our team is you know able to go back and do. Um but wanted you're you're getting our thinking in terms of other cost mitigation and programmatic like just in terms of upholding the the management of a school conversation. Um but definitely um that conversation in terms of a cause benefit would we essentially choke the program um that is something that is of concern. It's something that we understand is a potential um reality and that is something that we also know is a possibility that we've had conversations back in our 24 levy campaign as well. So, this is something that we were going to cut then and we said no, we we got to keep this thing going. Um, that was the one of the two things that we did not do. Um, in as a result of that levy not passing. Should we go for another levy in that conversation, we would anticipate this would be something that would be uh a likely investment potential um for a future levy as well. Um so yes, we we've looked at that from a different couple of different vantage points and certainly um your point is well taken. >> Can I ask a question? Uh just a clarifying question on so sixth grade immersion. Um what does that look like? Is it what does that look like compared to elementary school? And then when um this slide is eliminate the seventh and eighth grade immersion social studies. if you can paint a clear picture for the for the board and the community at large, um I think that would be helpful as well as um understanding the um options for um Spanish classes still being offered. Uh just so that there's a full kind of >> um picture about what this um proposed reduction looks like. Yep. Thank you, board chair Bullan. Um, currently what our immersion program looks like is for our sixth grade students, they have um social studies in Spanish and then they also have a Spanish language arts class. Um, same thing is true in seventh and eighth grade. The difference is in seventh grade, social studies is a halfyear class and so it doesn't turn out being two hours of their day. It ends up being one hour of their day in sixth grade. But in seventh and eighth grade, it's two hours of their day are currently in Spanish. One of them is the social studies class, one of them is their Spanish language arts. Under this um proposal, that would eliminate all of the sixth grade. In seventh and eighth grade, the students would lose the so immersion social studies, but would continue to have the opportunity to have a language just like all of our seventh and eighth graders have an opportunity to have a language. So, and just I do have one point of clarification um based off of something Dr. Thomas mentioned. Just want to add he had mentioned about the amity intern. I just want to make sure that it's clear the MD intern is actually paid for by our our immersion parents. That is not a district cost. Um but we have had been lucky enough to have two immersion um AMD interns, one each of the last two years. And then Dr. Thomas shared um about the potential challenges for coming year. But I just wanted to clarify that that's not a district cost that's being paid for by our parents. >> Thank you for that clarification. >> Question France has an >> Sure. Okay. Um, so and first of all, I'm I'm just as concerned about all the other cuts. I want to make that clear. Um but it I am kind of curious with the number of advanced speakers coming out of Lao plus native speakers um and um having been part of these programs. Um just because somebody's a native speaker doesn't mean they're reading and writing correct grammar etc. uh and they often take uh obviously classes in their native language to to become um grammatically and and um literary prolific you know um we currently we currently have Spanish elective at sixth grade I believe. >> No we do we do not offer any language for any sixth graders currently other than the students who are in the immersion program. All stu the other students besides the immersion program have an opportunity to start a language in seventh grade. >> Okay. >> Interesting. >> Um even with that year skip to mitigate um and hopefully we will eventually get funding from the community um to to fund our education programs in this district. Um but um you know to mitigate that, is there a way to kind of take the normal Spanish program and have um an advanced class just dedicated to people who aren't in beginner Spanish and >> all that to keep the program going forward period. >> Yeah. The plan with this is that the seventh and eighth graders would be in a separate Spanish course similar to what they're in now with their Spanish language arts. We would not be putting them with our regular students who are in Spanish one or Spanish 2. They would be in a um class just for our immersion students or that may also include some of our native speakers. >> Could sixth graders be in that class? >> The pro the challenge with that is is the way the schedule works. There's no place that that fits into their schedule. >> Okay, that's what I was getting at. >> Sixth grade schedule is very tight. >> Thank you for that clarification. Any other uh questions for um a couple questions first. So the one elective FTE, what subject is that being reduced? I just know that the electives in middle school aren't really electives. >> So the the answer is multiple. Um, so there's reductions within our regular Spanish, our regular French and German are also included in that. Um, as well as Yep, I think that's it. >> Okay. Um, the Atlas programming, um, I believe the way that that works is like there's only 12ish students accepted into that and I think there's like an application process. I'm not really sure, but how will those students be supported? >> Yeah, that's a great question. So yes, the Atlas program is for our current seventh and eighth graders. We have every year between 10 and 12 students in seventh grade, 10 and 12 students in eighth grade. So 20 to 24 students based on a year. Um currently those students again what that is, it's students that are identified. We do have an application process. they meet with the teachers, whether they be identified by a parent, be identified by a teacher, counselor, whoever that might be as a student that might struggle in a traditional class setting. Um, a lot of that aligns with some of the ALC work that we do at the high school level. And so, um, our ALC application is actually done with both the Shakape school district and the Burnsville school district. Um, they do not have a program like the Atlas program. instead what they do is they do different things within their regular classes through differentiation. And so that's one of the things I've started to work with um the director in Shakipi, Eric Serbus at the ALC to get a little bit better understanding of what they do um within their regular classes and then that's also then included within the regular FTE. >> Okay. So they will be supported within the class. >> They would be supported within the traditional general education class. Correct. >> Um I mean my my last um point is around middle school immersion. I'm adamantly opposed to this cut and I would ask the board to consider some other means on the administration. Um having gone through the immersion program uh when my kids were young um this is not just like a simple FTE reduction. This is an entire program. This is an entire community that comes here and this is a magnet program that draws people to this district. It will have definitely adverse impacts to our enrollment. Um, and yeah, we made a commitment to grow this by moving it into Westwood and trying to grow the program. Um, I appreciate that there's 130 students registered, but I would also point out that these classes, this current sixth graders, seventh graders, and fifth graders were the ones that were heavily impacted by COVID. They're going into kindergarten, kindergarten, first grade. So, like my family, many of the families in immersion at that time who were not in person did not choose immersion because they