The Okay. So that the method one is really, goes back seven to to to the point. Go to Gary's point. Goes back seven years. Okay. And that's really for that's really for, us to use from a budgeting standpoint. Okay. So that's helpful for for Dan and his team and and our cabinet team. When we're looking at budget projections over time, we can make some assumptions based on that seven years. Where the two year really gives us an opportunity to look at, from a facilities planning standpoint as we look ahead.
That allows us to to plan great to be refreshed on every year too because of What is survival percentage mean? It is about a % most of the time. By the COVID year 2020, that's fine if you ignore that. But I do notice a trend in eleventh and twelfth grade where almost all the time it's still a hundred percent. Wondering why you lose kids to change next to 11 and the young ones as well. But there's a number of reasons.
There's a number of reasons why you might see some high high scores the family. Could some of that could be private school. Although, you'll see our private school, percentages remain fairly consistent, over the course of of years. So that would be one reason why you might, might just lose families if they, you know, as they as they move. I guess so. It seems interesting that they leave just for the last two years. Could it be CTE and other type of, terms of, programs that As long as they move, I guess, they move. It seems interesting that they leave just for the last two years. Could it be CTE and other type of, As long as they stay in Troy, they're, they're they're Troy students. So they will be part of it.
So they they'll be part of our number. Yeah. Yeah. I think you look at some of the numbers that that actual number As long as they, as long as they are They are listed potential. As long as they are a choice to to as long as they're enrolled in a in a program. Yes. Do IA numbers count in there? Yeah. Because if if they decide to go back to the home district, they're no longer ours. Yeah. Maybe that? Yeah. They don't, are they The UK? Okay. IAE. But if they leave IA and decide go back to traditional high school, then that some of those kids will go back to their high school their their
natural. Yeah. So they stay our students still. You know, I'm just so if Okay. Yeah. Yes. Every day around 20 kids looks like all the way through. Not a big number, but a trend. The survivors. Okay. Yep. Then the next slide just shows So I think what's confusing me is that both charts look exactly the same so that I can't be the only one that's by that. They both go back to 02/2018. So when you say two year look back, my assumption is I'm looking at two years of data as opposed to I'm still looking at more. Yeah. No. It's a great question.
The Right. So I I So I think so so you have so my original question was very fair because when I look at these two and then once this method one, method two, FD data, I can't tell from this that you're using only two years worth of numbers to project out versus seven years worth of numbers to project out. So, in any case, if this is gonna be presented again, I would make that clear that that the projecting out is happening from 2224 here and method one is seven years out. Just Yeah.
Maybe a small slide that helps you explain what the different matters are and how you come up with these numbers. As well as cases, keyboard cases included. So the total is $846,000. So these are typically readily available. It's just a matter of meeting where you're placing the order. So, once these ones are put into service, it's typically a five year lifespan on those devices. Apple devices do have a pretty good, older value. So we do then resell the other ones. There's a portion that you're allowed to push back to the general fund,
but because it's trying to push you back into a little box with the purchase and stuff. And and how do you do that, guys? So right now, for example, 840,000 and you may get about hundred or a hundred and 50,000 back for a seven week. Do those go back into the technology portion of the bond fund or where do they go back anywhere in the bond? That's just our internal practice. We can obviously say, okay. So it just goes back to the past that is technology. Yep. Okay. And who do you who do you resell this? There's I can find the name of the company, but there are reseller that refurbished it.
Yep. Yeah. It's not Apple that we sell them to, but they do buy them out. They have to get a few different clothes. So who wants to buy them and then they come with the 1,900 is for the entire Third and three through eight. Oh, What are the years I could usually get new iPads? Is there like a key? It's gonna be it's gonna be basically third and eighth grade. Good. Yeah. Now that we're moving to first first, second, or k one two will be part of it. Yeah. So refreshments will be third and eighth grade. Okay. Yeah. Those third graders, assuming they're here in eighth grade,
they're gonna be in eighth grade. Well, after And then in regards to this question was asked at, the technology committee. So we've had two meetings now. It's a clear stream for one of mine, to be closed. So we met right before spring break. We put a group of administrators from all different levels throughout the district. The iPads used to be all the needs across the the district. So, there wasn't any pushback to this city about switching from an iPad to a different device. The only conversation that we did kind of talk about was, at the secondary level, looking at Mac books instead of the the desktops that we have in the lab
and creating a system where students perhaps can check out a Mac book. So I know we have yearbook and a couple other classes that public use use the desktops, within a lab. So we will talk about whether or not In terms in terms of personal devices, that was the primary focus for this community right now, to really look at what are the, desired protocols for personal flight to be restricting. So, elementary is a little easier to craft those policies. They all tend to have their own and from each individual building their own internal practice that still needs the district code of conduct.
