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Video-1: youtube.com/watch?v=EsQAfwnfBCs

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I'd like to call the special Board of Education workshop meeting to order at 5:30 June 1st, 2026. Can I have roll call, please? >> Here. >> Here. >> Present.

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>> Here. >> Here. >> Here. >> Here. >> Uh we have a quorum. I need an approval of the agenda. >> I make a motion to approve the agenda as written. >> Support Support. >> Motion by Heidi and support by Debbie.

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Approval of the agenda need discussion, additions. Okay. Roll call, please. >> Yes. >> Yes. >> Yes. >> Yes. >> Yes.

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>> Yes. >> Yes. Motion carried 7-0. I have public comment next. Um anyone from the public wishing to speak? Okay. Seeing no one, we'll go on to the new business, exciting business, and welcome

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everybody here tonight. Um Mr. Donna and Rochelle are going to present from the school municipal advisory service and I understand everybody's going to have a part in this, which is exciting to [clears throat]

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hear everybody's voice, so you may go ahead. >> As you said, this is everybody's budget. We're helping to have the communication tonight and get all the facts out. We worked on this a lot and it has it has come together in the last few weeks

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and we're feeling quite good about it. It's really come a long, long way. I'm going to I'm going to say a few things about the process and then we'll we'll move right on. You're going to see that it's it's a teaching and learning budget. It's about kids.

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And clear communication on on this is what is really important and so we're going to ask everybody to talk slowly and >> [clears throat] >> remove jargon and make it understandable for everybody. If the board doesn't understand something, um

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jot it down and we'll come back and and get an answer to that. We'd like to get some of the presentation going so that it it's going to move along. This will re- install instill public confidence when people understand and

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it's communicated clearly. I think for everybody in this room it has helped financial literacy because we brought some some language that maybe wasn't used and we've had to learn your language along along the way, so it it's been very helpful.

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We're going to try and explain the constraints that we're faced in all of this, the risks. There's intentional transparency here. I think what you're going to see are the original documents, the original requests from the administrators and how that has

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flowed into the the the draft of the of the budget as it is today. And as you recall back in December, you helped develop some budget dis- development goals and decision-making parameters and

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those have come along real well. One one was to establish budgetary cost centers. Then I'll develop a budget through transparent and consultative approach using zero-based budgeting. Understand each school's budget and we spent

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a whole week listening to every building, every cost center, and everybody in that room I think think under- understands it much better now. Uh 3-4 year planning. So, continue the 3-4 year planning that you do doing.

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Review the process and reporting systems for daily activity accounts. So, got a lot of progress on that. You all have copies of that. The budget's based on on assumptions and if uh Rochelle was making this speech

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and she she did make this a couple weeks ago, uh don't forget this is based on assumptions. It's based on the governor's proposal on her funding. The state has not come together on funding yet, but it's pretty close.

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The the three budgets that are out there are are pretty good. So, I think uh we all felt comfortable relying on the the governor's budget as it was first released in in February and the others are are doing well, but it's subject to change. It's only as

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good as it is today. Next week, there'll be new facts. The following week, there'll be new facts and it's going to keep changing and your business office and superintendent will be expected to keep you apprised and and update you as those change.

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But the the recommended budget is likely to be similar to what you have here, what you're going to see tonight. Um as you know, this was based on zero-based budgeting. We've talked about that quite a number of times. And it's starting with

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zero and justifying. So, what we're going to show you is the justification of all of the requests that ended up in the budget. And it will be the business office, primarily the business office, will be expected to help replicate this process

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in the future years. They have all the forms that we we have used and provided, and if they don't have them, we're certainly willing to provide this. Some risks in this budget. There's a bill that is being examined in right now

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in the court system, and it affects hard caps. If that is goes through and is approved by um the House and the Senate and the the governor signs it, that could have quite

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a bit of additional exposure and cost for every district in the state. The state budget coming together, that's always a risk. We never know, and we don't know if it's going to be done by June 30th, but they all have incentive to do that. You're going to see assumptions on

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students that are in here. We've tried to interject science in everything that we've done here and give you the documentation so that you can see if if something changes, then then the budget may change in the future.

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So, with that, I'm going to see if I can get rid of something on here. There's um If a technology person can look at this, um hit escape, I can't get rid of it. >> Shortcut. >> There we go.

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All right. Your strategic plan is in process right now. This is what what has been in place. We're not going to spend any time on that. So, you have should have new thinking when that gets is completed. This is what I talked about a minute ago, the budget development goals and

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decision-making parameters. And those were looked at and understood as this process went through. With a group process toward the end, um the group felt that these were were the

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budget highlights. It's financially responsible, balancing teaching and learning and student systems. And with with that point, we put those right up front in in the presentation because they they are significant. And we wanted all of those

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to help guide the rest of the budget. It's a prudent budget that allows for long-term growth. Identifies programs. You're going to look at all the programs tonight. Promotes teacher retention. Builds confidence. Transparent. Again,

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transparent is is what we want. There's should be no secrets in a school district. And seeks grants. I don't know of another district that seeks grants as much as you do and that you talk about them all the time. Well, we're going to get a grant, get a grant. And it's it's it's great. It

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really helps you do a lot of things. And then your independent auditor is coming on board. You have a new one. I think you're going to be very happy with them. And the audit will confirm um down the road, you know, what you're seeing here.

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We're going to start with teaching and learning. And Stephanie is is not available. And Amy's going to talk to us about teaching and learning. >> Yeah, I apologize for Dr. Donahue's absence. She had to leave town for the week and so I am going to do my best. I

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am sure I won't replicate her, but um you know, uh we're going to work on this. Okay, so the guiding principles, I think this is uh >> I need to back up one slide. >> You do need to back up one slide. I was

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going to look at that. >> Sorry. >> That's okay. I was I was looking at mine and I thought, "Oh boy, I think I missed something." So, really as we as a cabinet team worked, um you know that she has a long-range plan that you guys have already had an opportunity to look

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at, but that she really as she looked at that and asked for your approval last month, she really talked about how do we have high-quality instructional programs and but still continue to know the financial concerns that center around

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any school district at this point in time. And so those are some of the pieces. Um we also know that there's some restoration that needs to occur in some of the items to make sure that we continue to have a strong uh teaching and learning department and and we're

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pretty happy to have some stabilization of the district's fund balance. This only works if special ed, HR, the business office, the superintendent's office, community school office works together in our conversations about what we have and what we need and we feel

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like we've worked very hard uh also with the curriculum coaches uh coordinators and the ESL and the literacy staff. The total budget, and I believe you approved this at the last meeting, is 1.2 million, almost 1.3, and I'm going to

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talk a little bit about again what what that has in it. So, we have a multi-year planning form and we've been doing this for the last several years with you, and it changes every year based upon maybe what the state has going for us, what our finances are. It

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talks about a lot of requirements that are coming up, and as you know, we've had some conversations about the dyslexia legislation, or Gillingham, the assessment legislation. And so, all of these are embedded in here to make sure that we are staying up with where we need to be with the state, but also

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looking with the principals and central office to determine what we need to be looking at first. So, we know that we have a curriculum review cycle. We've shared that with you in our documents as well, and we also have a form that tracks all of renewal

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costs, and that's what you were given at the last month's board meeting, and that we look at our return on investment to guide our instructions based upon how is this impacting student instruction and their progress within the schools. We also know you know we do that with

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ACRA does the return on investment by sharing with you the growth that students are making. So, we have some professional development training, and we've reached out to our building principals and to the staff, and they have given us some feedback on professional development as

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as well. So, built into this budget is the ARC core consulting. We're holding that off in advance just briefly while we look to see what will happen with the reading bill. We did have a meeting with the state superintendent today, and he

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believes there'll be some flexibility in the ARC core for us moving forward. So, we were able to share that with them and some of the concerns that we have when we have a school district that's struggling financially and it has implemented best practices into their school district the way we have and done

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the training. We also included in here is from the 35 M grant, the Orton-Gillingham coaching and consulting that we would hope to continue with. And the morphology coaching and consultation in the 39 and granted if that's awarded. We will be continuing on with the

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language line consultation, which we hope to encourage that to continue to grow for our EL families that need support. Um, and updated on a project lead the way training. Um, the K-12 dyslexia training that she talked about at the last meeting that's