weren't in person. Um, so this would grow from here on out. We're seeing our lowest numbers in these grades. Um I I just think it's a huge mistake to cut this and these families are heavily invested. They take I believe health and um PE outside of extra hours to make this um schedule work. Um yeah, I mean they they have you know again their PTC's are extremely strong hiring the interns um so supportive of our school and I think you're going to lose enrollment. Um, I think it's a big mistake to cut this program. Um, you know, again, I think looking at even no cut is fun, but I think there are other options to consider. We have French and German. I think there was like 70some students in each, right? Um, that's not something people come to this district for necessarily, even though it's a great option. Um, you know, I think that, um, just again looking at overall enrollment in the community and in immersion, um, it would be detrimental. And even cutting it for two years, even if it does come back, you can't you cannot come back to immersion after a year or two being gone. You cannot um, and these students cannot take general Spanish classes. They're they're far too advanced. Um, so it might feel like a nice to have, but it it's not in our community. It's a magnet program and and I think it's a big mistake to cut it. Um, so that's that's my opinion. I think we need to look at other options. >> Any other um director said, >> hi. Um I I don't mean to follow that with going backwards, but the um Atlas program when you said a lot of these kids will be helped in the general ed classrooms, I don't understand how that's possible. >> So what that what that's going to take Yep. Well, what that's going to take is it's going to take some differentiated instruction with our general education teachers, which is something that benefits actually all of our students, not just the students that are identified with our Atlas program, but that's going to be something that we'll be kind of working through what that looks like. >> Explain more. What do you mean by that? Um within our general education class, we have the ability to we have a range of students abilities and we it is our responsibility as educators to be able to reach the students that may be at the top in our class and challenge them. Have the students in the middle to see what we can do to move them forward. And then we have the students that may be struggling students and how are we going to connect with them. And so when you look at our Atlas students, they may not even sometimes I think people think they are just struggling students. Many of our Atlas students are actually extremely intelligent students. They just struggle in that setting. So what are we doing with our instruction? Right? We don't want to have situations where the students are just sitting and listening for 53 minutes at the middle school level. Right? These are middle school students. They need to be moving. They need to be having change every 10 to 15 minutes. are we doing a different activity? So, what are the things that we can do within our classroom to help support those students? >> Um, yeah, that'll be interesting. Um, the core subjects again realizing that the number here is not based on, you know, you know, one person necessarily, but what what are can you anybody explain more about what those? >> So, that's that's a breakdown within each of the four subjects. So that's a combination of the reduction within each of the four subjects. >> Okay, >> that's where that 1.6 comes from. >> Thank you. >> Any anybody else? >> Director Atinson. >> Yeah, thank you. Um, so what I think is so ironic is we sit here tonight and we have just coming off we just came off some town hall meetings where our community told us what they value most and SP Spanish immersion was one of those programs and um just like um Director Mason said, we when we were talking about moving it to Westwood, we talked about growing it at being a as it being a magnet program as it something special that people come to our district for. And so I was really surprised to see this on here. Um, I was really surprised the eliminate sixth grade and then the change to seventh grade because to me that's like completely backwards of what other districts do. And I just took a quick peek at um, Eden Prairie where they have a robust sixth grade immersion program because the kids are coming off of a very solid immersion program in K through five and then it gets a little bit more um, focused and smaller within the seventh and eighth grade. So that I was very confused about um the complete elimination in sixth grade because I'm just thinking the like these kids are like I just I understand how hard it is to learn learn a language and I'm sure they're they're very proficient when they come out of fifth grade but like missing an entire year of a program and then to jump back in like to me we if we're going to stand for something we have to stand for something and um we've seen parents in our district who um who have like really great support of this program and I even remember sitting here at this board table three years ago when I first started where we had over a hundred kinders enrolling into this program. So I agree with what um director Mason said, you're going to continue to see the growth coming out of the um Ola program. Um and so I think the numbers that you see and I think it's like 60, correct me if I'm wrong, um looking at the class size, there's 60 kids um is that correct direct? Um I don't know who would have that number, but 60 kids coming out of the fifth grade class of um >> we didn't have that tonight. >> Okay. Well, anyway, 60 kids who would be going coming from the Spanish, the fifth grade Spanish immersion program going into the sixth grade. So, um, the other thing that I really want to level set here is I understand there's this conversation of if the levy passes, we'll be able to invest back in this program. I think the thing that was really concerning to our community in the past is this was one of the items that it was on the list of if the levy pass, we would grow this program. And when people asked what does that mean? Um they were told that they were going to hire a Spanish immersion coordinator. So it wasn't necessarily growing the program, adding teachers, it was adding more administration, which raised some big concerns um in our community because were we really again standing behind this program. Um the other thing is when we look at the well I'm sorry that would go back to K through five. Um, yeah. I mean, I'm I'm honestly very opposed to these um cuts and mostly because I don't believe it really aligns with what our community values. And when we looked at our B board budget priorities, it was very clear that our board budget priorities when it said to optimize resources, we were talking about streamlining operations basically to be able to allocate more resources directly to the classroom instruction and student learning. And so this is a complete contradiction to what the board budget priorities um how they were developed in my opinion. Um it also really goes against our mission and vision for our district. And when we talk about um empowering each learner to reach their full potential. How are our Spanish immersion students supposed to reach their full potential if we don't have a middle school program to support them? So again, you're looking at $595,000. Um, Director Catherine, thank you for that information on the the um the ADM that you shared, but we still do have 49 a half ADM for administrative assistance, which I was speaking to um somebody in the community this had a lot of conversations in the community this weekend and it was referenced that our local hospital has about a thousand employees and they from an administrative staff they have 3.5 admin administrative assistants. you said we have a th000 employees and we have 49.5. So I just think if you're looking at $595,000, I think we have to look to administration to