So their group, the elementary group, combined so I know that the secondary group is going to look at drafting. So I think there's several people that that can be easily And that at all is cool. Correct. Yep. And and a lot of these do, I think, fall in line with what the state is looking at to, in terms of their legislation. Secondary level, sixth through eighth grade, would be allowed before and after school, but not during the school day from the beginning of that film. And then, high school would we would then review it and then to get over to the quote that we
just kind of normalize it. But we wanna be consistent with policies, you know, your quota conduct, your handbooks, your work policies, which is just a spring update. So Is there I know that there was some talk in doing some pilots at the high school level. It's all the classrooms and hanging the book bags at the front. Phone lives in the book bag. There's no bags on the floor. Is any of that happening right now? Okay. Okay. How long is that made to pull that for? They install that actually after which you freeze, so I can probably be.
Okay. Any feedback yet or? I haven't got feedback. Okay. Hooks seem like a good, easy, non expensive. You know what I mean? Maybe it would be worth us setting up a couple of visits so they can see some of that type of that furniture as well that we're piloting it for. And so it would be intent then to, like, survey those students to come about, you know, how they So important. And then in terms of devices, I think it was, pretty unanimous in that. From third grade to twelfth grade, it's just a one to one model. It was pretty school providing devices home if needed.
And then kindergarten first and second grade would be more of a car based model where you have access one to one, but they wouldn't be required to take one. It would just be easier than that. Is there, like, a really uptick need even if third grade is a was do the answer my BS? But just to seem like how how far and all of that preschool can be. The elementary representation at the committee, did suggest that they're through those. We don't have it in that. That's just good. Because it's it's not a,
like, no iPad one wanted. It's it's cool. Yeah. Yeah. And the the one thing we did talk about was providing better and just more details to structurally care of them how they do. Right? At home. So it is the only device you're using in that position. You wanna shut it off. Right? You can go ahead and establish a code essentially to shut it off after a certain period of time, and then you need to code and care for some more Yeah. And and the other thing we talked about too is just, like, the number of applications on in the line and reducing the numbers to make it
very targeted to the risk assessment maps. And then they can put restriction numbers in to a different level that would say, like, Yeah. We have the anxious generation feedback that was, considered as part of this process, but, we are working on developing some type of survey that we could solicit, feedback from students, from staff, and then anything else that we need from a parent. So Dan's gonna get, our folks from school bus logistics. Teams in with us here. Oh, they're teaming? Yeah. They're teaming. Using technology. This was not
Hello, everyone. Hey, Sam. Can you hear me? Yep. I can hear you. Hello? Hello? Hello? Alright. So I'm Tim Nichols with School Bus Logistics. I'm your route logistics consultant for this project. We also have Megan Snare, who is the director of route logistics. Dan had asked us to put together a few, slides just to show a breakdown of where we're at on the project and hopefully get some feedback from you. And for the sake of the call, I'm actually going to turn off my video to save some bandwidth here. So, hopefully, it'll keep up with us better. Alright.
So, for the challenges and objectives, challenges, we have the high school tier early is too early. After school athletics, we wanna prioritize getting there on time for those athletics along with, keeping in mind the ridership is slightly higher than typical at 80%. So the tiering structure is currently within a thirty minute window. Our objectives, we wanted to focus on regular education routing. We wanted to modify the tiering to accommodate the later start end time for high school routes and minimize the need for any additional vehicles.
For this, we've come up with three scenarios. Scenario a, you're gonna see 39 vehicles with five tier system. Scenario b, 43 vehicles with five tier system. And scenario c, 56 vehicles with two tiers. And it's a hybrid tiering system, so we'll talk more about scenario c in detail later on. But for scenario a, you can see that we moved the high schools to the middle tier, which puts your middle schools at your first and second tiers and keeps your elementaries at the fourth and fifth tiers.
Scenario b, we move the high school to the middle tier. Again, same as scenario with a. Except this time, we swapped the elementary schools and the middle schools. So the elementary schools will be the first and second, and your middle schools will be the fourth and fifth tiers. And then finally with scenario c, we looked at combining the high school and middle school on buses at the same time. First pickups and drop offs would be for the middle schools and then proceeding on to the high schools. So your current tier instructor is as such.
Your high school is coming in first. Your Larson your second tier, Larson Wootland. Baker Smith, your third tier, and then your elementary schools, your fourth and fifth tiers. That brings you to 32 regular education buses on a five tier system. So scenario eight, here's the breakdown we have. So you can see the middle schools were put first. Your high schools are your middle tier, and then your elementary schools last. And what we're coming up with right now is 39 regular education video or regular education vehicles. For scenario b,
still out of five tiers, I'm just swapping the elementaries and middle schools again. This would yield about 43 regular education vehicles just due to that timing and pairing option. And then scenario c, this is slightly confusing, but if you look at the light pink first, and then the dark pink, that will show you how they are combined. So we have Larson Middle School, Baker Middle School, Athens High School on the bus at the same time, dropping first at the middle schools at 07:30, then at the high school at 08:00.