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required of us to do for the next school year. And really the in-district teaching and learning professional development training for the summer and for the 26-27 school year, of which we will have a agenda about what that's going to look like, um, before we return

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to school. Embedded in it also in here is the K-5 math work group that you've already approved, the K-5 ELA work group that you've approved, the 6-12 ELA work group, and the AP course curriculum writing that will continue to expand the number of AP courses that that we're

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doing uh, in our school district. The minimum level of service and the proposed, the actual and proposed uh, remain the same. And so we have the same numbers. We have the assistant superintendent of teaching and learning, our director of community schools, which

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we have another year on that grant for the 26-27, and we'll have to look at that in the future after that to see how the funding is from Balmer. And I had that conversation with Brandon today when we were all meeting. Um, the two curriculum coordinators that are teachers but have some extended um, days

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so that they can support in curriculum. The two instructional coaches, one is with the 35 A1 grant and that's been confirmed by the ISD that that will continue. So that was on our question list if you remember originally when you approved the staffing back there, but the ISD has confirmed the literacy coach

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will stay. Then uh, the administrative assistant and a secretary. And that is our proposed staffing and and of which you've already approved for us for the 26-27 school year. So, the first piece here is there's a cost of about $35,000

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for resources and materials and coaching around making sure that our 12th graders have an arc core curricular resource. Again, we'll hold off a couple, you know, probably 6 to 8 weeks to determine whether or not where we're going with

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the science of reading. Hopefully, we'll get some more information. Um and this is the general fund dollars that are coming through this and it's in line with the curriculum and instructional resource strategic plan goals as well as the MyKIP.

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For the elementary advanced math, we are uh very hopeful that we will be starting to look at advanced math through 3rd through 5th grade in order to move our students along. We want to do a task force that looks at this. Um one to have a program design and planning and

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resource and materials so that we can make sure that we heard this on Saturday as well about lifting up some of our curriculum and so we'd like to get advanced math moving through to 5th grade, which we believe will also impact then the 6th through 8th grade instruction as well.

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Uh you have approved us to do teacher labs. What teacher labs do for us is teacher labs give teachers an opportunity to see teachers perform and get immediate feedback about instruction that's happening within the classroom. Not only to

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um this is kind of like the walk-throughs that we did before. Same concept, uh but teachers are involved in those walk-throughs and they get to observe other teachers and get feedback. And it is a best practice and the key always is do we have enough guest teachers? And so, the cost of this is

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$26,622. Expanded CTE e-services. So, we're looking at uh expanding by doing a CTE digital curriculum as well as the drone curriculum. So, these are two courses that have been offered out there for us,

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and so we're hoping to add these two to classes as well. And this is a cost of $14,000. Some of this will be in the CTE grant, and some of it will be in the general fund. It is time to look at our math math resource. We've worked with some of our

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curriculum this year. So, we believe that this will cost us about $293,000 with pilot materials for the middle school and high school, a pilot staff compensation because they meet on a regular basis just like when

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we did reading. We had a group pilot, and those group of teachers made a suggestion about what they felt was working best in the classrooms. And so, we are doing the same with our math and that we estimate that a math resource if purchased during the school year will cost about $225,000

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for K-5. We would like to continue to expand our Project Lead the Way program. So, the additional cost is about $10,000 for resources and materials, and this is important as we have to continue to prove our expansion of our CTE prep for

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all the grade levels from below to get the funding at the high school as well. >> Can I just ask one question? >> Yeah. >> additional cost, are you saying additional cost over what we spent this year? >> Some of it, yes. Some of it is integrated, but you approved this

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already in her budget. >> No, I'm just asking what when it talks additional cost in the presentation, is it additional cost of what we spent this year or >> Well, I don't think that Dr. Domnitz did a comparison, but we did do Project Lead the Way training this year, too, an

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individual who stepped back in. And each time a Project Lead the way teacher moves to a different assignment or leaves us, we have to retrain them all before they can utilize those services. >> I just I wanted I just need a clarification on what the additional cost was referring to.

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>> Any questions? >> Of course. Um The first one's a general one. All of these um things are Is it Are these the cost centers? So, the first cost center is teaching and learning. So, are all the different sections all

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the different cost centers? >> Teaching and learning is a cost center in itself. So, when she made her presentation, it was this plus more. She did an amazing job. She did put it in our format as well. >> Well, I'm just saying so each time we come to a new thing like it'll be That's

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the cost centers that we chose. >> Yes. >> Okay, perfect. Um Sorry. I wrote on this so I would know where the questions went. Um So, on page 12 just so that we're on the same page.

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Um All of the rest of this comes out of the general fund except for the things that are annotated 35M and 35N. >> Um Well, it depends, right? So, when we look at this, it'll depend on any further grants that we get. So,

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language line is is something you already take out of the general fund. Project Lead the Way as we just said could possibly be CTE funding or general fund. Uh the in-district teaching and professional development, some of that will be taken out of grants, some of it

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will be in the general fund. Um and then the ARC core construct consulting and is yes out of the general fund. >> Okay, so it's majority out of general fund, but there could be other sources. >> But you have been doing that already. You're just clarifying it.

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>> Just cuz those that specifically where they came from, the rest didn't. >> Yes. Um >> There was good discussion on where the money's coming from and all of this. So, they were doing their homework. >> Thank you. Uh page 14, I think it's just a typo. The additional cost, if you're adding the resources and material and

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the coaching and consultant, should be 36,000, >> [cough] >> not [clears throat] 35. Okay. >> Um Okay. You answered that question. You answered that question. Um

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The So, this on the map on page 18, >> Mhm. >> it's uh says about the additional curriculum. Are we Do we have some online to test? I know this isn't really budget related, but >> No, we do not. That's why we have a math committee working this summer that you guys approved to do that K-5 math

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committee. >> Um And how How are we expanding? I think you answered this, too, but how are we expanding our um Project Lead the Way? >> I don't have what specific programs that they're looking at expanding. Uh we're

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just expanding the offerings. >> Okay. I'm done. >> So, when you say on the on page 10, when it says budget totals as presented, are those expenses? So, we haven't talked about any revenue yet, right? Okay, awesome.

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>> Right. Those are all the expenses that Dr. Donahue presented to you at the last meeting. >> Okay. >> We did spend a lot of time looking at the revenue budgets, the total revenue budgets like a couple weeks. >> Is there any revenue items in here?

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>> You'll You'll see all of the revenue at the end. >> Okay. >> And you'll see all of the expenditures, how they fit in together. >> Oh, I see some >> So, that'll all be summarized and Michael will go over that. So, Stephanie was right on on the way that she presented

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it. The formatting was was great and she was very excited. And Megan was excited, too. So, Megan, why don't you take us through what you have? >> Okay. So, uh this cost center is student services, which encompasses quite a few areas

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within the district that we have oversight of. Uh the first one um of our of our components that really looks at the strategic plan is student outcomes and resource allocations. So, especially in

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special education, um we have some very very firm guidelines on student to staff ratio. So, we always have that to consider. Um under MARSS, we're also looking at uh the federal law IDEA,

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which guides much of our decision-making and program for students. Another component of uh the the district plan and in our mission and vision is to create that inclusive school setting where we are building climate

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climate and culture, and that really comes through the social-emotional learning and mental health supports, restorative practices. Um you might hear about behavior intervention plans, and those are all the things that underneath that uh

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heading. Specially designed curriculum and instruction uh really is in partnership with teaching and learning, and Dr. Delman and I work very much collaboratively within this section to um design and

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work with our teams to implement appropriate curriculum based on what our students need, and um not only grade level, but ability levels and disability, um, all of those things are taken into account.

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We also, and I I work closely with Miss Presley on this, the family and community collaboration. Um, I feel like sometimes I have my hand in lots of pots uh just because of the nature of student services in and of itself. And also the responsible use of special

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education funds. So, ensuring that we allocate appropriately, that we are spending what we should be spending on our students and supporting our central programs and things to that nature. This year, um,

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uh 2026-2027, we have the addition of 2.0 FTE. Uh both are four level four teachers. Level four classroom is a resource classroom that is has a low number of students,

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can be up to 12 with two paraprofessionals. These students are often um students that need the most supportive environment outside of a central program. So, we used to call them maybe ASD classrooms or cognitively impaired

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classrooms, self-contained classrooms, but open schools and the state has worked to really revise those types of classrooms so that they're far more inclusive and they give us some ability to leverage our teachers and what

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certifications they have. At Hoover Elementary, we will be adding a level four kindergarten room, um, due to the addition of actually it's more now, but at this time five kindergarten students that require that programming.