see where can we run and where can we be more efficient within our administrative staff. So thank you. Director Alstead um this has been discussed over and over again about the administrative assistance and anything considered administration and I would like that brought up again. Um because that's not accurate. >> Mhm. >> It's not accurate. >> That's not even close. >> We're not talking about hospitals here. We're talking about schools. >> You're right. Yes, Director Smith. And hospitals don't cut surgeons and nurses. They are the heartbeat. They're the heartbeat. Um, come on. Um, come on. Come on. >> Board members, we need >> this is not a hospital. >> We do need to maintain decorum. Thank you. >> Yep. We do need to maintain decorum and we also need to protect public record. We need to protect the public record and bringing in um hospitals or other things. That is not what our administration our administration um is tasked to bring the board the recommendations. Correct. >> The board is tasked >> I'm well aware of my where my role director I don't we don't need to waste time on that. Thank you >> director Director Atinson. >> The board is tasked with asking questions and um not to uh um argue the recommendations being brought forward. It's to discuss amongst each other. This is a study session that we are to ask questions to the given administrators and clarifying questions for what the recommendations are being brought forward and then when it comes time when we have to make a vote, our vote will decide whether the district um recommendations are agreed upon by the board or they're not. So, um, with that being said, um, is there any other, uh, um, questions on this particular bucket, Director Smith? >> Yeah. I just want to um make a couple of comments here. Um, because when we talk about the last levy and that proposal, since it was brought up, um, the district made clear what would follow if that levy had failed. It listed the programs that would be at risk. Spanish immersion being limited to K through five was one of those options. Secondary electives being reduced. Middle school activities being eliminated. And at the time, those warnings and those facts were called scare tactics. They were called fear-mongering. And I think it is if we want to talk about irony, I think it's quite ironic that we as a board seem that we be can be absolved of how we created helped create this mess because we have a part in this too. And we can't just say that the district is doing bad by our community because we are as well. And like many folks who have emailed and spoken tonight, I am devastated by what is being proposed. I have read every single email that has come in on behalf of the choir, on behalf of Spanish, and if I could read each one of those emails into the public record tonight and take that time, I would. From my perspective, we as a board, we are part of this situation. We have helped create these circumstances. It has been said repeatedly that we are the what and the why and the superintendent and his team are the how. For quite some time now, what this board has been is chaos. As for why, I wish I knew. I'm not sure if it's ego, mistrust of public education, personal vendettas or grievances, or a genuine misunderstanding of how schools operate. We have been board members. We have board members publicly tell this community that the district mismanages money, that teachers are pushing agendas, that the superintendent is punishing families. That is what misinformation looks like. And that is what has been eroding community confidence in this district. And those claims are not supported by the financial record or the evidence this board has been presented. But they have consequences. A community that has told been has been told repeatedly that it schools cannot be trusted is a is a community that votes no. So again, there are families in this room tonight and that's not a coincidence. That is the record and that is the circumstances that we have helped create. students and families are being devastated by these decisions are exactly who I am thinking about when I say we need to do better as a board. And I know if there are ways to rebuild it, it's going to take a lot. It's going to take years. But the kids in our district right now are the ones being hurt. the kids going to school today, my kids, people in this room who have kids, and I don't understand why. I just don't. That's all. Director Mason, >> thank you. Since we have um gotten on the topic of headcount, I guess you know, one comment on that, Director Catherine, I had asked for the data behind that after I think you raised it at one of the last meetings. Um and I think you know I appreciate that the numbers are the same, right? But I think when you dig into the details of that some of that it matters. So you know for example when you look at the headcount being the same I believe that's like a total FTE correct. um you know some of those people might be hourly kids co- employees some of them are salaried at different levels like that information matters um so I appreciate that we're kind of holistically saying we have the same number or 33 more or whatever it was that you just said um staff members but that's a total FTE correct >> no it's not FTE because I'm looking at I was looking at total bodies >> right >> so an an FTE could be a 8ft FTE or something like that. >> Total bodies. Agree. >> Total bodies. Yes. >> Right. And so when I I mean when I dug into that just as an example in I think it was 20167 that we looked at there were like 36 more kids co bodies. >> Um you know kids co bodies are probably part-time not salaried employees versus you know now there might be their bodies elsewhere. So I appreciate that information but I think you know the devil's in the details. So everybody needs to understand that like we haven't done a holistically like deep dive into the headcount which is what I had requested many times and I think that's difficult to follow >> and and I think the the disagregation that has come up quite a bit is around administration and administrative assistance and so this is why we brought that information for you this evening because that's the that's the contentious area it seems um of conversation and so we did pull that out separately for this evening so you could understand the comparison and and owned the fact of the three administrators that are above from 10 years ago and the rationale as to why and that we will actually be down in administrative assistance to where we were 10 years ago as well. So I I just want to just reiterate that and not let that get lost in in the comment of total headcount when the areas that mattered we tried to pull out. >> And I appreciate that. I think it's just important to recognize that those those numbers aren't apples to apples, right? And so we all know that. Um I think, you know, the other thing is is we did make a close to $3 million in new investment positions just two years ago and and several of them in the middle school for student support staff. I mean, we have new investments in this district that were just made with e extra COVID funding, I believe, in 23 24 that are still there. So we didn't have those in 1617. I think, you know, I'm not going to sit here and tell you what positions you need and you don't need, but >> um we are just asking to explore other alternatives versus classroom teachers um and especially Spanish immersion classroom teachers in this case. >> Um >> that's my answer. >> Well, and I just I think that the the the ask has is heard, right? It's it's something that's been um you know brought up and asked on on many different occasions. And I think that as board members we also have to be extremely mindful that what the the the district team brings forward they're um they're the ones in the buildings. they're um dealing with the the building administration, uh the building staff, and and they're dealing with the needs of the students. And so while as board members we're doing