I'll call this meeting to order at 6:48. Um, can I have a roll call, please? >> Miss Brown, >> here. >> Miss Brian >> here. >> Miss D. Allesandro >> here. >> Mr. Frius. >> Mr. Cohen, >> here. >> Mr. Sim,
>> President Langley >> here. >> We have a quorum. >> Thank you. Um, can I have a motion to move into close session? >> So moved. >> Second. >> All in favor? >> I. >> Any oppose? >> All right. We'll be back at 7:30. All right, it is 7:34
and we'll come back into session. Um, everybody rise for the flag salute, please. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and
justice for all. >> Um, whoever reading the mission statement, Mr. Cohen, would you read the mission statement, please? The River Edge School District is a partnership of students, parents, staff, and community members. We are dedicated
to providing a supportive environment in which all students can reach their maximum academic potential while developing as responsible citizens who respect individuality. Our goals will be achieved because curriculum and instruction are aligned with New Jersey student learning standards. All decisions reflect the academic, social,
emotional, and physical needs of preK to sixth grade students. Cooperation and ongoing communication exist between the school district and the community. School administrators and the board of education work together to assess and adjust procedures in response to new mandates and the changing needs of the
community. >> Uh thank you. Open public meetings notice >> pursuant to the open public meetings act. Notice of this meeting, its date, time, and place have been delivered to the post office, municipal building, and posted on the district's website at least 48 hours prior to the time of this
meeting. >> Thank you. All right, we'll move on to the first uh special item the agenda, and that is the tenative 2627 budget presentation. There's slides. Can we like maximize it or that's is it?
>> Okay. Perfect. Okay. >> Yeah. All right. So, I would like to thank everyone uh welcome everyone to the presentation of the 2627 tenative budget for the River Edge Public Schools. On behalf of Dr. Bernice and myself. We want to recognize and thank
everyone who contributed to this tenative budget. This was a massive team effort involving all our board members, specifically the finance and facilities committee members and our leadership, our entire leadership team from the
building principles, Mrs. Heightman and Mr. Grimshaw to our special service director, Mr. Jaffy. Uh director of curriculum, Miss Moran, who's in attendance tonight. uh buildings and ground supervisor Mr. Gomez,
supervisor of innovation assessment and special project Mrs. Geller as as well as all of our staff from our teachers to our administrator uh administrators assistance. This is truly a collaborative and extensive process. The budget process
started as early as the end of October. So the first part is the school budget is more than just numbers. It is a district action plan that balances legal compliance and operational support with our strategic alignment and
accountability to our taxpayers. And for the board, um it's also on our agenda as well. It's printed to follow on. Um next, the mission statement. The mission statement is a critical component that drives the direction of our district's budget
which is also recited uh for every board meeting. Another critical component that drives the district's budget is the strategic plan. The strategic plan is a five-year plan that consists of five goals. All five goals have a financial impact to
the budget with some goals more heavily weighted to the financial component such as goal number five. Now I'll turn it over to Miss Moran who will take us through the academic successes our district has achieved showcasing the real world impact of the
funding we are discussing today. Okay. Good evening everyone. I'm happy to be here with you tonight to share some educational highlights. And I first want to begin by highlighting the classroom experience of our River Edge students. Um, and that has been enhanced
by several different things. One of which is the implementation of Amplify Math. I have the opportunity to visit classrooms across our schools daily and students are engaging in math talk in which they share what they notice and
what they wonder. They are engaged in problem solving whether it be independently in pairs or in small groups. They are also exploring various math concepts in different forms whether that be measuring objects with base 10
blocks or even on their Chromebooks where they digitally create quadrilaterals with at least two square corners. Our students this year have shown significant growth in math. For example, second grade students, and
second grade is where we're using Amplify Math for the first time. Second grade students averaged a 19 point increase from form A to form B on the link benchmark assessment. While fourth grade students who fourth grade is in
their second year of implementation, they averaged a 14 point increase, which is still something to celebrate. the content is more challenging in fourth grade. So, their progress reflects meaningful impact with Amplify Math and
we are happy to celebrate this student achievement. Dr. Bernice actually shared individual letters of congratulations with each staff member regarding the student achievement. Another factor that has enhanced the
classroom experience for our students is a focus on early literacy skills. In our primary grade classrooms, teachers and students are using targeted resources such as decodable texts, sound cards,
magnetic letter boards, and these targeted resources are being used to strengthen the foundational skills which students will need that uh to uh connect with increasingly complex text as they
progress through the grade levels. um especially in the different content areas whether it's math, reading, science or social studies. And the addition of these targeted resources has also led to significant growth among our
students. For example, our third grade students averaged a 17 point increase from form A to form B, which is incredible for our third graders. So, we also want to celebrate that success. And again, Dr. Bernice did share letters of
congratulations with the staff for that achievement. And lastly, professional learning has also enhanced this uh classroom experience for our students. We have had professional learning throughout this school year focused on both ELA and math. And this professional
learning included model lessons in which presenters both internally and externally um came into our River Edge classrooms where the staff actually got to watch um model lessons take place last just last week in a kindergarten
classroom. A presenter came sat on the carpet with a small group of students and teachers where they are watching the presenter implement strategies to help support early literacy in the grades. So that uh professional learning has enhanced the student experience and
we're continuing that professional learning throughout this year and into next school year. Okay, some more educational highlights. I want to talk about the things that support the core experience of our River Edge students. I believe that Dr.