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We have yet to have our students enrolled that are not in Webster. So, we can only use the numbers from Webster at this time. That doesn't include any movements that might come in or split choice students that we might

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welcome. So at this time, just from Webster, we're seeing five come in and they are assigned actually to Hoover. Uh so we will open up partner room to our our level four elementary resource room

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and have a kindergarten room right next to it. So it'll be it's a nice partnership. I believe there's a bathroom in between. Yep, so it should be Oh great. So it should be a nice partnership especially for the teachers. We also have an additional eight sixth

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graders that require level four programming. So we will be opening a level four resource room at Hazel Park Junior High School. Um and that that we have that room. We have had that room in the past or room

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similar. So it is already next to a level three room. So it should be a nice again a nice transition, a nice partnership for those teachers that will be teaching those students. On the next page you're going to see

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that we need to furnish our level four classroom addition at Hoover Elementary School. This furniture package mirrors the furniture package that we purchased a few years ago when we opened uh the level four room at Hoover. So the

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rooms will look pretty much identical and have very similar matching furniture. Um and the total cost for that is $16,623. It hasn't changed very much from the last time we purchased which is nice.

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Um you'll see on the next page our FTE summary for a continuation of service. This year our FTE was 33 in 2026-2027 due to what we predict as our enrollment, we will

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move to 35 FTE, and this will be to maintain MARSS compliance. The teaching staff FTE per school, you will see uh next in our chart here, our table. Webster stays the same. Hoover has an

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addition of one. United Oaks stays the same. Lind stays the same. The junior high school has an addition of a resource room level two and a resource room level four. We are taking one resource room level

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two out of the high school, and that's where we'll lose a teacher at the high school and gain one at the junior high. Advantage will stay the same, and early on will stay the same. On the next slide, you'll see our

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ancillary staff, which are the school psychologist, the that number stays the same. Social workers will remain. Speech and language pathologist, we are going down 0.02. OT, we are going down 0.02.

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Physical therapist, we will remain the same at one. Same with BCBA. And the AAC coach and assistive technology coach will go up 0.2 um respectively, so

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it is balanced. Our AAC coach is a speech pathologist, and our assistive technology coach is a occupational therapist. That's is where we see the balance in those numbers. For administration, uh

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one executive director. We have This year, we had a 0.6 supervisor position. We will be moving to a 1.6 with the addition of one supervisor. This year we had a two teacher

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consultants. We will go down to one teacher consultant. We have two student service secretaries and 2.6 district nurse positions. Our change in special ed count from the

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fall was 583 students to our spring count was 634. So, we are seeing a rapid increase in our special education numbers. The next page is our curriculum and subscriptions. So, it is important to

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remember that teaching and learning covers all the gen ed curriculum. All special education students are gen ed students first, so they do utilize that curriculum. This is the additional curriculum that supports their specially designed instruction.

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Um, and you'll see a total of $81,070. That does include adding curriculum and all the components of curriculum for two new classrooms. We have uh no increase in our our assistive technology

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which uh remains at about $8,000. For professional development, uh UK root training, that is the training we utilized to implement um what our focus group thought would be best for our district. Um, that is a

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total of $2,100. Crisis prevention and intervention training, that's our state mandatory training uh for seclusion and restraint, is a total of $4,500. The start conference is a conference

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that we send our teachers who teach our students with autism. Typically, that is grant funded, but we did include that cost here. Um so, we may see a reduction in that. We are also sending uh four

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uh trainers, people [cough] professionals to be trained for paraeducator training, and it's called para boot camp. That will take place in uh at treetops, actually, in Gaylord, and that is upcoming, and it's uh really divided out into adult

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transition, early childhood, and then a level one and level two trainer. So, our paras will have very well-rounded training to work with our students. Do you have any questions? >> Uh just two, I think. Um B A uh budget authorization

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form, I'm assuming that's your form that you gave to them to like that's a specific >> Right, that has all the detail account by account. Yes, they turn that in everybody turn that in. That's where the details were picked up by Monica to put it into the budget. >> Perfect.

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Um and on page 27, the ancillary staff, >> Mhm. >> is speech pathologist going down to or up to? >> Our speech path one speech path will go down point two and go up it's the same person will go

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up as a coach. So, so coach two days and speech path three days. >> It just says 6.0 under 25-26 and 6.2 under 26-27. So, are those numbers transposed? >> Yes, they're just flipped. >> Okay.

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>> The only question that I have is I do not see a total budget on this. We had the 1.283 for teaching and consultant. I thought this would give us a total. >> No, we do not have a total budget yet for >> have total budgets on any of them. They

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are in the master budget now. Um we didn't accumulate them by total. >> Okay, so I just thought maybe this would be more cohesive that we would have a total

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budget for each department. That's not the case. >> It It It is in the budget right now and that could be another step that we ask Monica to produce. She, I believe, can sort them not tonight, could sort them by

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by cost center and produce totals if that's something you would like to see in the future. >> I think I think the difference between the teaching and learning and the special ed is that those were the initiatives that she put. I don't believe that that budget includes the

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total teaching and learning um such as the staff. And so a lot of what you're seeing with special education is the staffing that's in there and she did give you the very small pieces of supplies. So that 1.3 mil was really not staff.

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>> All right, I'm sorry. I do have more questions. Never mind that. >> Can I just clarify? When they turned in their BAF, that was their whole cost center. There There are totals on that. >> Um Okay, sorry. Are you finished? >> I'm sorry, go ahead.

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>> I'm on page 29, the curriculum subscriptions. Interactive Orton Gillingham it says 125 * 6. Are we buying six sets at 100? >> Six. Yes, six subscriptions, so six resource room teachers have that. >> Perfect. And what does A R I S stand for or what is it?

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>> ARIS. Um it is a term and it does stand for something. >> [laughter] >> Autism something it is a curriculum for students with autism for reading instruction.

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>> Thank you. >> Can I just say these first two presentations were the most student oriented, the clearest that I've probably ever seen and I I really got to give them a big hand for presenting like this. >> [applause]

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>> It helps with the helps with the understanding. >> [clears throat] >> So we're going to move into elementary. The elementary had to draw straws and you you drew the short straw and we have one person that's going to present all of the elementary. >> So um

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a big plastic bin fell on my head today and I got a big bump and I looked at these numbers when I sat down. They're quite different than what we had. So there's typos. So I have I have to For who? Everybody else is good. All right. So this says we have currently have four sections of

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kindergarten. We do not. We have two. And right now we have 46 kindergarteners. Uh first grade we have two sections of kinder first grade. We currently have 43 students enrolled. We have two sections of second grade with 43 students enrolled.

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Our third grade is two sections with 51 students enrolled. Fourth grade two sections with 59 students enrolled and fifth grade has two sections with 45 students enrolled. Uh and then so our proposal for next

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year is the same. Two sections. We we can't we're not we haven't projected. We don't know how many kindergarteners we will have but we're projecting that for first grade we'll have 46 first graders 43 second [snorts] graders, 43 third graders, 51 fourth graders and uh

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59 fifth-graders. >> [clears throat and cough] >> So, we had 12 FTEs for classroom teachers this year. We will have 12 uh FTEs for next year, as well. Uh again, we are awaiting building and educational building assessments. Uh

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classroom doors is a big need at Hoover, so that's one of the things that we're really hoping for. And we painted our media center this uh school year, and we really could use some new tables and chairs to enhance the beauty. And now, I'll go on to United Oaks.

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Uh right now, this year, they have young fives. They have one section with 13 students. Uh kindergarten has two sections with 57 students. First grade has two sections with 56 students. Second grade, two sections, 46 students.

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Third grade, two sections, 57 students. Fifth fourth grade, three sections, 76 students. Fifth grade, two sections, 62 students. And then, the proposal for next year, young fives, we we don't know what that number will be yet. Kindergarten,

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uh we know we'll have more than 13 of the early fives, so we but that number has not been determined. First graders, they'll be two sec First grade, they'll be two sections with 57 students is the projections. Second grade has two sections with 56 students.