our due diligence and trying to um decipher information and and making sure that we are operating at at the strongest possible governance level that we can, we it is it's challenging as a board member to understand all of the things that our um district staff understands. So when they're bringing forth a recommendation and their recommendations are um are met with um well you know a lot of questions that you know there's so many different layers whether it be mandates um student students uh needs um staff things there's just a lot of things to go into it and so uh being aligned in our governance role um is really important and that I think that's just one thing that I want to mention because it's very when when the the district staff is bringing forth their recommendations uh we can ask clarifying questions and do all the things and share our um opinions and our thought processes for the district staff to go back into their meetings and look at different options. And if their recommendations based on new new perceptions or new ways to think about things that come from the board, um, you know, from our our community inputs and and our our inputs that we have with staff and families, um, then they they take that back into those meetings and if there's adjustments made to recommendations, they do that. And um, so yeah, that's what I wanted to say on that. Um, >> is there any board members that haven't spoken on this particular bucket want to say anything? Because then I would like to move forward to the next um to the next bucket. >> I believe director, did you have >> Yeah, I do actually have a point and I I just want to respond to I think it's only fair for me to um comment about director Smith. You've been here this is your four or five months on the board and that's and and um Well, no, it's not. you add a lot of value and I really appreciate you being here. So, thank you. Um, but what what is not what probably you don't have visibility to and I I I was one of the first person that approached you. >> Is this really a conversation that we need to have at the board table right now? >> It's relevant. So, when we developed as >> I don't think it is. I think you and I can have this offline. I think we want to move on with the with what we're here to talk about. >> It has to do with the levy. If the levy >> Dr. Does it have to do with it this bucket? >> Yes, it does. Mhm. Yes. So, one of the things is um if the levy didn't pass, one of the things that was brought up is we would reduce K through5 iPad technology. I don't see that anywhere on these budget cuts. And so, I personally would like to see what does that and and ironically when we went to this town hall meetings, that was something that was elevated and we continued to hear from our community was reduce technology, get back to pen and paper. And we heard it over and over again. And in fact, it was even in our recap that we heard just um last month. And so I would really challenge um like to see the administration go back and see what is the cost to do that because it's something that we heard from our community, it's something that was on the list of if the levy didn't pass. And so I think that rather than some of these teacher cuts, I think I would like to see us look at what does that technology cut look like um when we bring forth the next recommendation. Um just just a point of clarification, Director Atinson. Um the specificity on a grade ban of of iPad reduction was never on that list. >> It was on. >> Um I'm looking at the list right now and it says reduce student access to educational technology, but there's no specificity um as to what grade band or anything that you know would would be. >> I went and looked at the levy. I searched it on our website and then you go under what would get what happens if it doesn't pass. >> I'm on it. Impact. >> We're looking at it right now. >> I'm looking at it right now. >> That is not information that's in our current board packet. So it may be a conversation for offline. Um I think that the the comment is noted about technology. uh it has been shared at other uh board since our town halls have concluded that >> and some technology has been reduced as a result of of that >> that comment has been >> kindergarten >> has been noted >> first >> yeah thank you >> okay moving on to the high school bucket I don't know what director is Thomas. >> Who's Who's going to Is there any >> Oh, we already went over it. We're just discussing it questions. >> Oh, sorry. >> Um I have a couple of questions. >> All right. Um, >> director Alstead >> when it comes to um I I I'm curious about can you talk to enrollment um in Minaps choir um there there's a foreign language one that says due to numbers reduction choir reduction due to student counts and then minaps. I I just made the assumption, but correct me if that's not the right assumption about enrollment for Minap. So, I just >> Sure. >> I don't mean to put you on the spot with like exact numbers, but even generalities I think would help. >> Sure. Dr. Biz will talk about some of the >> Thank you, Dr. Biz. >> Yeah, no problem. Uh, you want me to start going uh down the list here? If I'm looking at uh min caps, uh well, just overall, I mean, we've been uh we've been in cut mode for a while. I mean, uh, it it our class size ice keeps creeping up and up. And I've been, you know, when you're trying to start new programs, you're trying to sometimes, uh, get things off the ground, you sometimes run things at a little lower number, but we're getting to a critical stage here where I can't keep, uh, floating these lower level, lower enrollment courses at at the expense of uh, my core subjects. So, I've had to make some tough decisions and look at what are my average class sizes and uh you know, we have a guideline that uh we try to run nothing o under 20 and uh sometimes we hit that sometimes things pop under that and when I was looking at some of the minaps enrollments I had some and part of the great thing about minaps is you have that uh you're collaborating you're uh teaching you know you you have people working together but that also means that uh if I have my ed pathway that uh is on the list here. I had 25 students. Now, that sounds great, but I have two teachers teaching those 25 students. So, that's really an average class size of, you know what, 12 and a half. So, how can I run that when my average class size is getting up now 34 35? I I I just can't. So, I'm having to make these decisions that are kind of ripping my heart out as well because I feel like we're, you know, a lot of great things that we've been doing. We're you I don't want to be in the stage of my career dismantling programs because I'm about we're all about giving opportunities for kids but I have to balance that out. So uh it is you know what making the you know choosing between good and good you know that we've heard that over and over again. Uh to tweak some of that I was able to uh the trades pathway too. We've been trying to build that up. We had three teachers. So I had you know let's say 50 kids in there with three teachers. That's a low number as well. So, I was able to uh reshuffle that into a two-hour pathway because the key parts are the math and the uh and the uh uh construction working together. And uh we were able to uh take the English portion out of that and now I can make that a two-hour pathway which is closer to you know 25 kids instead of it being you know under the 20 number. So, I was just trying to do things to make things more efficient because my other teachers are looking around going, "Geez, my class numbers are creeping up and why is that class being offered at such a low number?" So, you know, I've had to make some tough decisions. Some just a tweak what some pathways were making a decision to uh eliminate. So, uh that would be the answer on you know something like that. Minaps the now the business pathway and the healthcare pathway are going gang busters. We're adding kids, you know, hand over