And then your tier or elementaries would come after that. It it should be a single tier on that. Every is planned to run for those combos first and then your elementary school second, which would be your two tier hybrid system. That would give us a total of 56 regular education vehicles and a couple of things to note on this. The combination of schools is going to have a higher load currently on your run. The eligible load for those come between 40 to 96 students.
And keeping in mind that ridership that we were talking about before, if we're expecting 80% on the high schools and we're pretty much full of the elementary schools, this could pose an issue. So that's just something to keep in mind. So sitting two to a seat oh, sitting two to a seat, you'll get 56. Sitting three to a seat, that's where you're getting the 77 passenger. I'll show you another graphic that breaks that down as well. Here's where I was talking about the revised scenario c. So what we planned on with scenario c that we've been working on is combining
them and getting them there, within a staggered time. There's still actually a delay of twenty minutes between the drop offs at the schools. We were using the bell schedule that's already in the system, so we might need to look into that and revise that. But the revised is actually into a four tier hybrid system where we stagger the middle school and the high school combinations. So the first group would come in at 07:00, then your next group would come in at 08:00, and then half hour afterwards for the high schools. Now that's still keeping the students on the bus because at the same time as
well. So you're still dealing with the higher load counts, the eligible load count between forty and ninety six. Then the tier four is actually, going to have to push to 09:30, so that's a half hour later than it currently is as well. Working with those factors, we haven't actually done any planning on this revised. One of the purposes of this call was actually get your feedback on if that's something we want to look into as we're coming to the close of this project, so depending on how we wanna spend the rest of the time. Alright. So going into the layout of us,
this shows you the breakdown of the different types. So you could see your 52 would be your 78 passengers. 54 passengers, you'd be able to get 56 on there, but I understand there's only about three or four vehicles that we can use that actually have that capacity. So, right now with how we plan things with the combination of routes, we're at 24 shared buses. If you're strictly looking at the student counts and divided by how many passengers can fit on those buses, you're looking between 21 to 31 buses minimum. For the THS, Gulan,
and Smith, compost, we're looking at 34 to 50. And with that, we're looking at 37 shared routes, just currently what we have planned. So based on eligible riders, this is the breakdown for current and what we've done so far. Current year, you got five tiers, 32 vehicles, regular education. And labor hours, you're looking at about a 63 with mileage about a hundred eleven eleven to 1,200. So scenario a and b, we only made modifications to fleet schedule.
We've used the existing routes as is. So if we've used the five tier system on both scenarios with the different switching of the elementaries and middle schools, we, turned out 39 on scenario a. Scenario b, we had 43. Scenario a, labor and miles, we had one ninety seven in same number of miles because it is your existing routes already. With scenario b, we had 215 labor hours with same mileage because it's the same routes. And then your scenario c, we had a 81 and about 1,400
miles with that eligible load between forty eight and ninety six. And I'm sorry. Was there a question? Okay. So scenario c, if we did look into this option, we're looking at roughly 37 estimated vehicles. We have not done any planning on that, so I can't give you the figures at that time at this time. But we're still planning on that eligible load of 40 to 96. So that's currently where we stand. Did anyone have any questions on any of the graphics, or do we need to revisit anything? Anytime. Yeah. Sorry.
I've done. Really I'm not sure I understand the C alternative. Does that mean because you have middle schoolers and high schoolers on the same bus that a high schooler may have to get on the bus at twenty Yep. Yeah. Sorry. But I was Yeah. That's hitting us. So you're talking about the revised? Alright. So the plan would be to stagger. The original plan that we have in the system right now is not staggered. It was planning on having all those combinations come into the schools at the same
time, which push those bus count higher. If we do stagger them, we'll be able to reduce the number of buses that are on the road at the same time. So you're looking at tier two with your highest counts, so 37. Those 37 would pair with the 24 combinations, and then afterwards, your elementary schools, which is the most is 30. So within 37, and like I said, that is just an estimate. Once we start looking into the routes and if they actually can pair together, that could increase, but I'm not expecting it to increase if it does have to be pushed up.
I think the my concern was, like, if you look at Athens, so you'd be picked up at 07:30. They would have they dropped off at 10:11 thirty and their school doesn't start until 08:17. Yeah. That's that's like forty five minutes of That's when they arrive. But they could be picked up at ten to seven. Yeah. Which doesn't Yeah. So so I think the question is in these different scenarios. Right? What are the pickup times now especially for the high scores? What time do they typically get there and then compared to this? Because the fact that school's starting later,
but they're still at the bus at the same time defeats the purpose of what we're trying to do, if I'm getting any answers. Right. I you just brought something up. I did notice that we did not change the bell times for the revised scenario. It's just something that we were trying to throw around. So we're playing with the AM arrival, the earliest time, and the PM departure times. We did not figure in the bell factor schedule on that. That's more work that they'll have to be looked into. But strictly basing off the AM arrival, PM departs, those were the columns that we focused on for the revised plan.