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Third grade has two sections with 46 students. Fourth grade has two sections with 57 students. And fifth grade has three sections with 76 students. So, they had United Oaks had 14 la- this

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year, and uh the proposal is 14 for next year. Uh they They again, we all all three schools are awaiting building and educational building assessments, but at UO, carpeting is going to be replaced this summer, and classroom carpeting is

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uh hope for the future. And Webb Elementary, they have one section, uh a young fives section with nine students. Uh they have kindergarten, they have two sections with 26 students. First grade has two sections with 41

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students. Second grade has two sections with 50 students. Third grade two sections with 40 students. Fourth grade two sections with 53 students. Fifth grade two sections with 57 students. And the proposed next year is young

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fives one section. We don't know what that number will be. Kindergarten two sections with nine students. I think they're anticipating more. Uh first grade two sections with 26 students. Second grade two sections with 41 students. Third [clears throat] grade

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two sections with 50 students. Fourth grade two sections 40 students. And fifth grade two sections with 53 students. They had 13 FTEs this for this uh 25 26 school year, and next year the same, 13. Uh there are no new building initiatives at

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Webb, [clears throat] uh but staff was surveyed and identified furniture needs, playground needs, courtyard, improved heat and flooring, blinds for classrooms, refurbishing the pool into a multi-purpose room, improved key system, improved bathrooms. However,

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money remains an issue for all of this, and hopefully future bonds could support them. >> All right. Any elementary [clears throat] questions for elementary? >> Um You caught the first one, my first question. And then for Webb, it's it's not 26 students per

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section, it's just 26 total? Okay. I'm just making sure. I think that was all my questions. So, that's >> So, what you saw were the initial numbers that were presented. There'll be changes as this develops. >> And and those initial numbers are what we're basing our budget on, correct?

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>> Mhm. And this is all big picture. So, you know, we took the big picture and the details are residing in the budget. Junior High. >> Good evening. It's a pleasure to be here with all of you. Um I have the pleasure

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of sharing with you what we're proposing for next year in comparison to this year for the Junior High. Um obviously you have these slides in front of you, so I'll highlight what's changing as opposed to what's staying static. Um with respect to our total FTE in the

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uh core, we are going with the same number of teachers. However, they're shifting from grade due to the size of the incoming sixth grade class. The current size of the sixth grade class who will be seventh graders next year and then the reduced size of the eighth grade class this year compared to

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or next year compared to this year rather. So, um we will have six sections of sixth grade, six sections of seventh grade, and four of the eighth grade for next year. Um our total FTEs I just referenced will

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remain at 23.5. It's important to note that that number is for our core and elective teachers and does not include our special education faculty. With respect to the support staff, um we will continue to operate with two secretaries, one guidance counselor, and

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as Dr. Papazian referenced in her presentation with respect to our special education staff, she outlined those positions beautifully. Um our MTSS teachers supporting students who need intervention support, um we

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will hopefully remain at a 3.0, although one of those positions is grant funded, so we're still waiting to see if that grant uh will remain intact for the coming school year. You'll [clears throat] see an increase for our social workers there as well. That's something that's actually in

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place now. It came on mid-year. We were grateful for the additional support cuz our student body has some significant needs, so we appreciated the district's support giving us an additional half-time social worker, so that position will remain in play for next year. And then

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with respect to music, PE, and electives, we are remaining essentially the same. We have one full-time music teacher and we share half-time two teachers that also spend part of their day at the high school.

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This is my favorite slide because it talks about the fact that we are proudly going to be continuing the teaming model for the coming school year. This is with the infancy year for teaming and there were growing pains for sure, but we are proud to say that it is

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up and running and going strong. It's also important for you to think about teacher teams as we have core teacher teams, elective teacher teams, MTSS teacher teams, and while special education teachers are listed separately, they are clearly a critical

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part of our core teacher teams. So next year in the sixth grade, we will have six teachers. Tentatively, we are planning for a two-teacher team and a four-teacher team. That same model will play out for our seventh-grade team as well. And our eighth-grade team will be

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one teacher team that will be four teachers making up eighth grade. We will have five special education resource room teachers as Dr. Papazian pointed out, and they will be connected to a grade level team as well, as two self-contained teachers for next year.

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We'll continue with the same number of elective teachers this year and next year. And as I mentioned previously, our MTSS teachers, we hope to retain our three MTSS teachers, but one of those positions is contingent on grant money.

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Are there any questions related to the Hazel Park Junior High for next year? >> I have a question. >> Sure. >> Um on the teaching support staff page 46, can you explain to me what the difference between current service level

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and minimum and then service level? >> I was looking at the support staff. My page is Oh, yes, they're numbered, but I don't have my glasses on. Sorry. >> That's That's part of the process by definition zero base. So, we go in and ask everyone, if we're going to keep your current level of service, what

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would it be? If it's going to be minimum, if we have to reduce budgets and go in and say, "Okay, you need to adjust these to minimum." That's the column you saw. So, everybody did that exercise. It's not shown in

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every one of these, but it is shown there. So, that's part of it. There's There's also another phase of if things are really good, then what's what's your expectation? Okay, this is part of the zero base process. >> No, that's good cuz it's teaching me zero base budgeting process. So, I'm

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glad it was in this one. Um and we have um Oh, current sub sir Okay, so one EI classroom, zero ASD classrooms because they're in the resource classrooms, correct?

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Or Or we We don't have any ASD kids for next year. >> No, this This isn't not currently reflective of the model we're using from the open schools agreement. Um so our EI students are supported with

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paraprofessionals. [snorts] We do not have uh self-contained classrooms, and we're all rather leveled resource rooms. So, we have level three and a level four. The hard part to differentiate from year to year is that that model has

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changed, right? So, this model did happen previously in the 2024-25 school years when we really transitioned, but for this year, we went level three and level four. Unfortunately, when when this was kind

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of put together for us, we followed what we were given, which would be a a model from could be any district out there, and we tried to put it into what ours looks like. And so, that's I think the discrepancy that you're seeing. >> Well, I just

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Well, this was an assumption, which is why I was asking, that resource room would be your level one, two, three, four. But, that's not the case. >> They're all resource room, yes. But, resource rooms can be resource room level one, resource room level two, level three, and level four. It's based

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on student need, not on disability. >> I got I understand that part. I just said for the purpose of this. >> Mhm. >> So, the special ed had five Currently, we have five resource rooms. So, those are the those are the levels one and two and three and four?

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>> [clears throat] >> Yes. So, so currently, we have five. We're going to seven. >> Got you. >> Yep, that's right. >> Okay, is that Is that >> Yes, that's correct. 100% >> that expressed it appropriately.

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>> 100% that's that's the best way to just explain it. Thank you for doing that. >> Five are level one. >> Yes. >> One, two, yeah. >> All right, are we good for high school? >> Yes. >> Looking forward to this. >> Thank you. >> Thank you.

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>> Always like to hear from the high school. >> Good evening, everyone. Um Hazel Park High School, um our classroom teaching staff projections. Um so, the high school course offerings vary by subject area, resulting in differences in the number of sections

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and then average class sizes. So, moving forward to the proposed 2026-2027 sections and average class sizes, those will be based on projected student enrollment, the current course requests, and available staffing. Um right now, we're currently in the

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process of completing that master schedule. Um tomorrow, [clears throat] we are actually meeting with our PowerSchool consultant and the and our counseling team or scheduling team tomorrow to try and get that completed because I know that has to be done. Um but, the projection's intended to

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support um balanced class sizes, maintain appropriate student-to-teacher ratios, and ensure students have access to required courses needed for graduation. Our um full-time equivalent summary here for our teaching staff, um we're not looking to change a whole

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lot. If you look there, there really is no change. It's all pretty much based on the last couple of years of what we have. I know I've been in um contact with central office and Dr. Wilcox and talking about we're trying to always improve our course offerings at the high school. So, AP classes, AP seminar

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courses that we're adding, trying to improve early middle college, dual enrollment, things like that. So, she and I have had some conversations, but right now we're not changing, but again, when we meet with Denise tomorrow morning from PowerSchool, hoping to have that um I call it rough schedule, but hopefully