fist. Uh I think we're going to add a 60 more this year to the uh healthc care pathway. So, I mean, we got a lot of good things going on, too. So, and every year I have variance in uh electives. Even in a good year when we're not cutting, I have, you know, the low-end courses. Are there are going to be enough to offer enough sections of that? So, there's always some variance in the bottom person in every department. They're always kind of wondering, are they going to be cut or are we going to add back? You know, there's always a little bit of that. It's just that this year there's more angst because we're making an eight reduction. And an eight reduction doesn't come across as an eight reduction. It came to me having to have 16 conversations with people because maybe it's a 0.2 in this program. Maybe it's a point4 in this program. Or maybe it's not even somebody in my building. It's somebody in Joe's building that he had to cut. But since he's got the uh I've got the least senior teachers, my person's getting bumped out. So just a lot of uncomfortable conversations. It was a tough week last week for for all of us, for teachers and administration around the district having those conversations. So, yeah, it hurts. It It's uh frustrating and uh yeah, that we're trying to make uh trying to make the best of a you know, sour situation. Uh do you want me to go on to choir? Uh you know, the the die was kind of cast. You I don't want to lose choir. I don't want to cut a program that's a Cadillac program, but we're working on a Chevy Malibu budget here. Uh how am I supposed to uh how am I supposed to uh when we were on a seven period day? I I I go around I look comparison high schools. Most schools that are on a sixth period day, you're reducing elective opportunities for kids. You know, you have less choices. And most of the schools in our conference that are on a seventh period day have two choir teachers. Have about 300 choir kids. the ones Lakeville that is on a six has one choir teacher uh because their numbers are closer to ours because kids don't have as much access. I did the same thing in South Washington County. I looked at those because I know they were on a sixth period day as well. So, I'm calling around and I'm asking I looked at back when we uh went to a uh we were on a seven period day before I got here. I think around 2011 2012, doesn't really matter. But when that change was made, the choir enrollment was around 300. Now it's around 150. So, do I want to bring that forward? Have I known this for a couple years? And have I kind of stayed away from that? Because obviously the community has valued that program. But now we're starting to have to make decisions on and it stinks. What do we I don't want to say what do we value more, but I have to make some decisions. And and I'm sure we're going to get feedback to see if is that going to stand where it stands or or what are we going to do? I'm looking for answers. And you know, I I'm I'm comparing what we got compared to surrounding high schools and I'm like, I don't know how the heck I'm going to be able to keep up this staffing game. I'm at 34 probably next year across the board average class size. That means some are higher, some are lower. You know those school districts that I hear about that are pushing near 40, we're that district. Nobody's almost nobody is lower funded by their local operating levy than us. We're that place. So I when I when I hear these people saying, "How can this be? real easy. We're we're not keeping pace. We were lucky. We were, in my opinion, probably living off growth for a long period of time. Now we're not. The growth isn't there, and now it's affecting us. We got great facilities. We got people that want to support a lot of our things, but they I don't know. I I'm going too far off on that. uh that's not my role to talk about the community and their uh appetite to support things. What else do you want to know about? What other uh reductions am I making? There's a specific one that you'd want to know about. I'd be happy to talk about it. Uh everything up there like uh yeah, some pair of professionals were looking at our testing center. The middle school cut theirs a couple years ago. uh core instruction. That just means I'm moving things across. You know, the four core departments, I every time I cut the core department by one person, it it adds about a two person bump in class size. So, you know, if you were to say, hey, what would it take to get you back to a 32 class size? I'd say, well, it take me 4 FTE. Or, what would it take to get to you to 30? I'd say it take me eight FTE. That's just in the core. You know what I mean? And I got an eight hit last year. I'm getting an eight hit this year. When I talk to people, they're like, "Oh my god, you're cutting 16 people out of that building in two years. It It's getting tough. It's getting So, yeah. Uh that's just our reality. But we we're still doing good things. We're, you know, people are taking on more. Uh that's just the world we're living in. Uh other elective sections. Yeah. I mean I that's probably a little misleading because uh I I I I feel like I've hit them more than point4 but it might have been in men caps it might have been in uh other areas but actually some areas might have grown as well even in times of cutting >> some some are you know gaining so probably offset there. Yeah, I I'd like to thank I was a little skeptical when uh Rob and Lisa said, "Hey, we're going to give you a dollar figure target." I'm like, "I don't want to play that game. I want to play the FT game because that's a game I've always played." Actually made me cut a little less than I had to cut. So, uh I guess uh I can uh Thank you. >> Any other questions for Dr. B? >> Yeah. What do you got for me? Um yeah, I mean just a comment question. Obviously the the community and students have been very vocal about the choir cut. Um I certainly would encourage you to seek other alternatives. Um but in the same breath, I I do think you know it's unfortunate that the the cuts in December 24 that um reduced our middle school elective alternatives which are obviously a direct feeder to the high school where you know kids aren't able to take both a music choir or band and a language in seventh and eighth grade like they used to. So probably many are choosing to take the language over a choir. And so that number will continue to probably go down, if you look at the middle school numbers, they're very low for choir. Um, so while I think it'd be great to keep choir in high school and I would recommend that, I also, you know, I'd be concerned. Again, it just kind of goes back to the core of the issue in middle school really, right? I mean, it seems like the numbers are low there, too. I don't know. >> Prior Yeah. Prior to the um prior to the middle school being adjusted, though, to Dr. Dr. Biz's point this trend as we've >> he's ready >> that sixth period day was the beginning to this to this reality and again checking across the conference that is the average on the sixth period >> did the high school sorry moved to sixth period with the middle school in >> all same at the same time okay >> reason to do that is just simple math it's the cheapest schedule so it's 83% efficient a seventh period day is 71% efficient so you're able to make a budget cut of you know let's say 11% of your staff without without affecting class size. So that's why people do it. It's not that and that. Yeah. So if if if we wanted if you know sometimes I hear talk about let's go to a seven period day. Well I got two things. First I need to get the 12 FTE back to get my my enrollment at a decent number. Then I need the additional 12 FTE to get my uh seven period day back. It's so I don't think people realize how big of a hole we are in. Um and sorry so that choir instructor will be remaining and going to the middle school and sharing or what what I didn't understand the full >> yeah the I I believe the that that person based on seniority the person