For scenario c, you could see that all of those are the same. And then if we go to revise, we just did not update So So if we look at the bell schedule here, the 07:52, 07:52 and the 08:17 time, those are the correct times, but we need to stagger the revised plan so that would actually push those layers. So based off the arrival time, if you look at this 07:30 and 08:00 Mhmm. We have seven thirties or 07:00. Seven thirty and then eight and 08:30. So we did the work on the AM and the PM depart,
but we just need to tweak the bell schedule so it makes more sense. It's not going to act again much of a late overtime. It would it'll be a adjust. Yeah. Alright. But I think we're more concerned about the arrival time. About the arrival time. Yeah. The arrival time. Yeah. The arrival time. Yeah. And it well, it is sit at That's the whole point. Right? So it's the right word. Oh. Doing all the Let's ignore, that revised plan for right now. Let's focus on, what we're talking about for the, the two different tiers,
the 07:30 and the 08:00. Because you could see the 07:30 to 07:52 time, that makes sense. You got twenty two minutes between the arrival and the bedtime. For the high schools, you would have 08:00 to 08:17. You got seventeen minutes between the arrive and the bell time. So if that was going to be adjusted, it would be 07:00 with, oh, is that twenty two minutes? So 07:22 would be the AM bell time. From 07:30, it would be Correct. 07:52. But is it but for the high school in that,
would a kid in theory be on a bus for four units? Sorry. You have to have a high level. Yeah. So Because our guideline is Right? Have we ever looked at scenarios like kids get picked up and dropped off at individual elementary schools And then a different bus takes them to know in high school. You know? So those are the type of scenarios that we I thought we were kind of looking at. Like, neighborhood notes where there's Something like that. Yes. I mean, alternate options like that to make it.
Okay. Yes. So if we did explore that scenario, the closest homeschool, which would be an elementary, middle school, high school, whatever you're talking about, what type of walking distance would you want to implement? Is your are you at a one mile, one and a half mile right now? So, essentially, we'd be leaving the elementary schools the same and then looking at doing transfer, our shuttles between the high schools or the middle schools. Yeah. Okay. That's not one of the scenarios we have already planned, but we can start looking into that.
I I was thinking this whole consulting was to get such alternate outside the box thinking to adjust the care phone. I mean, there Yeah. All of these cost more money. I see what you're saying. Yep. No. But can we do it? Sure. We could do that. But we we can at least certainly look at that option. We have arguments now with when we move the stop from 22 Yeah. Driveways over. Thank you. You're talking about your stop now is a mile over here. That's you have to walk. Oh, yeah. Yeah. Never mind. We always got you. But my point of view is when we have those options is to go back
to the family and say, we can get you a later start time but but this but this is this is. This is what that means. So, do you value the later start time and are you okay with what it requires to get there? Because if, you know, at some point, we have to I think we have to go back to the to the families and say, you know, with these restrictions. It's hard to get bus drivers, cost, you know, all of these things. We can do this in one of,
you know, one or two scenarios where we can deliver this, but that is what this means. And are you willing to accept this trade off to get later start time? And families either are or not. You know, and and I think I think at that point is, you know, I think we have to try and say that we can we can deliver, but this is what this means. I I did double check that. It is actually thirty two excluding that t c c route. Yeah. So did thirty two. 2PM, get off. The air is still getting hot and upset early.
Many of the air is still working. And I don't know if sprayers can stay on their own at home. So, Vatel, just so you know, scenario a where you have the big grapes mix, that is what Larson and Bowen are at. So, Bowen and Larson started 07:52, get out at 02:40. Two forty. Yeah. But this is gets out at 02:08. And it could look everything for a fellow store. Gets out at 02:08. Yeah. It's like a Yeah. But half of the kids are are half of the kids are already at Yeah. So they get out of At that time. Yeah. Already.
Yeah. I don't know that there's a big difference between 02:10 and 02:40. It is they're both in the middle of the workday, so I don't know that that's necessarily a significant amount. Do a little early. Yeah. Unless we're gonna go to a tier three system, it's probably not a practical solution in this in 2025, probably in all sorts of. But to me, that's still saying that, you know, if scenario a and then another scenario, whether it's a loan system or or whatever, you know, figuring scenario a financially and labor wise might,
you know, seem like it would work. This is what it would mean. You know? Is is this okay? At the end of the day, the elementary schools are pretty much starting at the same they're starting at the same time they are now. The middle schools will be starting earlier. But Baker and Smith will then just be with Bolan and Larson has been forever. So but but I think it's fair to go to families and say, is this an, you know, an acceptable solution? I I have to say, like, gut reaction. The idea of having a sixth grader and a senior on a bus together just to me seems like,
I mean, those are just two different worlds. They are one is about to go off to college and then an adult and the other is, like, bare barely but in puberty. Like, it I just that to me doesn't I I don't know that that that the I don't know where everybody else is. With you and then just, you know, pointing that out again that putting those two good. Kids on the bus at the same time. We're trying to keep the buses as as small as possible or less loaded as possible. You're looking at, you know, possible overcrowding issue.