Bernice has previously shared this, but Nora Peek and Sharon Rosario, who are the Bergen County Educational Specialists who work for the New Jersey Department of Education, they always share that River Edge is a model school district for having um a strong
multi-tiered system of supports through our win program. And this is a program that values the traditional tier 2 interventions for our students. We're extremely proud of the support that we are able to provide the students in our
schools and um I personally have had the opportunity to present at various forums about our win program and I've also been contacted by districts in and out of the Bergen County area to share our success with our win program. Just this past
summer, I met virtually with a team of administrators from the Milbour, New Jersey um school district, and I was able to share about our program as they were looking to implement a similar program in their school district.
Also, a strong focus on hands-on steam explorations and family involve involvement supports our student success and we attribute this to the strong performance that our students um make on the NJSLA science each year. All of our
River Edge students are able to participate in steam opportunities and this involves critical thinking, creativity, collaboration, and problem solving. Just the other day, I was in one of our steam labs. A primary grade
was in there. Some students were sitting at the table, some were standing. There were materials everywhere at the table. The kids were hands-on, talking to each other, problem solving. and that's what we see daily within our steam labs at each building.
We also this year have been fortunate to have family steam nights. We have had two already and this extends our learning to the home. Um each event that we have already had has had high attendance with 120 to 150 people
attending. We have one more event planned for April. Um and families have been able to engage in activities. The most recent one was designing a prosthetic hand, which was pretty cool. And um the families are also able to
take those materials home. And um it's just a great way to extend the hands-on learning uh between the school and home. Finally, I want to highlight the strong programs and structures that we have in place in our schools. materials for
these programs and structures are uh supplied to fuel these high quality learning experience for all of our students and we remain committed to maintaining these programs and structures as we know these are the things that make River Edge so great. Of
course, we would like to grow these programs and structures but because of a loss of funding we are unable to add staff at this time. And in closing, I want to say that our
budget continues to prioritize what matters most, supporting the programs and resources that help to build bright futures for every student here in River. >> Thank you. >> Thank you, Miss Moran. Um so with that
being said, we'll kind of start diving into the overview of the district on a um more uh snapshot scale. So the district overview uh defines the scope and scale of the district and the operation of the budget. The district operates two elementary
schools, Cherry Hill and Roosevelt. It has staffing roughly about a little over 235 full-time people part-time um including substitutes. and our enrollment um even though it has decreased is still a reasonable number at 1156 onroll students that includes
students we're receiving from other eleas um or other districts. Okay. As far as shared service shared services uh one of the areas where this uh district uh prize in is trying to reduce cost. Uh so and one way of doing
that is we maintain efficiency through shared services. such as special education, cooperative purchasing for supplies, competitive energy services which is our ASUS which we are a part of, interlocal agreements as well as joint insurance fund uh to manage these
costs. So this budget uh consists of three funds. It's divided in three distinct funds. The first fund is the general fund which is mainly for operations. That's a direct impact to the taxpayer. Uh the special revenue fund is to
account for grants local, federal, and state. And the last fund is debt service, and that's to account for bond payments um typically through a referendum. Uh these are some highlighted areas of focus to point out um key areas where it
might have potentially increased decrease um from revenues and expenditures. So, the overall budget is increasing by approximately a little over $3 million. Uh, while we see increases in local taxes and tuition, we
are facing a combined decrease in state and federal aid uh roughly a little under 300,000. And I'll dive into uh what the reason is for that. Uh, this budget includes maximizing all revenue sources to offset tax levy to support
state aid reduction. Um, as far as on the expenditure side, our primary expenditure drivers are uh is a $610,000 roughly a $610,000 increase in special education cost and a significant uh
$1.46 million rise in employee benefits. uh that's including uh mainly due to medical but it also has you know pension contribution workers comp all those other fringe benefits. In addition there is a need to invest in the maintenance and capital projects
based on the age of our buildings and infrastructure which a few meetings back we had our architect come in to kind of go over um a capital project plan for you know future projection and future planning. Uh this budget includes an
increase in these areas of about 970,000 which is being solely funded from district's reserve funds with no tax impact. So, that's a um um a testament to this board for making sure that um
the district is still able to to maximize um the resources that the district has for future capital projects and maintenance which um and you know doesn't have to go back to out to the taxpayer. We are currently conducting a
thorough evaluation of all uh capital needs which I had indicated while structuring a financial plan to maximize potential aid and resource allocation for sustainability which is one of our goals in our uh strategic plan which is goal number five.