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it's pretty close to being done because we want to have that done by um the time I leave in June or we leave in June. Um facilities and capital improvements, so we're awaiting still the building assessment and roof repairs. Um we have worked with John and King Scott

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regarding like theater, um testing areas, athletics. The corridor doors are uh thank you for approving that. That's going to help us secure the safety moving forward. The doors that will be added, a safe entrance and vestibule in the office. We talked about that. He's coming up with

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some more plans. Flexible seating in the library and then again trying to improve our welding and CTE programs. But if there's anything I could do on this list as the leader of the high school, it would be the safe entrance vestibule in the office area because if you think about the entry into the high school, the double glass doors there and then

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you come into the building and then you have to walk all the way through to get to the office. So, if there was any of the improvements that we could do there, I would surely hope that we could do something there. Um This is our wish list from our um Mr. Lee and the band director. So,

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there's a total of I think it's seven pieces of equipment there. Um these are very costly items, but um he's building a great program. We're dragging out instruments for marching band on Friday nights for football games that are in

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need of repair. Um and I said, "Well, dream big and see what we can do and I'll take it to the board." And he asked me every day. I'm like, "Yeah, Sean, we haven't had that meeting yet, but I'm working on it." So, um you know, I did ask to talk to our welding department and some of the other

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CTE teachers if we could maybe repair some of those stands and then some of the instruments, but some of them are very old and they're not even worth repairing. So, um if that could be a consideration moving forward, that would be great. >> Great. Questions? [clears throat]

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>> Um The band director was very um explicit. >> [laughter] >> I know that he I think he told me that he spoke with you guys. >> Um I just have a really quick question. How do we come up with the band director's

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1.16? How do you get the point one six? >> Um as far as time? >> It the FTE. it's 1.16. >> Oh. >> You need help with that, George? >> Yeah, I was going to say cuz we he shared he he's on share time with us.

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>> Well, no, but it's a 0.16. They get 0.16 for doing marching band. >> Oh, because it's it's an extra class. Okay, >> [laughter] >> I just thought that was a little odd. >> Anything else? >> Nice job. >> Thank you. And if I could just ask the board, please our co-worker at United Oaks lost her

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husband uh this last week and I've been I'd like to stop by the funeral home. So, if you guys wouldn't mind, we'd like to head over to the Paris house. >> You know, please do so. >> Oh, yeah, absolutely. That's fine. >> Thank you for your time. >> Thank Thank you. >> Thanks, George.

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>> All right. Panic alternative. >> Good evening, everyone. So, the overview description of budget authorization form BAF for teaching, security, and Dean of Student salaries are paid by the 31A grant.

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The social worker currently now is a 0.5 FTE and that started in January. Classroom teaching staff projection for actual 2025 students per grade level, sixth grade we

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currently have six students, seventh grade two students, eighth grade six students, ninth grade 23, uh 10th grade 31 students, 11th grade 32 students, and for the 12th graders, we currently have 57 students.

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The projection for next school year as for our incoming sixth graders will be four students, seventh grade, eight students. Yeah, seventh grade, eight students, eighth grade is two students, ninth grade, 30 students, and for the 10th

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graders, 31 students, 11th grade, 25 students, and 12th grade projection is 60 students. Classroom teaching staff FTE summary, 2025-2026 FTE is 10.

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For next school year, it'll be 9.5 because of the social work uh reduction, who's now will be a 0.5, and then the FTE 9.5. >> Thank you. >> have one quick question.

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Well, now I have two quick questions. Um how do you And and I don't know if you can answer this, but so you have six students in eighth grade, and you're predicting 30 students in ninth grade. That's a huge jump.

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>> What What do you want me to take it from? >> Yeah. >> So, he's looking at his past history. Remember, a tremendous amount of these students come from other school districts. And I was going to make a joke earlier and say, "And those numbers are changing every day."

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Uh so, you know, depending on uh what happens, we take quite a bit of behavior here at the end of the year, and some are repeat offenders. Those will go on this, but these these numbers were done with this best uh indication of projection sometime ago. And so, um

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it really is just the big pieces is that the same number of staff minus the social worker will be there. And if there's a tremendous amount of more students, then we may need capital to get something else as well. We [clears throat] had 41 students graduate, I think is what it was. Do we have more now?

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We we may have a couple more, depends. And so, that's a a big class, our biggest class yet. That's 75% of the students that were enrolled. Now, remember, that's what we had. The state takes those ins and outs, and if they didn't graduate, that's counted against

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you. So, I don't know where that'll all land. We won't know until the fall, but you know, that's where those numbers are coming from. >> I just thought that's a that's a huge jump in in how you And how do you because they come from everywhere, how do you predict it? >> I think he's getting up what he normally

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gets. >> I have a question. So, going through this, it looks like the junior high stayed the same, the elementary schools, the employee count stayed the same, the student count stayed pretty much the same. This one is increasing by three students, yet

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decreasing in the amount of employees. Um I'm it kind of puts a flag up to me because these are kids that need extra help that we're short in staff with additional students. >> So, it's just a social work position,

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and uh we found that the 0.5 worked this school year, and that half 0.5 went over to the junior high to give support, and they recommended that it it was enough. We also need to remember that we have extra some extra support that's over there as well from the Promise Zone because a lot of support to kids, and

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some of these students will be online. >> That's what I was going to ask. Are some of these online kids? >> Okay. >> Thank you. >> In the interest of time, if if there's a list, let's not read it for future ones. Slow down a little bit, but

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>> It's good to know that I'm doing the next one cuz >> All right. So, don't read the list, Sandra. >> Are you ready? >> We're ready. >> Okay, so for the athletic department, he really looked at thinking about what we can do. We know that in this area

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specifically, athletics is um an an piece of education, right? We have a lot of student athletes, and it's uh been very successful, and it keeps kids in school. So, currently, we have 1.5, and what we have been approved for 2.5 for next year, that extra

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one is the athletic trainer that we have already vetted will start next week at some point time. So, that's the extra FTE that's in there. So, it's uh it's Chuck, and Chuck is 0.5 athletic director, 0.5

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communication. Some areas that are needed, obviously, are we know that the track and the turf is needed to be looked at. The press box, I believe one of you looked up there and said, "Where's the window?" It's not the window, it's just our It's boards that close it that are

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struggling, right? That's If you've been inside that, I encourage you to come on up. It's It's old and just needs replacing. And the dream would be to add a press box on the visitor side as well. Um the equipment that we looked at is some

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shot clocks, which are required now, um I understand for basketball. Our football helmet repurchasing and and reconditioning, which we will have that to you. The an indoor blocking sled for football, and then purchase of new uniforms, used for two seasons, and pass

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it down to lower levels. >> Webster. >> Um I think >> She has questions. >> I already have questions. Um It says reliance on fundraising to supplement This is under the

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page 58. Reliance on fundraising to supplement shrinking district allocations. >> That was an opportunity that we could look at if there was um if we needed to to look at additional items through fundraising. And I believe some of them are doing that. So, other items that they need, they're fundraising to purchase them.

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>> Like individual teams? >> What was that? >> Individual teams that fundraise? >> Individual teams. So, they get extra jerseys that they can keep and other items such as that. >> Okay, just wanted to make sure I understood that. >> We do not have them fundraising for stuff. >> That's how I understood. Okay, and balancing funding across all

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sports, what is meant by that? >> Um well, when he was having the conversations to make sure everybody needs something that if if volleyball doesn't got any uniforms but baseball has, to make sure that it's an equitable timeline. >> Emily Child. >> Hi, good evening. Um I don't know why it

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looks like that, but um our actual for 25-26 and our proposed for 26-27 are the same. Um our we have max 16 students in our classrooms and we're projecting that we're going to get the same this year. So nothing changes in terms of our our

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teaching. Um Oh, this year we have 13, sorry. This year we have 13 GSRP teachers. Um that's because we've had a lot of sub in one of our um GSRP classrooms for an associate teacher. So we're going to hire one for next year, so we'll have 14 teachers next

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year in GSRP. And So this is our hope for professional development. Um as we've kind of heard we we're seeing some more uh increasing behaviors um coming through and so our hope is to

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get some more classroom management or PBIS training for our GSRP teachers. And then you'll see on the next slide um we are planning to purchase our pre-K curriculum through Creative Curriculum, so that would be the training that our