So maybe it is not the best option. It's for you guys to decide, but just wanted you to know that that Yeah. Was set at 80 as a planned load count for the number of buses that we provided. Scenario c takes you from 32 buses to 56. I mean, that's, and then scenario c revised, you know, if the numbers are somewhat correct, then Athens kids are gonna be at school pretty much at the same time as they are now and that's not. We're gonna save them either with the Well, I mean, scenario b is
potentially viable to them if elementary parents would want that. But but in any case, it's still additional buses, additional hours. Me personally is the only one that has to close to, even painting. I'm sure we should look at these two, but I don't think we should look at these two, but stay inside. We put all of our screens to start at 7AM? Yeah. That's fine. Well, and then they get out right there already. Out as too early. I could see here. Yeah. You know, going out a lot. We don't have room. And we don't we don't have enough people for care. Okay. So I think that's Either bus drivers or two?
Yeah. So Neither. That's where we are right now. In in order to just remove a any potential question looking at, another system or a main road pickup system just so if anyone were to ask, we can say, we we investigated that as well and this is what we got. So these so these are really, from our perspective, the best couple of options that keep in mind cost. So so I I mean My ability. So I think scenario is probably one we, you know, did wanna give your information on. So, But I do think it's fair to look at a a note or,
you know, deficit just to see what that would yeah. Yeah. That was my understanding too that I was thinking we would get something. One scenario, things like that. And I think since we're doing all of this and we should do that and then and then see how to and then see what we take to the community and say, you know, this this is how we can make this work. The business, you know, is that like I just, guess see, I definitely can't see. Yeah. I agree. Middle schools and high schools and a bus together. Yeah. V just doesn't I I do think it will cause huge issues with care for smallpox.
Anymore. Yeah. And you're And then we can't get enough providers. Yeah. Right. You may end up having some that will do that, I assume. But I I think we should leave the idea, you know, open so that you guys Yes. If it's not an elementary school, it's the entrance of an entire subject. Maybe that is your note. Whatever it is that works. Yeah. But let's look at it now. We're we're now doing this. Elementary school may not be an option because elementary school is right in the middle of our entire square mile as usual. What's in the subdivision? Or inside the subdivision. But if it's at the beginning of each individual, conference,
let's say, that may be easier for us, an option. A lot of options. So if you don't know that word as well. That is an option. Just something to note as well. I I know what past districts I've worked with. They've had issues with students standing on corners, potential destruction of property just because of walking on the grass or it it could cause some issues. I just wanted to bring that up. Sorry. I'll put a note. Just at the elementary schools, what do you have a, total amount of students that you like,
a threshold you wouldn't wanna go over that are congregating at the elementary school at one time? I don't know that I don't know if we know the answer. Yeah. But, again, it doesn't have to be the elementary school. Yeah. Yeah. And maybe it's not a school. Maybe it doesn't have any. Whatever. So what do you see as I'm on the timeline. You're probably looking anywhere between two to four weeks, honestly. That's the planning. Yeah. We'll have to look at it. I mean, right now, maybe we're shot. Yeah. So, yeah, maybe maybe June June or Yeah.
Okay. But if but if that information is there, it can also be sent. It can be sent to us. And then that way, we can, you know, come back with any questions and think about it. So just looking at at things time wise practically, if if we were to implement anything for September, how much of a lead time does your team need to make that happen? I mean, I mean, I mean, I mean, it's gonna be like, So it's already too late for 2526. Yeah. Okay. So it's gonna be for '26. Okay. Yeah. So then in that case,
we might as well Review everything. Review everything and Yeah. Because it's not gonna be different. And then we can get a survey out to parents early October, like I said, only the school year early October, and then, you know, you before March, you should have an an answer of who we are. We're not, you know, Alright. Well, great. Thank you. Megan, thank you. Thank you. Appreciate you doing it. Just as a quick summary, so we were actually saying scenario a would be viable. Were we saying b was still viable or no? No. Okay. And then c, we're not going to pursue, pursue,
and then I'm going to call it d is our new health transfer type situation as well. Alright? Alright. Sounds good. D out of the box. They can't be open as well. Yeah. Right now. Yep. Alright. Okay. Well, thank you everyone for your time. Thank you. Appreciate it. Thank you. Have a great night. Thanks, Gavin. Okay. Thank you. Autonomous spaces. Anything else for Dan while he's up? Well, we're gonna do Smith that has full five. Oh, we can pilot. Is the goal eventually after highlights and then later for when Carty uses it and Larson uses it,
then it gets moved to another state. Is that the plan or is that? Alright. This is Dan. Let me just do a time check here. We're down to each other. I think it's probably a great product. We did tend to tear you. Okay. So we will move on to these kinds of services. Can you join us? Yeah. Can you join us? We as you know, we have an, our additional meeting next week. So that is scheduled. The, as promised, the information is currently being compiled for a survey. So, Ken, do you wanna talk about where we are with the survey and what our timeline
is? So how long do you expect to leave the survey of a And you plan on sending it out to all the tour payers or the That. That are currently in the district or community in general? Community in general. One. No. If we do community in general, I mean, are we not even capturing We are. Yes. We are. That's what I was wondering. Correct. I think a lot of community is that. So And that feedback, does that also capture who you dates with you, the feedback? Okay. So could be the same person doing different times?