So now as far as some statistical information if you take a look at state aid so I usually um try to provide like a 10 10 year look back. So this looks at historical trends. As you notice, state aid has fluctuated significantly over the last decade. Um
however, it is trending downward from 2024. Uh the state aid formula, just to put it in perspective, the state reformed the formula a couple of times. The most recent was in 2018. And that's why um you might still see an increase, you
know, from 2018 to 2023 even though maybe enrollment wasn't increasing in that same uh way. Uh so the state aid formally was most recently amended in 2018 and phased in over seven years. Districts receive
funding on a per pupil basis with higher funding levels provided for atrisisk students which is considered lowincome English language learners which is our ELLL or LEP depending on um CERN and data how they report it and special
education students. In addition, the state determines the amount of revenue that should be contributed locally, which is considered the local fair share based on the community's fiscal capacity measured by property values. So, as everyone has seen the values in in River
Edge is healthy. It has been increasing. So, that is has a negative effect to the state aid um as well as personal income of the community. So the remainder of the revenue which is called adequacy budget is funded by the
state aid. So for 20 for 2627 um just to put in pers perspective as you see in 2024 um the main reason for the decreases was because of enrollment in those various categories. Um so as you see uh
enrollment pretty much decreased about 3 point roughly 3.8 million to a little over 3 million. Um so the reason for that was the enrollment decrease but just to put it a little bit um highlight um so when the state comes out with the formula they
basically determine what the uh all districts should get in state aid. So for 2627 which the state had has you know decreased it but we're still at that $3 million state aid. the amount of aid
that the district has uh determined that we should receive is $1.3 million. So even though we got a decrease of about 95,000 um it's still far from where the state is saying the amount of aid that River
should be getting from the state. So you know we're we're constantly um you know myself um Dr. Bernice, we're constantly monitoring it and utilizing that for future projections and future budgets. Um, so this so a reduction of about 1.82
million um is kind of the total difference. However, the the state capped it at 3% and that's why it only got reduced to that $3,68,000. The next uh statistical information is student enrollment which is um kind of triggering the state aid reduction. As
you see from 2024 to 2027, you see the enrollment's going down. It's kind of in line with why state aid is going down. Um and like I said, you know, the the uh the state aid was reformed in in 2018, which was it
took effect fiscal year 2019. Um, however, it was kind of skewed a little bit because of COVID. There was additional funding being provided. So, even though we we saw a decrease, you know, from uh I guess 2021, our state aid didn't go down those years because
we got still that healthy amount because of additional funding that the state was able to provide. Um, but roughly our enrollment um has declined from 12:30 in 2021 to 11:08. Uh, the next area is onroll. So that was
resident um enrollment. That's what the state is is calculated on. However, our budget's calculated on roll, which is typically our resident students, unless we're sending uh a student out of district or if we're bringing in a student from another district that's kind of in this number. It's it's
netted, you know, in this number. Um as you see here, it's pretty much very similar. The numbers are, you know, vary a little bit because of that. Uh but you'll see it's still, you know, the same decrease from 2024 to 2027. Okay. So in summary by fund uh general
fund the overall budget is about 26.6 million. Special revenues is 1.1 million. Debt service is about 1.4 million. So our total budget is a little over 29 million. So the first part of of the of any
budget is you have revenues, you have expenditures. So on the revenue side, these are the the the areas uh the five main areas that kind of make up a budget that districts can utilize to kind of offset expenses. Um as you see here, it's local taxes, state aid, tuition, uh
miscellaneous income, and reserve for withdrawals. Um just to kind of acknowledge our our special service department, uh Mr. Jaffy and all the teachers. Uh we do bring in a decent amount of of tuition based students from other districts which is an attribute to
um what Miss Miss Moran was uh stating with all the programs and the higher quality um of education that River provides. Um so this is detail. This is kind of um all the different buckets. So as you see here, this is a deep dive into the
revenues. uh general fund shows a 14.1% total revenue increase. Uh which you'll which you'll see here. Um a lot of it is, you know, $1 million of that is that contribution that this district is contributing to capital projects,
maintenance projects to not go to the tax levy. And that's why you'll see it's a withdrawal from those reserves uh to offset that. Uh the other part is obviously the tax levy. That's a $1.62 62 million increase. Um and then the other area
which I kind of had pointed out is the tuition. That's another uh healthy increase which uh last uh board meeting we approved the estimated tuition rates to calculate this number and then we always true it up once we get to
certified rates two years later. Okay. So as far as um on a percentage scale as you see here taxes is it makes up 76%. Um that's the largest area that all districts can offset expenditure. So
as costs are rising uh districts are incurring these ris rising costs um mainly due to health benefits um slightly for utilities. Um districts don't have that flexibility that they could you know increase sale uh prices of goods uh to sell. you know, taxes is