bumps down to the middle school position yes and then I think somebody shifting to the elementary there's a lot of moving parts there >> the staff and the staffing responsibilities are are for the district. I mean the I think just reminding the board the the governance responsibilities compared to the staff, you know, the district responsibilities, which is the day-to-day operations and the staffing. And we and we just need to keep that in the forefront of our mind when we're when we're discussing all of these um very difficult cuts that are in front of us. Dr. Johnson. >> So I I have more of a clarifying. So with Minaps, you are eliminating education altogether. >> Yes. >> And then reducing the total >> the the trades pathway is going from a three-hour pathway to a two-hour pathway. >> Okay. And so the tweak there >> with education, you said you've got two instructors there now. >> Yep. Because I had a a social studies and an English teacher that were co-eing that group. And we had I think next year we had like 15 year one students sign up and 11 year 2 students sign up. So a total of 25 students for two teachers. And actually I think mom might have been teaching three hours. M it it was a lot of FTE for that program. I think there are some opportunities to do something um that our fax program also has a like a early childhood program and I think there's some opportunity to grow that into a a path you know to regrow that pathway. I think there's another way to do it maybe a little more efficiently because I just the numbers and it's a it's a good thing. I don't want to every time I I feel like I I'm at risk. I don't want to insult people when I'm talking about, you know, making these choices and saying, "Hey, this maybe they could do it this way or do it that way." But I also know that, you know, some of those other pathways, you're getting an opportunity to see uh these careers that you don't normally see, and I don't want to belittle the education education pathway, but they do get to see school, you know, I mean, they've experienced it. I while I feel bad, I also I'm like, we can do this. We we need to and it's a again, none of these are easy to remove, but that's when I'm like going, I just can't at that number. How can I look at my other teachers in their courses and go, "Yeah, you know, they go, you know, because I need trust with my staff that I'm making." Everybody's looking when uh things get a little tight. Everybody's looking, are you making the best decisions? It's the trust. It's the this. And it doesn't feel good. Doesn't feel good when somebody asks, you know, hey, what's what are you doing with the bids or this or that, you know, what what's going on here or that, you know, all that, you know, your reaction is, well, don't you trust me? Well, you know, I guess we got to earn that and we got to, you know, try and talk about it. And I'm trying to be transparent with with them when I'm having these conversations and this is why we're doing what we're doing. But it doesn't mean it doesn't hurt and doesn't mean that people don't feel, you know, everybody thinks every, you know, it's all a little bit of a value judgment. Even though we say it's this, we're, you know, we got to make one decision over another. And >> sure. >> Um, within the early childhood, um, phenomenal, phenomenal class. My daughter's in it now, so I think that's >> get the fax class from Yeah. >> I think that >> it is a nice class. Yeah. >> Yeah. Yeah. Um and then as far as the trades go just are we losing any trade pathways as >> No, not at all. But the piece we're losing and we and and I don't want to dismiss this though because it is a big piece but we've had an English teacher working in there. So they will talk you know do some of the how do you write up a budgeting proposal and how do you do the interviewing skills and all that. So those kids will still be taking their English somewhere else, but you know, can the math and the business teacher pick up some of those pieces that are, you know, they they used to do it all together over three periods. So, you know, for sake of efficiency to say, hey, I I feel better at having a 25 average in there than a under 20 average in there. Y >> um that was just a and I I felt that of the core pieces the math and the you know the construction piece together because that's you know how do you practically use math then >> thank you for your clarification. >> Yeah, >> director Atinson. Um thank you. So I have a question. Um if you were to if you're looking at our policy that says 20 >> is the minimum class size to be able to offer an elective. >> Yeah. Um I happened to look at the 25 26 enrollment and there was about a 12 electives that we were under that cap size and so I think I saw that. >> Yeah. So my question is um of these all these cuts how many are that policy? >> Yeah, >> I'm just curious because I >> the trades the trades one was the education pathway was I again I want to be careful with the choir one. they've got some real low enrollment pieces the way they're doing things. So, some of theirs could be in that as well. Um, and some of that list that you're on sometimes it it because I was looking through some of those as well and sometimes you'll see we keep the course number for a course like there was two uh AP courses. I think there was a 10 and a 15. Well, I rolled those together. The teacher said I could teach those both. I can have 25 kids doing two different courses in that hour. or uh there were some that are like really low enrollment that were there's a couple classes at the uh the uh >> co-op >> co-op thank you like the cosmetology we don't even teach cosmetology but I got three kids that are going over there >> yep so so some of that uh and then there's always the well if they register if 23 kids register for it it's over the 20 well I know a lot of times that if it's a singleton course then only 23 kids register for that those kids might have such a tight schedule that they can't they have another low enrollment course so they're going to have to make a choice. So if it drops to 18 or 19 then well it's under the well was I not supposed to run it. So that's why sometimes you'll see an 18 or a 19 or and then there are a couple of those courses were concept courses which we ran. It's kind of a lower level u more of a targeted intervention program for kids in physics and chemistry. when you see the concepts courses. So those were the ones that were listed. So there's some >> those were some of the reasons why those >> it's it's not an exact >> sense. Yeah. I'm trying to understand how much of that is actually part of your budget. First of all, I don't even think you should have had to um absorb or you know be part of these budget cuts given what you had to, you know, make the cuts you had to make last year. So, um, you know, I've been I think with the choir I want to get I want to level set that though because there's 186 students I think that were enrolled in choir last year. And my understanding is for those classes that are the 10 the the Meister singers and some of the higher level choirs that they actually try out for those. So that's not um all the students. When you see a class of 10, my understanding is that they try out for those classes is my understanding. Um, the other thing that we can't figure out, >> I think they place all of them in some level, but they might move up to a higher level, but I think those kids are those kids. I don't think they say you're not going to be in a choir, >> right? But it's meeting their it's it's allowing those students to reach their full potential is what it is, right? And um I I mean, I'm I am I'm dumbfounded by that that that's that this cut is on the list. Um um our choir program also feeds into our theater program. And if you've ever been to a musical and they're sold out and they're phenomenal, thank you Mr. Tuma for being here tonight. Um the choir program feeds into our amazing theater program. So a reduction in the choir FTE will