Oh, yeah. But, again, that leads into questions. For the main one. Yeah. For the bigger one. That's mentioned that it is more difficult or harder on the kids to know or to make friends or it's harder on them emotionally if they make changes at a high high school level. I wonder if you have any kind of studies. Is it conclusive? Is there anything we can look at? To help us. It's this per se. It's the one community member.
This is the last one we have. Indicated she, will receive it. She has not I'm not I've not received it. Do we know what she was? And we did not find any independent research that concludes this way or that way. That's what you're saying. We've had there's research, definitely, but it's it's fine. Open up. It's fine. Yeah. That's being in in a particular direction. Well, the one Pierce reviewed article that I have found, and I share and I I shared that with, a few others to read.
So I in order to get some feedback in terms of how I was interpreting that as well, it seemed to suggest that, it it really is dependent upon the student, the family, and the situation, depend based on that transition from elementary to middle or middle to high school, which is more challenging. All things being equal, it suggested that the better time to make the transition was middle to high school. That was their that was their conclusion. But but it it again, it is it is predicated on the situation,
that the student is in Mhmm. And the family and so forth. So it goes back to, I think, what Kendra's saying is there's that I don't think there is anything inclusive of that. And and the reality is we have students currently in the district doing already making these transitions, across multiple schools. I think I think I do think that they it is important for us, and we touched on it at the last meeting, to to remind parents. And and, again, unless you're a parent that is has has either lived those transitions, or is more recently living those transitions,
we have done more over the course of the last couple of years to add additional resources, supports, for students making those transitions, whether it be the web program, the lead program, eight to nine, our, advisory periods at at, yep, the character education, peer to peer supports that we have at the elementary, the m the, what I'm gonna leave program and so forth. So I think we're doing more than we have ever done in the past with respect to helping to support students. And so I I would hope that, and and it again, it's possible that, you know, if if you're not if you're a parent that doesn't have a student engaged in
any of that or has not had it yet a student engaged, they wouldn't yet know that. Not their fault, certainly. But, I think that means it's incumbent upon us to to to make sure that we're sharing, a little more about that so that there is a level of comfort knowing that there is support. And I think as we and as we think about, the as we think about as was mentioned at the last meeting, as we think about the way in which we're seeking to adjust at the in the instructional environment at the middle school and then ultimately at the high school moving
towards more of a smaller learning community, and learning communities in general, they lend themselves to a more supportive environment where that transition, I think, is gonna be easier for students and so forth. So, it's something for us to Talking about learning as well. Community, especially in Smith and how we are trying to get things together. Do we make a concerted effort to put them out? Is that good or bad? I don't know. I'm just asking. I know I'm an educator. I don't I don't know that that's feasible necessarily when we think about scheduling. I think about scheduling a building like that.
Oh, yeah. And and I, you know, I I don't think we should lose sight of the fact that for decades now, students in this district have been making have been living within these transitions and doing that doing just fine. Okay. I mean, I mean, as an example of that. She lived through that. Oh, and audited it too. See? So there's there's a thing on there. Audible. Split right there. Yeah. Turned out okay. Turned out okay. Yeah. My my kids also, by choice, made those splits. Yeah. They chose to go to Morse and then they chose from Hill to Baker to
IA to I mean, nobody does that. But still, they come out okay. Yeah. But So we'll gather the remainder of that information. We'll share that with the board. We'll be prepared to share that at the May workshop, and then, based upon your conversation, you can proceed, at the regular meeting in May if if you wish to do so then. Or Yeah. So I I did, I did email. I I do want to, the one thing I do want to understand in it, one of the first sessions, you know, Nancy brought her was it her was it her was it her first workshop,
I think, of the of the year? You know, Nancy brought up the we've had some of the numbers presented. Right? It there is a scenario that at some point, whether I don't know how many years into the future that we will have enough middle scores for only three middle schools. That is not out of the realm of possibilities. So I would like to understand, you know, what is the projected time. You know? And I don't know what time frame where you might really if we don't do any, right, if if we don't increase the number of, school choice students or take some other action,
at what point might we be at at that time frame. So to understand if we make a decision now, when might when might we have to make it, you know, or the board would have to make a decision again. Or at least not in or at least not in a four year period. Right? Like, yeah. So which my thought was that with Mhmm. So that because I think at at some point, we need to and I don't know even when we survey the community I mean, they're they're all their questions. Right. Mhmm. Like,
work. How are are they other also members to At this point, we have no school choice, school choice, and, you know, projections of what those numbers will look like. Because the other thing is, when chances are you're gonna still be in the middle school. And and Well, closing it as a middle school, but not necessarily closing the building, which is different. Right? Because IS is very old. At some point, you need to renovate that or move those kids somewhere else. So there's a difference between closing a middle school and closing a building.