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GSRP teachers would get is for the um pre-K. Um and then this is kind of like our hopes and dreams, so we'd really love to see some updates to our sensory room and our gross motor room for our our young children. >> One question, cuz your answer's on

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there. What is What does PA stand for? >> Preschool Academy. So, that would be our 2-year-old preschools. >> I should have guessed that. >> All right. Who's covering communication? >> I will be as well. Um there's a There is a softball game tonight, so if you're wondering where he

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is, he is uh with our district champion softball team. Um there. Uh so, uh here again, uh Chuck cited this to say we need to continue to look at communications, and I think the strategic plan will guide some of this

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even more so as well coming out of Saturday when they talked about the need to make sure how do we reach out for community members that aren't online and that aren't on social media. And so, some of this has been in this long-range 3-year plan, and we just need to codify those goals that we're going to be moving forward. Um so, we really want to

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make sure our families get out there. So, we would continue use of paid advertising. We're going to bring you a proposal, um I believe for the billboards at the next meeting, but also uh doing the magazine and newspaper. Uh try to get as much free advertising as

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possible through positive news stories, uh which they're always reaching out to us to kind of give our input, and so they know they can call me and I'll respond. So, we want to continue to get the good news out about Hazel Park. Make sure that we're transparent in what we're doing and uh have consistent

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messaging that reflects the goals. Um I don't know that we could do budget cuts in um uh uh communication as it's a point, you know, it's a 1.5. That's That is not on there. It's a Well, I mean, a 2.0, but the it's a

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part-time person supporting him and full-time for him or part-time for him. So, that full-time is Morgan's position. That's for the education. Um, his dream would be some new cameras and to set up the podcasting and photo shoot room across the hall from him.

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When he has time, maybe this summer. I will be drafting a question as well. >> Let me ask one quick question. >> Yes. >> Um, where where's he wants he wants to set up a photo shoot and podcasting room? Isn't that room I know the junior high there was a room and I know it got damaged

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with would we not fix that? >> No, we wouldn't put it in that room. But, that might be in the future dreams of the junior high to do um, you know, um, groups and items in there. We would probably look for grants to do that. Um, but this would be just uh, to go ahead

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and have the sports groups come over here to get their picture taken instead of going with outside resources. He has a green screen already, but he just needs to set it up. And we have podcasting equipment. However, somebody took some of the cords and so we've had to work on getting new cords.

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I guess we're done. Transportation, um, our transportation budget really, uh, remains the same except for an addition of a bus driver and a bus. A bus was scheduled to be on there uh, at the cost and this what this would do is

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potentially, if the board approves this, to increase, uh, transportation to United Oaks and Hoover. Um, and we'll forward with that, but they would need another driver and a bus in order to do this. I've gotten about 30 responses of the in-district

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individuals requesting and so these are the individuals that probably had an opportunity to read about it. There's probably going to be more. Um, we saw a great, um, support of this with the web, um, getting kids to school. >> And that additional service is in the tentative budget if approved by the

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board. >> Yes. Um And again, uh the transportation department uh kind of futures, I'm sorry, I skipped right through. Um so that they really have been moved to a classroom due to air quality

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concerns. There was concerns about air quality and we had an engineer to come out and look at the transportation garage and that really is never it was never built properly and assessed to be a transportation garage. It was a time I think when we put up walls um to to accommodate and we know now air

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flow and other items that doesn't have air returns. It would be quite expensive to turn this into um a place where they can be So they're in a classroom right now. So they would really love to um not be inside a classroom inside well, but look at different um

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places to be. And then uh our buses have been ordered. Uh the three buses have been ordered and we actually had a walk-through for the EVs today and uh the new I'm uh it's almost good that we didn't do the EVs last year um meaning the charging stations because

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they've come up with a totally different idea that will be much more cost-effective and given the change of those charging stations, it'll be attached to the wall versus going underground and doing all of that. So we're pretty excited to hear about that. We'll be able to give you that information uh we hope in the next

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couple weeks with the uh bids for the chargers. Buses are ordered. So again, uh one new we have 10 drivers, one director of transportation. We're looking for 11 drivers and one director of transportation. And uh we are working with DTE and our

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uh architect firm and we would hope in the future at some point in time that we would uh be able to bring this to the junior high and high school. One of the biggest barriers for kids is getting to school. And so, having uh full-service buses all over

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inside the district, inside the Hazel Park, Ferndale, uh not for individuals. We're not driving buses outside the school district, but inside the school district boundaries, and allowing people to get to those stops is a wish for the future. >> Okay, you answered most of my questions.

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The only one is the purchase of the used buses. Is that the one we're buying through or is it another one? >> We Remember in the 3-year plan was a new bus every year. Um it wasn't a brand new bus, it's a used bus, but it would be a $75,000 uh used bus. It's what it was last year. I don't know

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what it is this year. We have not moved forward on any of that. >> So, we can have a conversation about transportation. >> But, it is in the budget. >> Okay. >> Operations and maintenance. >> [laughter] >> We're going to be focused on operations and maintenance on the new building

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assessments when it's completed. It looks like that will be July or August until that's completed. We'll also be looking at the roofs. Um we um know that we'll have another uh reduction in our mills. Um and so, we'll need to be putting something together in the

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meantime. We know that the state infrastructure grant had $180 billion worth of work that needed to be done, and that's not with designing anything. That's just with roofs, heating, air conditioning, building, um and dealing with a lot of plumbing and

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doors issues that we have. And so, we're going to be It's going to be a really strategic uh move from the strategic plan to the building assessments to a team to look at a bond into formatting what we want to do with the community. Um so, we are focused on utilizing the

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current dollars available for repairs and maintenance. Our 3-year plan changes. It comes and goes and changes based upon student uh based upon the needs, like for example, just found out that there needs to be a air conditioning replaced in this building. Um that broke, that's 15,000 like that,

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right? So, there you have to look at the infrastructure needs and having old buildings and old pipes are causing a lot of repair and maintenance that has to be done that could go to other items. So, So, we will update that three-year plan um as soon as those assessments are

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complete and right now we'll prioritize those needs that you've approved, which are there's a bathroom being done at at Webb and at Ford, probably in next year's budget, not this year's budget given timing of work. Uh doors are starting on Monday, not next Monday, um

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at the high school. Carpet starting on Saturday at United Oaks. Um and then we will be bringing you information about transforming the field at Invest so that their students have a place to exercise and uh do gym outside.

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Our buildings and grounds staffing you have already approved. Um and so we had an increase that was done um and that was approved and we're looking to hire three additional positions. >> These are restoration positions, were they not?

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>> Yes, they're restoration positions. So, our actual uh FTE is 34. We're moving to 37. Um and you know, we're having a hard time hiring custodians and maintenance uh individual and not our maintenance custodians. So, if you're listening today and you're looking for a job,

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please apply online on the phone. >> Technology. >> One quick question. >> One quick question. Um it says Ford Advantage has seven maintenance, two substitutes, and 1.5 custodians. Are all the rest of the buildings just custodians or is it maintenance and custodians?

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>> reside in the Ford line item of staffing. Maintenance maintenance maintenance does. >> Okay, so all the rest of them are pretty much custodians. >> Yes, got you. >> Good evening. So, um I'll go through my next slide, please.

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A lot of the stuff we have aligned with our 3-year technology plan that we have submitted to you guys. Next is currently, a few years ago we moved to the high school due to them needing space here for other offices and classrooms. Um in the future, it would be

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um looking to move to Longfellow as that's the most central location for all buildings in the district and since Longfellow's back up and running. Um and if there is increased enrollment at the high school that they would need the

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classrooms upstairs again. So. Uh staffing for technology, same as we have as this year, so remains the same. Um just looking and taking the high school media tech support technician to a district position. Um we see that

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No. Okay. So, that's it? >> I don't have any questions for you. I'm sorry. >> [laughter] >> How many classrooms do you um utilize at the high school right now? Up >> We have two classrooms, one for the technology staff and then one is a storage.