is the only kind of uh the large form of generating that revenue to offset expenditures without impeding on education and looking into cuts and all that. Um our our special revenue fund is the
other fund. It continues to support title one through title 4 programs as well as IDA grants for students with disabilities. um those those uh grants are federally funded that are passed through through the state. So it's it's um determined based on the amount of aid
that we get from the federal government. Um so the reason for the decrease in the special revenue uh grants was mainly it's a conservative approach where we typically budget 75 roughly around 75% of the current year grant award just in
case um you know to not cause any you know planning for you know these large grants and then all of a sudden we get less funding. Um, in addition, we we also maximize where these grants are being spent and we're not um
supplementing uh we're supplementing the budget. We're not supplanting and and removing expenses and we're relying on these grants. So, these grants add to the value of our education. So, these are the revenue the buckets. Um, and what you'll see here is uh these
grants as they come in as as the grant funding changes, we modify it. So there is flexibility during the cost of the school year. So that $1.1 million is based on that anticipated, you know, 75% reduction, but as the final grant numbers come out, we are able to modify
that and increase revenues, increase expenditures within the year. And then the last fund is the debt service. debt service fund has remained stable um which I'll go through a a kind of an analysis of when we um should
anticipate some debt to come off as debt relief but it's pretty much stable um and that's based on the two bonds that are you know still coming due um next year and in and years in the future. Um as far as appropriation, these are
the buckets um the categories that uh relate to our our appropriations which uh range from instruction support, capital outlay and debt service. And then under those buckets, you'll see it's more itemized into those programs and functions.
So on the general general fund side, uh this is a detailed analysis. While regular instruction spending has remained constant, um you'll notice special education through the budget highlights how I mentioned previously um and related services as well as the
benefits are the the drivers of this budget and this increase um with the exception of obviously capital outlay. So, as you see here, uh, the special education that 19, you know, 4,000 and then as you go down a little bit more,
you get into the tuition cost, that's all special ed. You get into the related services, the 254,000, extraordinary services, uh, child study team, all those categories fall under the special education bucket.
Um and then to put into context you know uh you know this budget is made up of of various categories uh salaries and benefits remain our largest investment. So it it kind of amounts to about 82%. Um which has decreased even though
health benefits you know is kind of increasing it's increasing consistently um with that kind of percentage. So between salaries health benefits it's 82%. So what drives it, you know, when when this district is kind of looking at, you know, ways to kind of save
money, you know, this is kind of the the area where we look at, but at the same time, we want to make sure that students are getting the proper education. You know, we have the proper staff in place. So, it's it's it's kind of a a double-edged sword. Um on the special revenue side, here's
the appropriations which you'll notice title one revenue is kind of offset with title one expenditure and then the debt service. Uh this is the breakout between that appropriation of that 1.4 million between principal and interest.
So now we dive into the maintenance and capital projects and equipment. So the district has completed numerous capital projects and maintenance projects with no impact to the taxpayer. So pretty much all these projects as you see here. So all these projects as you see here um
previously budgeted from the the roof replacement to the boilers um as well as the projects that are in this current year budget uh relating to the gym floor and bleaches at Cherry Hill to the playground replacement project at Cherry Hill which is the other playground to the flooring replacement uh relating to
six classrooms between the two two schools. This has no impact to the tax base. So that's a um testament to the board to making sure that you know we're putting funds away and and utilizing it you know for these capital needs um to
not go back to the taxpayer. Um and then just to highlight the Cherry Hill and Roosevelt elementary schools also um that was through PTO donations. So thank you to the PTO's they do a great job and that also helps uh with our you know expenditures and our budget
and and taxpayer impact. So, as far as long-term debt, um, this is kind of, you know, projecting out, uh, based on the maturity of the bonds. So, you'll notice that the total debt payments are pretty constant, um,
consistent from 2026 27 to 2030 and then we have one bond coming off in 3132 and then that last bond comes off in 31 3132. Um, in addition, we have some leases payable. Um, not a lot. We have uh our
copers and our posters machines. The reason for these leases is typically they're leased over five years. At the end of five years, the copers, it really doesn't pay to own them. So, it just pays to lease them. At the end of five years, we get a new lease and then new copers come in because just the the
useful life after five years is it's not worth it. So, that's pretty consistent. And then at the end of 2829 it'll just roll with new models and we'll restructure if we you know have to add copers or or um decrease them.