And I think from us. From us. Based on these conversations, and these are fair questions and and comments to make, and just questions I have in general, that that has gone into our thinking in terms of, not only the building at Smith in terms of the size of that building. But as we look at renovating Bolin and Larson, future proofing any renovate any investment that we make needs to be future proofed in terms of it being an investment for the community. And so that has been something that's gotten into our thinking as well.
But I I think it's a fair point to figure out how to communicate that to the community so they don't feel like we're building a building that's not needed. So there's a difference between closing a middle school and closing a building. And I think that's, yeah. We're willing to the IAEA building. It's not fair. 54, I think. 52. It was early fifties. Yeah. I think. Baker. It's been renovated multiple times. Oh my gosh. It's it for sure. All over. Yeah. Right. Yeah. So Alright. Okay. Good discussion. Yep. Before we go around to getting others, can you talk about your future? Yeah.
I put a copy of, my as promised last month, based upon the training that Jordan and his colleague did, and the recognition that it's supposed to be providing a a mid, midterm progress report. They put this together for you. You can certainly take a look at it. Sure. Leisure, but I focused on, at least this go around, I focused on our three, main areas of focus. I focus on the three main areas of focus that I've been working on with our team, and they include budget alignment,
our bond programming, and our, MTSS, alignment and implementation and provided some key updates for each of those. So what's because this is a new funding process. So is it fair to say that this you guys just got it? We provide input on this, finalize this, and then this However however you see it most appropriately being utilized. So have people had a change over? No. I just I just no. Yeah. No. So I guess my,
that means the focus could be as a Okay. Did you have any other form of other No. I just Only that, well, yeah, go around out. I think that I just said. Okay. So many of my questions were already answered, for at least will be. The and I would just say so so next Tuesday morning, we have a community conversation. And then next Tuesday evening, we have the last of the 10 interior. That is at 05:30 again. Yeah. At Larson. At Larson. Yeah. Okay. That's it for me. Oh, I was gonna remind the community conversations so that we've already talked about that.
I do wanna, I just read a couple of things. They may know something about funding and going to get there. So, you know, that that's not in active it at all? If you're if you're, yeah, if you're referencing the ESSER's monies, it does not impact us. Okay. It was mainly, districts, 24, I believe, across the state. Primarily, districts that had already had an agreement in place, and their funding was was focused on, like, HVAC, more building related upgrades that they were going to do that they were planning for,
but they haven't spent the money yet. And that was what was called back. So, yeah, that ours is all been spent. Okay. So there is no Doesn't We we get the money through the county, but and none of that has any effect. We had a little bit through the county. The majority of it, came straight through the was funneled through the state. Okay. Yeah. So but we've we've counted for all of our state. Nothing really for me other than looking forward to the Atlanta trip. Especially when you work on rent. So, I do have a I don't know. I don't know if you would want to start talking about
vocal. I mean, with two of them closing some of their offices and stuff, and I feel like yeah. I mean, I as as and I have been I and I don't speak for everything, but I I've been asked, from a couple of occasions by a by a couple of individuals how, how our DEI practices in the district are changing. And my response to that is we're not changing anything because the work we're doing is all work centered around supporting students. This is not it, my first request of anyone will be how do you define that.