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Has holds a lot of our storage. >> I'm Amy. Community schools. Um everything I have and do is of course grant funded. Um and um so basically I um just make sure I ensure that we are spending our money

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in complying with the grants that we have. Um uh right now it's Balmer, the Michigan one for Longfellow, and the uh summer discovery. Um I also try to make sure that we align

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to the strategic plan, whether it's the current one or the one coming up. Um and making sure that I hit the pillars of community schools, um which um are pretty clear. Um

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Additionally, um I also try to make sure that the funding is balanced uh among the four schools that um are in the Balmer grant. Uh luckily for us, it not only covers the salaries, but it gives us a a tiny bit more for [clears throat]

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us to do extended learning at the schools and sometimes some parent engagement. So, that's been um we've been able to carry some money over um with that. Um Of course, I I would love to see some of

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the rooms that are not completed at Longfellow completed. Uh there's so much potential. Love to see the outdoor space. Um there's I see people out there all the time. Um it'd be nice to get picnic areas and walking spaces. And I

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know that we have more grants to write and I'm showering [cough] There's that intergenerational gardening one out there I'm looking at. Um I am looking for for you know, furniture and things for the birth to

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three playgroup room. Um and I wrote technology equipment. I think maybe I meant um security updating the security so that we have a bell that we can let people in as opposed to the PA system. Um

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uh the I don't think probably we need a PA system as much as it would be nice to be able to open the door from um if if I'm a community health worker and I know somebody's coming, I can push a button and let my clients in.

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So, that kind of thing. Any questions? >> No, you answered it when you were talking. Thank you. >> You're welcome. And I also would like to go to the funeral home for the I'm assuming that passed away from United Oaks, if that's okay. >> Yes, please. >> Okay.

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Thank you. >> Here we have a page that shows the capital purchases. There's not a page number on the bottom of it. Um Monica Papazian, you want to talk about this for a minute? >> Sure.

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Um on here we have our level four class um at Hoover. So, that was part of the student services presentation. Um we have the $1.6 million for the EV buses. Um that we've been moving forward from year

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to year until we're spending it, which now that the buses are ordered, it will be spent in next year. Um but that will be no effect on the bottom line, because we'll see revenue and expense uh in the year. Um

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I think there are multiple media center furniture requests. So, I think that's something we would look at to be part of bond issue. And so, we have not included anything with that for now. Uh the band equipment that uh Mr. Lee

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requested totals about $31,000. Right now, the full amount of all of the equipment is in the budget. So, that's something we can look at how much of that we want to purchase. And then, the used bus is in here for

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our $75,000. >> Sorry. >> Go ahead. >> No, this was already approved, right? Unless it says not provided. It It's in the budget. It's not necessarily approved. Some of these like we haven't brought the bus to you yet. We've not bought the So, these are the requests.

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That doesn't mean we will bring you the total requested dollars. It's we want [clears throat] to balance what we do and what we don't do. >> Okay. Perfect. >> The district did a real nice job then of summarizing the additional personnel that Monica's going to go over this and also reductions of personnel

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in total in a total cost form. >> So, what you're looking at here are the positions that we are adding or looking to add to the budget. Um some of the positions will still be pending board approval, but they have been included in the budget proposal. Um

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>> And they've heard most of those already tonight, correct? >> Yes, and and those positions have already been approved approved in the budget. On this one. Um you see that the bus driver has not been approved. >> The 18 and 19 have not been approved. >> Right.

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>> And 19 just so we're aware so you're not surprised is [clears throat] coming out of negotiations and we'll speak with that at the committee level. >> So, I just saw I was going to ask a question on this page. >> No, go ahead and ask. >> Why do some of these have zero cost?

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>> Um because we ended up zeroing out the FTE. So, we >> So, they were >> maybe one somewhere and then we changed that. So, it's not an additional cost. I left them on the list so that we knew we didn't forget about them, but there's no cost associated with that.

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>> Perfect. Thank you. >> Uh then the next page um with blue is um positions that we're we're removing. Um which I'm here number two would be the advantage dean where we were going to

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reduce that to 0.6 and you have approved that to go back to a 1.0. So, um that's just that's zeroed out on here. Our net change is the is addition of nine positions uh with an estimated cost salary and

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benefits of 677,000. >> I'll cover some of the revenue pieces. So, as you recall, we had the enrollment projection um that was done in January and February and the top line in 25-26,

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we tied into your actual count at that time of 2,839. Then the succeeding year, the total projection would be 2,868. And that's the number that runs through the projection computation.

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Then your advisor Stanford Consultants did a separate uh look on grade by grade. Now, this again was back in February, so things are going to change, but it's based on the science of of how he looks at moving

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students up and looks at the historical nature of what is coming in in K-12 as well as having long discussions on the economic situation in the district. 0.9% increase in these K-12

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positions. Then you also have what my term is is alternative education. It's It's Best Roosevelt, Muskegon Cyber, Vantage Alternative. Those create some numbers that need to be accounted for

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and Monica has looked at this analysis and um it shows on the bottom right a transfer out of 568,000 as a result of the numbers as they're presented in the projection.

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It's an increase increase in the transfer out. Monica, do you have anything that would clarify what I just said, which was a little bit confusing? >> Uh I think you covered it. >> We got it. All right. >> Good job. >> So, we accounted for it is the bottom

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line and it it's it's in the budget. And then uh always wanting to put you know, how is how are things computed? So, here's your your tax rate request, which you probably already saw. Tax rates going forward in the current

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year and it shows the duration of those levies. Here is the computation of state aid for 26-27. It's just a a a way to show you how it's done. The big three numbers in in the bottom

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in the toward the bottom and in the middle total 31 million. This the big revenue budgets items biggest items in your budget for revenue is shown here. Up in the top right is the state aid blend.

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Special education and general education. And then on the far right special education cost 19 million, for which you get some reimbursement and special ed transportation costs. Those are important numbers because they

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drive some reimbursement in other parts of the budget. So, those are the updated budget numbers that are in there for those two categories. This is what the governor's proposal was. We wanted to include it in here so that you can see

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everything that that was in there in the various categories. And over on the right it says the total changes from the governor 1,104,000. That's not a lot. It's a relatively small piece. Um but you can see

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bilingual education is a reduction of 317,000. So that reduced help had the effect of reducing that number to the right to what it is, 1,104. There's a shift in some of the thinking

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from from the governor of away from 31A to a a new weighted pupil membership called 22B, which most educators support. Most superintendents

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support because it uh it follows the school finance research collaborative that took place seven or eight years ago from people you all know in in Oakland County. And it was something adopted uh by many many parties. And And finally

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this governor is putting this weight uh from that study into here, that weighted average. So it it gives you uh more money for students that need it, special education, others with special needs. And um

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it it's really a great thing in the long run. Anybody want to add anything to what I just said there? And now Monica. >> Okay. Um [snorts] Some of this we've already heard, but just as a a overview of the budget

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process, each team or department head for the different cost centers created a budget authorization form. And that was turned into us. Um for me that was the the financial detail we we needed to see to to put everything

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together. Um, so we we compiled the results of all of those. Couple of important notes. Um, this is the budget as of right now and I think Don kind of alluded that earlier is it will change next week and the week

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after. Um, we might see a little bit of a change just because we found out last week that there were some um, center program adjustments that open schools will be making. We have to flow that through and see exactly what that impact will be.

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Um, uh, so we're continuing to monitor expenses and revenues, especially the revenues as um, awaiting for that budget approval. Um, then my my favorite slide. Um, this really emphasizes how important our

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vendor schools and charter school are to our bottom line. Next year we expect to um, see uh, just over two million dollars added to our fund balance uh, just from authorizing these these schools.

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Another great slide showing um, how much the center programs contribute to the general fund. And um, so for next year because we're adding um, Megan, is it two ASD classrooms?

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>> If we can staff them, yes. >> Okay. The budget reflects adding two ASD classrooms. Um, so our indirect costs will go up a little bit and as well as our rent. >> [clears throat] >> So um, we are looking at the 2.4 million

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dollar contribution to the fund from the center programs next year. >> And when you say center programs, you mean Edison and Jordan? >> Yes. >> Thank you. >> This is a analysis of our revenues

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by the different sources. And in total for next year, we're seeing an increase of revenues of 632,000. That consists of a lot of ins and outs on each of the lines.

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But a few to mention, our local is going down, which looked alarming at first why we we would be getting less. But that's really mostly because we had um Balmer carryover in this year, and we won't have that carryover into next

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year. Our state we you know we know that we'll have the 1.6 million for the e-bus plus the 1 million increase from the governor's proposal. But then our 31A is going to go down.

