So that suggests since we're starting. To be today maybe, 2025 for these to be trained. The problem is, as we start. So the public wants to. Update. But other than that, we're just ourselves. So one of the most important people
besides our football players, they have to get ready. But you might want to grab something. So maybe just by way of background, get started for you. We are we. First of all, we appreciate this opportunity to share on the budget information with you. We haven't done this in a few years with the board and some of that has to do with the fact that the board, was maybe a little more, internal to the budgeting process. But also, we do have been, from a budgeting standpoint, we have been in a fairly stable place.
We have the I got that going here. We've got we have the ESA's funds that were helping to support spending as we were coming out of the pandemic and so forth. And we were at for monitoring those that's responsible. Those are all gone now. And, we are like many other school districts, having to redress the what, what's being referred to as funding for the ESA's cliff. Recognizing that this funding is going to have gone towards that funding has gone away. Districts are now having to shift back to developing their budgets
based upon the revenues from the state and and so forth, making adjustments. So they're you're hearing a lot of districts that have that are, that are currently making adjustments. We are we're in our normal kind of budgeting process. And our whole talk about, where we are in the process and the goal here today is to kind of share, what what's kind of brought us to this point today. And it's a little bit of history where we are and more importantly, where we're going and how we're going to to build our budget moving forward at that.
You'll also you'll also be able to show you lots of tools that each of each, working with and in RL that will look three years out as we begin to forecast, our, our budget moving forward. Now, just a caveat to that. While forecasting budgeting for schools is very difficult because we're so dependent upon what the states are doing, we don't know. We, it makes it very difficult to forecast, but it's a good it's a good process to, to have to forecast
because at least gets us thinking about what challenges are on our horizon. I will I will tell you, I was at a K-12 Alliance meeting yesterday. Getting this there's some really interesting things happening in Lansing right now. And it's it's it's completely, consistent with this conversation today as the Republicans in the House, the House put their budget out, I think they passed their budget. It's very it's the first time that any of our, our lobbyists can remember this ever happening. Usually what happens is the House with the governor comes forward
with her executive budget or his executive budget, and that is that is kind of like the first round. And that's what we're going to play off of the House, typically. And the Senate will come forward with their budgets and then they will and they'll second to the upper chamber committee, and then they'll pass something out of committee, and then the other chamber, and then the other chamber will mark them up. And then there's this back and forth, and then eventually there's what's called a consensus committee that will come together with the House and Senate and the executive, and they'll hammer it out, basically. And the hammering out typically took place in June,
and in some cases it would linger into August and into, into September. For the first time, the House passed its budget without any really much dialog at all. And the House budget, calls for essentially all of the required components. All the statutory required components in the budget are there. So there's a lot of talk that the school aid budget is the school budgets typically about 20 million, $20 billion. They passed a $15 billion budget. So they left $5 billion on
aside at this point. So things that are unassigned in the budget right now are transportation. Which is about $700,000 annually for us. There's a 31 which is at risk, which is a big number for us because that is being enforced for some districts. But it's it's not a sign the meals are not assigned in the House budget. But other ones are not assigned. And there's a couple of others that are, yellow is not assigned to that was big for us. So that that title three is not signed in that budget and so forth.
So interesting that the House has already come out and said that they're they're looking at a 4% increase in, again, in the foundation, which is good, which is their goal is to give schools is a target to start from, from a budgeting standpoint, which is good. We appreciate that. And so we'll have some more solid numbers that begin working with versus what typically our assumptions. So that's a bit of good news. We just don't know what the other $5 million that's unassigned is going to look like. The other pieces there are so there are some,
costs associated with, retirement, what are called real cost associated with retirement. We're not certain how much that's going to get passed on to school districts. There's a good there's a good chance that a good portion of that, about 5% for employees that were hired before 2008 as part of the retirement system, will get passed on to the districts to to account for it, which for us then cuts into that 4%. So where we may be looking at a 4% increase, or maybe just over a 4% increase that could get impacted by these
real costs for retirement. So there's all these other pieces that are in play. The interesting thing for us is it's March and it has never happened before that we have a target in March, essentially. So we'll see what we'll see where where that goes. So we'll it just by, just by way of kind of some things that are happening in Lansing right now that are, that will have some impact on, our discussions moving forward and to the. Yeah. For the well they can it they, they are targeting a for for that of that 15 billion,
4% of that is increased to schools for 4% increase, which for us is about 400 like for our $11. So when you say that five side still has lots of exposed areas and that's where it is, that's what they're saying, okay. That's what they're saying. They're saying that we recognize we recognize that that that there's that five that it's going to be a 20 billion ish dollar budget. So they're not talking if we we we basically as promised,
we promise you that it's going to be a sign. We just don't know where it's going to be assigned yet. And there's some other this is kind of like idea of copywriting like wraps it. And, so this is a real big question for us because they're the Republicans are essentially the House Republicans are essentially saying, trust us, where this is way the revenue budgeting that we're going to get you the number up front right away. So you know, what you're dealing with from a foundation standpoint, you can begin building your budget. And then we're going to circle back after the fact or fix all the other stuff.