And now the the kind of the last part uh tax overview and this basically I'll go into the direct impact of these figures on our residents. So, for the home for a home at the average assessed value of about 719,000,
um the total tax impact of this budget is an increase of about $129 per year. Um and that's based on the uh average assessed home for 2026. Um if your assessed values has fluctuated from the previous year, uh that tax impact
might be a little bit higher. So to put it in perspective, uh last uh school year, last uh calendar year, the average assessed home I think was about 675,000. So it's roughly would be uh so if you're if you're in that ballpark, your your
assessed value was 675. Now it's 718. It's it's roughly going to be an extra $8 um on that 12129. If your assessed value went down from the previous year, it might be um a bigger savings.
All right. Um, also just to kind of highlight the the the government, um, to kind of, you know, try to assist with with tax relief. Um, they have increased the the state and local tax, which is called the salt deduction. Um, it's
starting 2025. So, everyone who's doing their taxes, they might they may benefit. The the deduction cap is 40,000, which they increased it from 10,000 the previous year. and that's um from 2025 to 2029. So some of the the
higher taxing communities um um it provides some tax relief to reduce your federal tax liability um that are resulting in these higher costs that are now being passed on to the the local taxpayer. So, as far as uh what's next relating to
the budget schedule, so we're at kind of the first part in the ten of the budget, which is tonight. Uh the next step is um once it gets approved um by the board, um it gets submitted by me to the to the DOE
through the county office by um March 27th. Has to be submitted within two days. Um and then the county has pretty much up until April 20th to review it. they come back if there's any issues um any changes that are needed to be made. Um this way we could go forward with the
public hearing, make sure everything's in compliance with statute. Um on the state side, um public hearings basically uh April 29th, um the advertisement for the budget will go out Friday, April 24th. So that that'll go out to to the
public to review. Um and then basically the last day if we did need it um for the public hearing is May 7th and then all budgets are due to the county by May 19th to get all the taxes, you know, certified to to the local um towns and
and burrows. And then for any further information, advertisement of the budget will be posted in the in the district's in the record as well as well as on the district's website by April 24th. Uh the user-friendly budget comes after the
public hearing. Um so that's 48 hours after the public hearing which is April 29th and those are the the hyperlinks and then you could um if anyone has any questions the board the community they could please reach out to the superintendent, Dr. Bernice as well as
myself and that's our our email addresses. So now I'll open it up to the public and the board for any questions. Any questions, comments? >> Yes, sir. In the audience. So healthcare cost increase was
significant. Um and then uh I was told by um the fellow board member from promise uh they went now for uh >> I don't know if they need it. Do you need the slides anymore to
>> refer to? No. >> Okay. >> So uh I mean first of all you know thank you for your work, your hard work. Um uh I was told uh promise saved $3 million
last year last last year and this year it's a million and some u changing the u uh healthcare has health insurance carrier to I don't know private whatever can you look into it you know it's
>> which we did um so um so what we did was um because we knew you know the increase this year was high it's it was 30 something% % um our broker projected out another high increase 30 something% because there's no new information from the state that would otherwise state a
reduction. Um so one of the things that I did was I went to our broker and we shopped our our um experience rating. So we got our experience rating from the state. We shopped it to private carriers and there was no based on our claim uh
loss ratio there was no um desire for any private carriers to submit any proposals. So it wasn't even that they permit submitted a proposal and we reviewed it. It was it was um I guess really high where no carriers were comfortable of submitting proposals. The
risk was too high. So we are looking at you know possibly moving out of the state um which a lot of districts have done and what's happening is the districts that can move out of the state come out of the state. So the state funding um health benefit fund gets reduced. You know the more the more
districts in the fund the better. But what's happening is the districts that are in the fund is districts that can't leave. So it's all these districts that have a a high um experience, you know, claim loss ratio. So it's driving up these um higher increases.