And, I think what we typically find is the definitions are vastly different based on what someone believes is occurring versus what nurses was actually occurring within our within our schools, which is simply our continued support for students, and students from a variety of backgrounds. We're not gonna waiver from supporting our students. We're gonna continue to provide whatever those are supports on. And, I mean, there was reference to classes being taught. There there's there's none of that going on. That's why I just I find it difficult to respond to anyone who would make
a comment like that that's not based on in fact. So I think I think it's worthwhile. One, being here to deal with the community is saying is, right, we're complying with the law. Right. We will you know, our job is to support our students and protect their rights and it's we do, and we will continue to do that. Yeah. And end what it looks like. This is what I'm hoping. Yeah. Yeah. And I appreciate you saying that because that's exactly much one of the other things that I said. We we will always follow the law and we're we're compelled
to do that. We want responsibility as administrative team. We don't want to follow the law. So we're always gonna follow we're always gonna follow that law now. We'll as a potential exists, that laws may may change. And if that's the case, then we'll adjust accordingly. But until such time as as that occurs, we'll continue to, allow us to support students, make sure that schools are a safe place for for all students and staff to educate, create the most inclusive environment that we can. I think it's important for our community to know that, you know, even though there may be some misconceptions about what DEI looks like,
as a district, we will always support every single student no matter what. But but like you said, And I think our community truly may some effect of how diverse it is. We we support of how diverse it is. It's gonna be supportive of us, supporting them. You know, I I think that, like, I it's part of our job on the board. Right? We're we're here to make sure all our students and staff are supported and protected. I did. But but I, you know, I think when those things get brought up, I think it's very fair for Nancy or for Ridge to say,
you know, you know, we regularly consult with attorneys and all sorts of issues relating to to education and you know, this is an issue that we continue to do that on and we are everything that, you know, we're doing in compliance with the law, and then that's it. So that way people don't get this impression that we are in fact violating the law, which we are not. So I think simple statements like that are are and we'll continue to support all of our students and and meet their needs. And And I think Audra may definitely, you know,
did you well at the last Yes. At the last meeting. You know, what does equity looks like? It looks like a special needs student getting the supports that they need, need. And that might mean that they get more supports and they might get more resources than a student who doesn't need that. But that's what equity is. It's it's us meeting the needs of our meeting the needs of our students. So I think some of it is, you know and I think for a lot of our community members, if you like, if you when you say that, oh, okay. That's my child.
You know, in all of these different scenarios, So, you know, I I think we just And I've also made it a point to, when I've had an opportunity to speak to individuals that have differences of opinion or concerns, I've made it a point to invite them into a conversation because I find it much more valuable to sit down with someone and have a face to face conversation. Usually, come to an agreement, with the dispelling, misinformation. But but there are also times where that's not of interest. And so putting that out there as always is our our first option to come
together, sit together, have a conversation with family. And when we've had the chance to do that, we've had great success. And there are other situations where that's just not of interest. Did they take that for I think so. Yes. It's it'll be available. You have to I just finished all my level one classes. So Just a couple of housekeeping items. There there has been, obviously, a lot of conversation and and multiple articles about what will happen with funding at the federal level and so forth. And so, Dan provided for for,
for us. We we received just in just in case anybody were to ask. So you you just, with this information. About four point six million dollars is what we received this year is what we're receiving this year from from federal planning standpoint. So if you look at that as a percentage of our budget, it's only about two and a half percent of our budget. So albeit it's not a huge percentage, the bulk of that is for IDEA. So it's our special education students. It's gonna it is for the it gives our IDEA pass through,
and it's our preschool IDEA. So so PS PSSC students. Okay. I see. Way then. Title funding for us is not very much. We only get about $300,000 in title one funding, on an annual basis. The second largest amount of of, monies that we receive are well, the second largest is adult education, but that's just a pass through. So whatever what we get is spent. So, but the sec the second largest impacted group is our our EL students, and and our students there in the second largest
impact. It gets to the tune of about $600,000 between, our, you know, our title three grant and then our title So I think the takeaway from there is, albeit it's only 2.5% of our budget, it's $54,600,000.0. That is if you wanna put that in terms of this of FTE, that's about 40 FTE across the school district. Generally, we need a hundred thousand for the for the fee. So I think that's good to know that, that money is important to us. I just wanna continue obviously to advocate that the resources find their way to us in a much reasonable
manner. April 15, we are planning for site steel signing at the new Smith Middle School. Yeah. April 15. What time does it? Thank you so much. What time? It's gonna likely be muddy, so wear your galoshes. Okay. If that's a problem for anyone, just let us know, and we'll see if we can do it. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. You wanna mention their website up, please? Thank you. Night. Night. So, I did have a question. So the for the now there's links to the athletic websites, but those have not been updated completely. Okay. So that's why they still remain like the triathletics@org as opposed to being a 2.ktwelve.
I have to admit, I thought that they had been changed because they've, like, still look pretty old and dated. So, I mean, I I I just assume that that we're good. But if they're I mean, if if they're doing what they're supposed to be doing, that's that's why that's why I was confused. Yeah. Yeah. Okay. So that makes sense. Okay. Yeah. I think that's what I didn't understand about the athletic websites because to me, it just still looked the same. So I assume that it okay. Okay. Is this Thursday, the third? Yeah. I think I emailed that for that, but now I can't remember what I emailed that to you guys.
Yeah. Maybe it was by the end of the week just to be honest. So we'll be at your side. Because I didn't know if that was like a final, you know, that would be like the final date that I would go. So I just okay. So I only just had one item that was, did we send the information that Chariot students gave us all the lost time? Did we send that to our attorney? Okay. But to add to that though, our next one is scheduled for May 8, '5 PM. I already said that. I would say that one time. I don't my work schedule is not out yet,
so I don't think we're doing any. I could potentially. So for now, the two of you confirmed, and then I will send that to you, Kendra. Okay.