not only have a a negative impact on our choir program, but will also impact our amazing theater program that we have today. So I guess I would challenge you to go back. Um, I don't see any administrative cuts on here and I think anybody can go to our Asmo budget book and pull up FTE by um by building and they can see all the administrative um support and it's not just administrative assistance. It's anywhere from assistant principles to the list goes on and on unless they're not listed as >> I' I'd love to have a comparison of any of the top we're in top six high school in the state in terms of enrollment. I' I' I'd love to have a comparison of how I stack up because I I look at those as well and I cut an assistant principal two years ago and I cut a director of Minaps and because we brought that program back in house, right? >> Uh so cut those in the last two years as well and uh along with that the you know secretary two secretaries. So um but yes I I get it. I get that eyes are on us. I I don't want to be sitting here in some ivory tower and saying, you know, everybody but me uh or every, you know, that >> Thank you, >> Director France. Um, first of all, I I appreciate the pain that the um that the leadership went through in trying to come up with this list. Um, this is unfortunate. it is it would have been unnecessary uh had we did have a levy and hopefully we will get one eventually. But I want to go back to a couple of things. The um you know you made a comment that the choir program was almost double when we had a seven period day and I think part of the issue is that six period day. Um because with the electives and uh with some of the programs that really do enhance uh the overall holistic educational experience that feeds into everything else. Um they can't fit it in their schedule because of the way the schedules are because they only have a one free elective period or whatever and they and it doesn't line up right. Um so I want to recognize that. The other thing that I I I think is worth mentioning is that our entire arts band and choir program has been living on a shoestring budget and they've been al surviving mostly through parent volunteers, donations and fundraisers. So they couldn't afford even the slightest reduction and and you know without having to make it up in some other way. uh the fact that it's done just so incredibly well and the reputation of the program is known statewide if not nationally even at universities that I've spoken to um is a testament to all the hard work and it's heartbreaking that this is happening. It's heartbreaking we have to do it. It's heartbreaking that it falls within those statistics. And um I just wanted to recognize the the the fact that it was as good as it was also because of the volunteers and the donations and the fundraisers that the students did between band and theater and everything like that. Um and that's a shame that it had to actually survive on that. Also, >> it is and it's a shame because boosters should be for, in my mind, boosters should be for extras, those things to, you know, accentuate the program, not covering the basics. And I feel like we're going to endanger a spot where uh also we're allowing people to buy their way out of the cuts that they don't like. >> Yeah, that's not >> And that that's not what public education is. So, >> thank you. >> Any other board members on this one? Thank you, Dr. Bzik. Uh, next bucket is athletics and activities. Do we have any questions or comments on that bucket? >> Director Johnson, >> Director Marshall here? >> No, he is at the state conference for athletic directors currently. So, he apologizes that he could not be here, but uh yes, we can speak to maybe some questions. >> Fine. I'll I'll I'll ask him directly. >> Perfect. That that works for me. >> Anyone else? >> Um I just wanted a clarifying question. Um when we talk about um the baseball stipen, the stipen from Nordic Ski, etc. Um that's the stipen of the contribution from the district in addition to >> for the coach itself. >> For the coaches for the coach. >> Y >> um >> so the baseball registration is down and so reducing the stipen for a coach. >> Okay. Okay. Thank you for that clarification. That's kind of where my next question was going. Anyone else? Hearing none. We'll move on to the alignment buckets. Is that what we're doing? >> Is that our last bucket? All right. >> I'm sorry. What was that? >> DSSE. >> Yep. The DSSE. Board members comments, questions, clarifying questions on this bucket. >> Yeah. I just Dr. Mason. >> Yeah. Question on the um the special ed retirement. What? I'm just curious what role that was and I think um you had mentioned like net savings on this and like how are we replacing that role? Um so as people um reach that point in their career where they are considering retirement typically they're at a top end of the scale and so >> like special ed teaching staff. >> Yes. Okay. Yes. Yes. And so the combination of the retirements that have been listed under the special education team um and then netting from that what we know or anticipate that cost to replace will be that's the net difference. >> Thank you for clarification. >> Anyone else? >> Um >> yeah, no you go ahead. >> Thank you. Um, I know our goal as far as a transportation RFP is is savings. Um, but seeing as we don't have that, can we actually calculate that in here? >> Um, I see your point there. The 100,000 is what I had considered a safer number given the fact that as we take a look at the closure and the consolidation of buildings and such, I'm I mean a route currently is around 76,000. So that's looking at like one and a half routes that we'd be trying to save. And and I'm anticipating that that's that's something we can achieve. And from my perspective, it's kind of tied directly to the whole process of consolidation. >> Thank you. >> Who's next? >> Go on to the next bucket. >> I can I'm happy to add a couple things. Um, you know, this is the slide that I probably concerned me the most. I mean with the move to um grainware would I would have I would have thought this is where we would have seen the administrative and the central staff cuts and um I've spoken to some other districts that have had have also faced difficult decisions and many have taken significant steps to reduce administration and central office expenses and while those choices are difficult and I understand that those districts continue to operate very efficiently with little impact on students. And so I just I just wanted to share that because um this was the the bucket. This is this was the one that I would have thought that we would have seen a bigger reduction in um in reductions. So rather than cutting teachers and student programs, which I believe is completely counter to our strategic plan of educating all learners, I I I would challenge us to go back and really look at our administration in our central office staff to see if there's any other efficiencies that can be created within this bucket. Anyone else? Next bucket, the revenue and compensatory adjustments. Is there any questions or clarifications needed on on uh the information presented? >> Um Dr. France. Yes, I would like to um I've been following this quite a bit too and um I believe the compensatory discussion and I I see the word plea in here. Um, and it's quite scary about the uh grandfathering uh for only one more year and uh what they're thinking about doing with it knowing that these cuts are going to continue and as um Dr. Thomas has has put it um you know we've uh we stopped uh cutting off a few unnecessary appendages uh that we could live without and the you know through like maybe 2024 even though we we like our big toe and a few other things we're now cutting into bone and muscle and actually chopping off arms. Um, if this comes to play, if the changes that are that are being suggested to actually eliminate compensatory funding come to play, would what would happen to us? Would we be forced into statutory operating debt