But we are shopping and and and u my predecessor, Miss Npalitano, she did it previously uh because you could only do two years for free and we actually paid this year. So even though it wasn't free, we still wanted to, you know, be proactive and see if there's a way we
could reduce health benefit cost. >> How many remind me how many years they look back? Is it five? >> Two years. >> Two years back. >> Two years. So >> two years and then they kind of project out based on current data, >> right? But if for say our our loss ratio improved over the next >> correct, we could maybe leave next year. Yeah.
>> But yeah, we tried. >> We tried. Yeah. >> Yeah. >> Yeah. And there was a report I think went to the finance committee. Um >> Yeah. Did that go that didn't go out to everybody? >> No, I could send it to the full board. >> Okay. Yeah. Sorry. I thought that did go out. Yeah, we can forward that. >> Yeah.
>> Any other comments? >> So, our reduction in state aid is based mostly on student enrollment and housing values, the change in value. >> Correct. Correct. And the state utilizes it. They take all those factors um like I said.
So they take your your resident enrollment. Um you get more more money if your resident enrollment you're in a uh um more at risk community, you get more funding for those students. Um if those students are considered um um
English learners, you get more funding for those students because it's it's more resources that are needed. Um so they take all that data, special education students, you get more funding. So they calculate that. Then they compare your then they do this adequacy based on your community. They
take all those those figures. They come up with what your age should be. And the state came roughly came like 1.4 million. So even though they gave us 3 million there's a a cap that they kind of added to it a 3% reduction cap. So that doesn't mean that it's a going to
be there. It could increase to 5%. Um, but there's districts on the flip side that are getting a cap and increase. I think it's like 6%. So, they're saying we're not getting all our funding. So, it's, you know, so um so that's one thing we're looking at because, you
know, to get to to reduce our our state aid by that $15 million, like it's too much for for River Edge. So they're doing it slowly, but like even if our enrollment goes up, the state aid is probably going to go down
because it's capped at 3%. >> Like >> yeah, the 3% is doing a lot of lifting there in that. >> Correct. So it's going to close the gap, but we're going to still have this large gap >> progressively over >> most like >> progressively over time. >> Unless they reform the formula,
>> right? >> Yeah. >> We're still in the um assessment period for the town. So that number still could fluctuate over the next three and a half years. >> And correct, I forgot to point that. I I don't know if I put that the assessed assessment at the bottom.
>> Oh yeah. Yeah. >> Yeah. That was talking to to the burrow. It's um so like assessed values is slowly going to start increasing from my understanding. So like it's going to go seven something to 8 something. But what happens is it doesn't only increase for the residential, it increase for commercial, all the non-residential
which help with the tax impact. So, believe it or not, it actually even though we're increasing an 8% over 8%. The actual residential is taking less of a hit >> if that makes sense as a >> because now a lot of it's going to res,
you know, the commercial properties. So, you know, it kind of helps but not, you know, if your assessed value went up obviously. >> Yeah. >> Yeah. >> Thank you. >> Yeah. >> Two two questions. So I don't know if
this is feasible but is there any way that we can better predict enrollment over the next after you know we we have predictions for well yeah even beyond. >> Yeah. So I mean I think the plan is to kind of do a demographic study I think with capital projects. That's my question.
>> Um the state and based on that 2027 that is a projection. >> Yeah. >> So that's not actual um the state kind of calculates it based on your trend over they use six years um a six-year trend >> right. It's just it's >> Yeah. Correct. Um
>> it's you know it's not an optimistic >> correct and our budget is >> downward trend. >> Correct. Correct. >> Our demographic study that we had four four years agoish >> was correct then because it projected over the subsequent five years it would
decrease. Yeah. >> I can't remember when we had that done. when you have >> and I think um overall enrollment has decreased for like I think it's nationally >> like just birth rate everything is >> is decreasing um districts that are getting more state aid is because they
were underfunded >> right >> it's not necessarily because their enrollment's going up they would just happen to be underfunded pre prior to the reform >> the second question is regarding the enroll so we have these tuition students >> um have we looked at the cost so we get
the money from the tuition, but then there's the associated cost to educate them. >> Have we done like a cost analysis to see if we're >> Yeah, we um it's I mean it's it's yeah it's required. So um so what happens is is is we we get audited every year.