So the transportation special education office, but it's other issues. They're they're going to they're going to address, it's a lot. And we're just kind of wait and see at this point, some of the other factors that are in there, and some of the reason why I believe there's a belief that they're doing it this way is because the roads funding piece is huge right now. And the the question with the gas tax, and how that could be reassigned. And right now the sales tax portion of gas goes in the school labor. So it's really important for us.
That's a big that's a big number for the school. Lavon. So any adjustment to the gas tax could have an impact on the school later on. So what will be watching that really carefully? The Republicans and the governor have signaled that they want to do something with roads. And that one way they can do that is by shifting that gas tax around, and so forth, putting a surcharge in every gallon, up to $0.20 on every gallon that they go to, that would then go to, to fixing roads. The challenge with that is that right now some of that money goes
to school funds on our schools. But you may all with respect to that, there is a bill in 4180 that was just dropped by the Republicans that would essentially tie bar to the to, to the, to the budget, that would say, we're going to make this place on hold. So basically, it's trust us, we're going to make school a hole. So we may make some shifts, we may lose some pots of money around, but it's not going to impact school aid. Just so just to put a number to it, about 755 to $760 million annually.
The school aid fund gets from from the from the gas tax. It's a big help. And you see the House passed. It is a it's not a primary school. Well that they that the bill is in the House right now has to been passed to the committee. But the House, the House will pass it because they've got the majority right now. The House Republicans. So this is just by way of there's a lot that's going to happen between now and June. So for us to just be kind of watching at some point time.
So this is really important for us to have, Senator, with Senator Weber when he comes in. So if you're able to join us with Senator Weber comes in because this is all going to go to the Senate now, and we're going to have a we're going to want to really understand where Senator Weber, in this conversation from. I can get a lot of position ourselves to, to make sure that he understands how whatever the Senate does, yes, we have trust school districts. So there's a lot of interesting things going on. The other piece that is really important for us to do right now is, at the federal level, we don't know what's going to happen with funding from the, from the feds.
If they defund the, if if it's determined that the, that the federal, the Department of Education is defunded, I asked Dana to take a look at what that means for us. And that's about because I count it all up. And as far side is about 5 or 4 million ish. Yeah, yeah. So those are that's what we get from the federal government. We talked about that that pie chart. And we say that as a sliver of our budget comes from the federal government. That's it right there. I and to put those together because I just wanted you to know
that when we talk from when we talk to, it ends up being a big chunk of change for us because the timeline, it's close to $5 million. And so when you talk about defunding the states from the feds, that's what it means. Now, it doesn't mean that that money will flow to us. It might just mean that it flows to us from different, you know, maybe I think it comes from the jazz instead of coming from five through the Department of Education. Right? It could flow from different from different pots or from different agencies. We just don't know yet.
And then we also don't know what that money might come with some strings attached to. Right now the strings are it has to be some days also have to be spent on certain subgroups of students, but there could be other strings attached. We just don't know yet. So another, just another thing for us to be paying attention to, which is also reinforces why it's so important that we go to Washington, D.C. to add to what we sent board members to D.C. to advocate for special education, to really. Get out and get that is extremely important that we
get some a few caveats, I think are really important that we have this conversation. All right. All right. Thanks for joining us. So I can read it out. I don't really have, the regular agenda there. This event in March, this key point is we're going to talk through here. So first we just wanted to touch base on kind of the budget building process. We want to provide a little bit deeper. I'm not to on other timeline, but we want you to see what goes into making a budget deficit in terms just what was talked about.
And then I will kind of restore the ancillary funds. So if we just make sure we're kind of budget actuals are showing what we need to show us. And then we'll save the general conversation for the several of other in our conversation. So yeah, we surface year. You know, you're typically representing the government government's previous. Definitely. So this is our, our our or finance director. So around that all started here about a month before. But yeah we're going to do that this past summer.