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We have projected almost 600,000. And then there were some categorical line items from the state aid that were one-time items that aren't reoccurring. The educator compensation. Some of the MERS payouts, some of the

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retirement payouts. And then section 41 bilingual, we don't believe will be a grant next year. With federal, we see a reduction, but again not anything to

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be alarmed. That's because we completed our Longfellow grant. So we won't have those grant funds any further. Does anybody have any questions on the revenues before I move on? >> Monica, did you Did you talk about

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budget three versus amendment four? Have they >> Oh, great point. I did not. Um so, knowing that we are going to be bringing a budget amendment to you next week. Uh is our Sorry. Um we reflected what we

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think that budget amendment will be in here and compared next year's budget to the proposed budget amendment four. Just to give more accurate comparisons. >> That was really important to bring you the whole picture and this these couple

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slides we believe brings you the full picture. Anything more on revenue, Monica? You good? >> I'm good. I know you answered this a number of times, but what are transfers in? Those are from >> Those are

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um transfers in are from the center program transferring funds from there. Um there's a small amount from food service that gets transferred in. >> Okay. Now you're jogging my memory. Thank you. So, you said the center funds, which is Edison and Jordan, but not the

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vendor schools? >> Uh no, those those um we see through revenue. >> So, where are they at in revenue? Others? >> They're part of our um foundation allowance, so it comes in with the

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state. The state aid. >> Okay. >> So, so those slides she presented we believe reflected quite well. But they're embedded in these categories. >> So, on our general fund expenses,

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we are looking at an increase of $2.6 million. In that increase is included the $1.6 million for eBus. That's the majority of the increase there. Um

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Um Purchase services, so we transfer the money out to invest through purchase service account. And because their student count goes up and the state student allowance goes up,

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our transfer to them will increase. We have an increase on purchase services for some technology software. And for our transfer to Michigan Cyber. And that was offset by reductions from

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the 31A and section 41 reduction. >> So, the salaries that we're seeing the increase for the 2026, is that include the negotiations that we just had? >> Yes. >> Okay. >> So, this is a format that it shows it by

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I'm going to use a jargon term. We call it object. These are categories that kind of make more sense when you see it in your amendment, it's going to be by functions, isn't it? So, she she's

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required to show it by functions, but this is more understandable, so that's why she's showing it like this tonight. >> This is much more understandable. >> Um Why do we anticipate no transfers out next year? >> Great question. Um because in May we

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made our final um energy bond payment, so we won't be making any more of those. Okay. >> Good with expenses on this page. >> Uh so this slide shows uh compared to the proposed amendment four between next

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year's budget um that we would have a loss of 1.9 million. Um I'm just looking at the Oh, okay. Sorry, thought I'm something was wrong with that. Um our beginning fund balance, however,

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we're looking at an increase of 3.3 million, so that is gains that we think we'll see from this year. So we're left with um an ending fund balance at the end of next year

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of 5.8 million or 10.04%. >> So again, this includes amendment four that they will see down the road, correct? >> Yes. >> Next week on Monday. And it was important to include it in here

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so you had the entire picture. And then the tentative budget is what for 6 months, you know, the group has been working on is shown in that 26 27 column as the tentative budget for that new year.

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>> So, the way that I'm reading this and the actuals for 24 25, we had fund balance of 2.17. So, we're increasing the fund balance this year by almost 6%. And then by next year at this time,

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we'll have increased it another 4%. >> Another 2%. >> Another 2% Sorry. Yes. Sorry. >> So, that's headed in the right direction. >> Yeah. >> Which is good news for you. I would still like to see a fund balance

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policy that would state a higher figure than that, but you are absolutely moving in the right direction. >> it's on our agenda for Committee of the Whole next week. >> Monica, more points points on >> maybe like when we do um

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when you present the budget, I would like a 6% increase I love, but it's a lot in one year. So, just maybe a breakdown of what that where that 6% came from. >> Sure. Thank you.

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>> So, it's it's everything that's that's in here. I I I'm not sure what else she would >> I think she just needs maybe some bullet points kind of highlighting the the larger ones. >> Yeah. The big the big points. Yeah. Some corrections and changes, yes.

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So, this is an important slide. Any other questions? It's looking looking good. You're looking better. The the task will be how do you maintain that going forward and how do you strengthen so you're getting to a stronger point.

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Keep strengthening it. Other points on this slide. We included in here what you have seen um in your other documents. So, here was amendment three. So, you saw amendment three a minute ago on another slide. So,

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up to the right was amendment three of the revenue. Okay, you can find that number back on the other slide. And then, I know this is very tiny, but here is amendment three off on the far right. Just so you know where all the numbers

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came from, and you can follow from amendment three to those other slides just so that it's clear. It takes It'll take a minute, but you can trace those numbers. Financial position, of course, is always

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my favorite topic. Why have a fund fund balance? It's all about stability. There are unexpected expenses every single year that we can't project. It's a hedge if you have unplanned student enrollment loss.

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You're blessed. You're It's amazing how stable your enrollment has been if you look back over the history. It's hardly anybody is that stable in enrollment. Allows you to pay the bills when due, and don't forget you don't get your

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state aid until October of a new year. So, you have all those bills during all that period to play to pay, and then you finally get a state aid payment toward the end of October. So, that's a reason for a fund balance to help offset

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borrowing. Want to reduce variances, and you know, there's hope that this new budget will reduce any future variances so that you're not surprised. Nobody likes surprises. And because all the lines have been

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discussed and looked at by many, there's likely to be less variance. Don't forget with grants, you have to pay the money out first and then you have to get it reimbursed. So, that's another reason to have a fund balance. You have to advance that money and then

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get it later. Another big one is bond interest ratings are better when you have a fund balance. And your bond rating people will look at a 15 to 20% fund balance would be what

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they would be happy with and it affects your rating for when you go out and borrow on a bond issue. So, future dates, um my work and Rochelle's work is completed

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with this meeting [clears throat] tonight. We're always happy to answer questions going forward. Um your next steps are here and that will be in the hands of your superintendent and the business office. It's the superintendent's budget. It's her recommendation.

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Um we feel good about where you're at and and where you've come. Um I'm scheduled to be back in the fall to work with you on a long-range financial projection. It'll probably take a couple months. We'd start in October and if all goes well, be

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completed in November or December. It would be working primarily with Monica and Crystal to get that done and then that would be a document that you would have. I've done some very large districts. I've worked with Grand Ledge

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Grand Rapids and and Ann Arbor and they were very helpful in helping them plan going forward. So with that, are there any other questions on this workshop? This is a workshop that principals may have something additional

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to say. Anything else from the board? >> No, I just we just I really appreciate your you coming out and helping and I appreciate the cooperation from the staff dealing with the new process and

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it's seems really cohesive and good. >> There are very few districts that do this. It's in the corporate world it's very common zero-based budgeting and they love it, but not very much in school districts, but if a school district does it, you know where all the

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money is. It helps you plan and forecast. Um Rochelle was a a big help in this. She could see more depth in a lot of what we were doing. Is there anything you would add to what we've talked about tonight?

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>> You know, again, it's my always caution is it's always as good as the day you prepare it. Things happen that you don't can't plan for. So and that's the biggest wild card in any type of budgeting. So hopefully the state can pass that budget soon and you know what

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you're going to get. >> So back to the president unless anybody else has anything. >> I think this was fantastic and I thank all of the staff that um took their time and input into this because I know you have a full plate and

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we just added it to a small district. I mean it was a lot of work obviously. It came together. It's very informative and if you can't make sense out of this, then there's something wrong with you, I think. So um it was a very good. Thank everybody

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for all of your hard work and to the board before uh Don comes back in the fall. Maybe um revisit your book because there's lots of suggestions in the in the back from the interviewing that he did. Um so anyway, that's all I have to say. It

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was very very good. Thank you. Thank you to you guys. You got the the big the money part that everybody we all freak over that fund balance. So, anyway, thank all of you for coming and for speaking and felt like a real team.

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Anybody else? Motion to adjourn. >> Motion to adjourn. >> Second. >> All right. All in favor? >> Aye. >> Aye.