>> So we got audited in 2425. Then what happens is that those audited figures and it's by function and program. So we have to we have to allocate it by all these programs like it's not just one big bucket. So the reason for that is the state takes the enrollment data they
take uh the expenditures for all these programs and they kind of and they allocate all these unallocated stuff and they come up with certified tuition rates. So what happens is those certified tuition rates um is what we should be um receiving from these
districts. So they and then we I utilize those tuition rates to kind of take a conservative approach and I kind of use those rates and projected out for 26 27 because if you project out too high then you're you have to pay money back to these districts. So I I think I may not
have uh I may not have asked clear. So, so we get I don't know about 20 some odd students and >> we get about um roughly 10 um 10 students from other districts and then there's sprinkled maybe four parent paid >> since like do have we done to each of
those students they must have an additional cost related to them >> those specific students >> I don't know >> um we haven't we really haven't identified those specific students it's pulled as a um per pupil course average so one student. It might be lower than
that average, one might be higher, but the average we utilize the average. >> Interesting. If if there's a way to determine like if we get these these students, are we are we losing money on the tuition because the associated cost is really what? >> No. No. Um and that's the same thing with enrollment. Like if you decrease 10
students, it's spread over like you still need a teacher. Correct. Um we're actually if if those students li, you know, were uh to let's say not get sent here. Um I don't have the exact number but then but we would be in a disadvantage. >> Yeah.
>> Because there's other res you know there's there's river ed residents in that program. There's still going to be a teacher. There might be you know one or two less aids. Um you know but you still need to you know instead of four you could possibly go up to eight 10
students add an eight or two aids. >> Thanks foration. >> Yeah. Thank you. Any other questions, comments? >> I had a question just about the state aid statistics slide.
>> You mentioned that the formula first state aid was last revised in 2018 and phased in over seven years. So it put it as 25. What factors trigger like a revision of that formula? And do you anticipate like with the new governor there being any changes or you think it's just going to
>> um Yeah. So, I mean I think um I mean the legislation is is kind of pushed through all different organizations. Um >> I think it was probably pushed by districts saying that you know we're unproperly getting funded from you know a lot of these districts are in at risk communities that were getting
underfunded. Um I don't know she might potentially I mean I know she's looking at health benefits. She's looking at kind of reducing cost. So I'm sure you know they might take a look in the state aid to kind of see you know where that's at. um if there's a need, if they feel like it's being,
you know, divvied up unfairly. I don't know. But nothing has been discussed. Yeah. The only thing is I know they're they're pushing for um it's not really here. I mean, even though we're a K through six, you'll see our enrollment still like, you know, 1,200 students,
but there are some smaller districts that it's a school district, but there's like 400 students. So, I know there's legislation to kind of merge. Yeah. consolidate when it's too small. But even though we're K to6, we're probably a size of like a decent K to8. I mean, we have two schools. We got almost 1,200
students, you know, so it's not it's not a small K through six. >> Okay. Any other questions? >> All right. Thank you. >> Thank you. >> Thank you very much. >> Thank you.
Um, anything to pass along from the superintendent? Any report? >> Um, he didn't he didn't mention anything other than the budget. >> Anything else from the board secretary? >> Nothing else other than the budget. And you'll see on this >> that's it. That's all you got? >> And you'll see there's a lot of
resolutions pertaining to the budget. >> Yes. Yes. Yes. Yes. Okay. >> Um All right. >> Oh, yeah. Well, I don't I don't have anything. and the committees didn't meet. So, we don't have any committee stuff either. So, we can probably move
right on next month. Um, move on to uh items to be acted upon. Can I get a motion for item D3, please? >> So, any discussion? Roll call, please.
>> Miss Brown. >> Yes. Miss Brian, >> yes. >> Miss D. Allesandro, >> yes. >> Mr. Frius, >> yes. >> Mr. Cohen, >> yes. >> Mr. Sim, >> yes. >> And President Langley, >> yes.
>> Motion carries. >> Can I get a motion for item E1, please? >> Any discussion? Roll call, please. >> Miss Brown. Yes, >> Miss Brian. >> Yes, >> Miss D. Allesandro. >> Yes, >> Mr. Frius. >> Yes, >> Mr. Cohen.
>> Yes, >> Mr. Sim. >> Yes. >> And President Langley, >> yes. >> Motion carries anyone. >> Can I get a motion for F3, please? >> Move to approve F3 as stated. Second. >> Any discussion?
Roll call, please. >> Miss Brown, >> yes. >> Miss Brian, >> yes. >> Miss Allesandro, >> yes. >> Mr. Mr. Frius, >> yes. >> Mr. Conn, >> yes. >> Mr. Sim, >> yes. >> And President Langley, >> yes. >> Motion carries on F3.
>> Um, can I get a motion for G16, please? >> So moved. >> Second. >> Any discussion? Roll call, please. >> Miss Brown? >> Yes. >> Miss Brian? >> Yes. >> Miss D. Allesandro? >> Yes.