yet a year earlier? I mean, what? >> Well, at this point, I I haven't myself heard that they're looking at eliminating compensatory. However, they are looking at the the change in the rule or the um change in the calculation to be solely dependent upon the county direct certification of families who are free or reduced eligible. So even if you have families complete the application for educational benefits form, it will not change your compensatory calc. Okay. Um, so if families are going to the county and they are participating in the application process for those types of programs and they're identified as either free or reduced under a direct certification, they will continue to be counted there. When you run our numbers based on just the direct search numbers compared to what they were previously when there was a hold harmless, that's where the 161,834 is less, >> right? So, we're going to we're still looking at currently with our direct search that number being around 1.3 mil. Um, moving forward if um there's any change in families um tendency to to complete that application process at the county level. And I know my previous districts too was interesting because it it's different in different communities, right? Different counties handle things differently. people review it differently depending upon where you are in the state. Um, and so this is a tricky one because one of the things that this particular task force is looking at is what's the correct what's the proper connection um to really like the students that are being served by compensatory revenue are they really are free and reduced elig eligible students. Is that a a proper you know connection to make? Good question. Um, one of the things on their survey they sent out to MASBO members was, is it more important that you have stable funding? Um, how important is it that you have the hold harmless for 27? Those kinds of questions, right, is what we're being asked. And so, I know they're they're taking a look at a number of things. The challenge is like we are doing the state's doing the same thing when it comes to our special education funding as well as our compensatory funding. Those are two task force that are in the works right now in trying to find ways to um reduce costs in one case and another case find a proper formula that's going to be sustainable. >> I misspoke. I meant to say eliminate the whole harmless past 27. Okay. Sorry. So yeah, but with everything being kind of pushed down to the counties >> Yep. >> and and the county is still working on a manual green screen program and the poverty level has not changed. Um meaning that we're still not going to service the families and the students that truly need it. Um, and then the lack of incentive to fill out the free and reduced lunch forms because it's free. >> Mhm. >> That just sounds like we're going to pretty much lose it. >> Yeah. No, I I see your point. It is. It's It's a tricky one. >> Yep. >> Anyone else on this bucket? >> Chair Bullan. Yeah. As we wrap this up this evening, is it possible for us to get clear board direction on um the different slides so that our admin has a clear understanding of what to move forward with and what perhaps there's challenges to go back and reook at. So this evening um there will be no direction taken at the study session. We are going to um and Dr. Mr. Thomas, please um if I'm if I'm misspeaking, but uh the understanding is that there's no ask of the board tonight as far as direction that we are receiving the recommendations that the district has brought forward as of this point. And all of our questions and our discussion points, our opinions will be um taken back tomorrow um and and in in subsequent days um before and if there are changes to recommendations, those will um come forward. But if I'm if I missed anything or missed >> you recapped how I opened up >> so there there will be no direction in this study session portion. just um uh uh the chance to ask questions um give opinions, give thoughts uh and then and allow the district staff to to um do you have something to share? >> Madam Chair, thank you. Just just a u point of emphasis and recognition for um the difficult situation that you're we're in. I heard Dr. music talk about um you know do people realize how difficult the situation is that we're in and I think that's an important point and this hasn't been easy work to do and so none of us as educators go into the field uh wanting to do this work isn't the work we want to do none of us in this system uh on the employment level that chose to be in the situation that we're in. I'm seeing heroic work from educators in this system every day. These conditions are as difficult as any conditions. Uh so I know governance isn't easy either. We have a unique community. We're listening to our community stakeholders. That's super important. But this is a pretty hard situation that we find ourselves in. the hardest I've seen in 29 years by far. And this is the third year of this thing happening where we've had to cut. So, nobody wants to cut choir. That hurts our hearts. Nobody wants to cut Spanish immersion. My own two children went through Spanish immer or French immersion and it's a lifelong uh glorious benefit. None of these cuts are brought up, you know, willy-nilly or arbitrarily. They're a function of the conditions we find ourselves in. These are terrible conditions for a community to have to operate a school district out of. That's my professional opinion. And these principles have been sitting in weeks and weeks of meetings having difficult conversations with folks that they don't want to have doing heroic work. Have they brought the perfect list? I don't know if there's a perfect list given our conditions, but they've done incredible work. They're doing incredible work. We're still doing incredible things every day. People are working their tails off. It's impressive. I just want to give a nod to the principles who who who not only came tonight, but have done this heroic work and collaborated to try to figure out how to solve this puzzle. This is a difficult difficult scenario that we find ourselves in. Nobody wants this. We want the best for our kids. So, we want to educate them in a world-class way. The conditions that we have now are a headwind into getting that done. So, we're working our tails off. This group is working super hard. It's hard to figure out what to do. I'm sure they'll do the same thing they've been doing, which is to take this feedback, think about what's possible, and try to come back with whatever puzzle they can solve to serve as many kids as well as they can. But we are we're cutting good uh things. We're cutting great things. That's what we're that's what we have to do with these conditions. So I'm hopeful that over time we can make governance decisions and and as a system can continue to think about ways to update the conditions so that we don't have to do things like this. But thank you to the principles who are here tonight and to our whole roster of leaders in this system who are working their tails off and it's a pretty difficult tall order. So thank you for the moment. Thank you. Thank you for taking the moment, Dr. Anderson, because it is very important that the board uh you know hears what you're saying, remembers what we're saying. Uh the board, you know, board members, we are brand ambassadors for this district. We uh none of none of us are have easy roles in this cutting um scenario. And so, um, I just I thank you for for that, uh, comment, Dr. Anderson. Um, with that being said, I think that concludes that portion of our, um, the staffing and budget adjustment. Um, we will move on to the single federal audit report. Uh, Director Ryder, thank you. Let me find the right report here. One moment. The hover. >> I think it's just in your board packet. >> We should we will Can we take a break? We're going to take a break. Um we're going to uh just take a five minute restroom, get a drink, and then we'll move on. Okay.