>> Mr. Frius? >> Yes. >> Mr. Con? >> Yes. >> Mr. Sim? Yes, >> President Langley. >> Yes. >> Motion carries on G16. >> Can I get a motion for H7, please?
>> So moved. >> Second. >> Any discussion? Roll call, please. >> Miss Brown, >> yes. >> Miss Brian, >> yes. >> Miss D. Allesandro, >> yes. >> Mr. Frius, >> yes. >> Mr. Con? >> Yes. >> Mr. Sim.
>> Yes. >> And President Langley. >> Yes. >> Motion carries on H7. >> Um, can I get a motion for I1, please? >> Move to approve items I1 as stated. >> Is there a second?
>> Second. Any discussion? The roll call, please. >> Miss Brown. >> Yes. >> Miss Brian. >> Yes. >> Miss Allesandro. >> Yes. >> Mr. Mr. Frius. >> Yes. >> Mr. Cohen, >> yes. >> Mr. Sim,
>> yes. >> And President Langley, >> yes. >> Motion carries on I1. >> Um, can I have a motion for J5, please? >> Move. So move. >> Second. >> Any discussion on this? >> Roll call, please.
>> Miss Brown. >> Yes. >> Miss Brian. >> Yes. >> Mr. Allesandro. >> Yes. >> Mr. Frius. >> Yes. >> Mr. Conn, >> yes. >> Mr. Sim, >> yes. >> And President Langley, >> yes. >> Motion carries on J5. >> Thank you. Um, is there any new business
anyone wishes to introduce? >> So, I I have a question. >> We just approved the calendar starting June 23rd. Does that mean that school is going to end the Friday before? Because the extended school year is June 23rd. >> The 23rd is the
>> 23rd is a Tuesday. School's ending Monday the 22nd. >> Oh, is it the 22nd? Yeah, you're right. Yeah. So, this is just revising because it was going to start on that Monday, right? So, this >> just have to get bumped one day. >> So, is there a way that we can There's
no way we can edit the calendar. >> I don't believe that Friday. >> The final >> we tried the Tuesday and the June voting in the school >> really is what ultimately pushed it to that extra day. The final revised school calendar I think has to get voted on at
the April meeting. Am I right about that? >> I don't believe so. >> Okay. >> Can we make that voting day like a half day or a >> or a field day or something where we have the kids play outside so that way we can >> that way we can make sure the year ends
on the day we wanted it to end in the first place. >> I think we had I had a conversation with Dr. about the and that was the only available days left. The decision about
June 2nd is something that we've been discussing. >> Well, because we may if we make it a half day, then we don't have to worry about lunch. >> As far as as far as I understand, I think it is it's a safety it's the election special >> the election, but historically we never have students on campus on in school
grounds when there's public >> well I mean >> or outside >> technically they're going to be in the in the gym. Correct. So the rest of the school >> students, we don't have any students. >> I I understand what we've done traditionally. What I'm saying is if we if they're only going to be if the
voters are only confined to the gym, then the rest of the building is safe, right? And it's fine because that's what we've always done. I mean, >> yeah, I I don't know the answer to that question. >> Well, you can say his like it's they're confined, but someone goes to the bathroom, someone opens the door,
someone lets somebody in student, somebody goes around the back way. a student go a student comes into the gym. >> I think that's probably you have to discuss also with Dr. Breeze. He did give >> plus I mean I mean students are outside
recess and there's a lot of >> if it's important to Mr. >> Yes. I say that's let's discuss it at the next opportunity when the superintendent's here. >> I I but it's not important to me per se. It's important to some of the some of the community members that have reached out about it because
>> some people already had plans for that Monday to leave on vacation, but now the walk out is going to happen and they don't want their kids to miss out on that. So, >> yeah. Yeah, that >> the clap out. >> The clap out. Yeah, I do. You know, Dr. Reise is away. I do have a schedule call with him when he gets back. So, I could
I'll put that on the list discuss. >> Appreciate I do always encourage people to to reach out to him and email him directly when they have questions about the calendar and such >> and copy the board. >> Well, I mean, we did change the beginning of the school year because we added that holiday as well. Y
>> and I know that made a change. So, >> yeah, >> thank you. >> The snow is unpredictable. >> The snow is unpredictable. >> All right. Um, seeing as how there aren't any comments, I don't think. Uh, is there a motion to adjurnn the meeting?
>> Some move. >> Second. >> All in favor? >> I >> I >> I. >> We'll be back on April. I don't have in front of you. What's the date? >> April 29th. Thank you. >> See you then. >> We off.