So we've been digging in. We want to kind of get that First Amendment out this summer. There was a lot of contracts that were awarded, starting groups over the summer. So we wanted to make sure that we were up to speed, that our ledger was showing exactly where it needs to be from a salary perspective. I will say it's quite, quite the process over the last few months, digging into a system, working where things get charged to, we get council structures to throw you out of a different system. And then the majority of the county, so that was a little bit of a learning curve
as well in trying to understand how the government works for the other. And so, we we've had a good opportunity now ground on the, the heavy lifting of this matter, considerable amount of time to sort of reviewing everything and making sure those are adding up. The most wanted to be so, I guess. You know, what's the. Other picture secret. So that when you say July is
the system in question in a better way or potentially, yes. So at the time before we decided to look out for 12 years ago to the system where they were waiting for the county to move through the, I should say, they kind of got to a point, I guess, where they said something that we believe is better. That's the system for all our schools to be or are really as far as, about a year after implementation here. Yeah, is quite a bit of a decision.
They want to have software update this course. So there's about 20 or 23 districts in the county that are on that system. That's the system ranging from our priorities. Right. So it's it's interesting when you see both system, there's been bad system. This one doesn't seem to be robust to some other systems out there. We're actually following other systems right now just to kind of work with those contracts with our department working. Well, to assess whether or not it would be to our system. But,
and yes, the caveat now is that the system that the ISP uses was bought by our school. So you have two systems that are trying the same thing all by the same company. So it'll be interesting to see if there's any reason this holiday needs or not. But. Yeah. So as a part of what we'll go through on the general fund side is as we try to cover how the account structures work, we want to make sure, you know, salaries there from Japanese. There's statements. There's other things to consider.
After that we've done a little different. We have found exactly where those things where they charge up. And this year will reflect all of that. So this is just a brief schedule here. Our budget timeline. So we're kind of we're looking at a schedule, which is intentional. Like I mentioned, we wanted to do something in December, get something out there and be a little more proactive, given the majority of schools are dealing with the influx of federal dollars and the fall plans that are that are going away. We have a considerable amount of carryover grants.
Probably you typically get two years to spend that, state for it. So with the addition of all of those federal dollars, a lot of districts have a substantial amount of carryover funds from year to year. Which helps. So that certainly helps our budget this year. But a lot of those, we have a good time to place the changes in our office to make sure that replacement comes down. So we wanted to be a proactive as we can. And so here we are in early March. But we'll see that we'll start developing those next year budget probably a month or so to get that process up.
The biggest driver in that is waiting for the county to send out the taxable value. So that's going to be a lot of our funding at the local level. So we can probably do that currently in April. And then by June we have our public hearing. That's where we will formally adopt the knowledge rates that we are going to lay out. The, residents of our city. And then we will also pass the upcoming year budgets as well, to adopt those make up for the year over do it by statute by July 1st. So that's how the broad timeline over the next few months,
and then hopefully in the next year where we want to. And that might be a better summer time frame. So so before I jump into, kind of the the slides, we did want to talk about what goes into building a budget. So as I kind of said, around this, we're doing line by line in an account structure that does 9000 different accounts. So he was in there looking at every account for specific teacher salaries, trying to figure out exactly what's being charged, how often, and then likewise, jumping into all of these
additional schedules, see a list that we made. So just to kind of be an idea of what that would look like. Again, I go into super detail here. Like you can see these are all of the accounts. So I could just go ahead and say it's all 9000 rows. But you'll see that there's an area of just like your blue. Is all of your grants in there. The green is your revenue is you've got notes on the columns here. So this is where we're all going in over the course of a couple of months,
really since the last month of December and line by line kind of building out the accounts and that's where we sat down for a few days just to look at the general fund, exactly what each account, what do we have to consider? Is there something wrong with that number? It as an additional funding, talking to various departments throughout the district to making sure that we have everything that we need with that number. So, as you can see, it's, it's a pretty detailed process just going through all of this. And I, I really like blue light blue account where you're building
and there's, he's got his own capacity for like, 40,000 here. So they'll be able to tell you exactly what you think. It's also important to add that, that in, in our RL that with every building and every department to, to make sure that they had a deep understanding as to their needs, as far as the budget is concerned. So everyone in the district had opportunities to interact or they had an opportunity to interact with everyone from district. So very thorough. Shortly after the beginning of the year, we that gotten ourselves
into all of the buildings for all about 21 buildings that got out to the preschool a couple of times. Our department's internally up in our services building over here. So now again, it's a process that we've committed to that going into next year as well as we do the same thing every in September, October, walk through their budgets, get their feedback, just kind of the day. They're the ones that drive this budget final that. But ultimately, if it comes down to making sure that we're servicing our staff with us with capital requirements,
what do you say you as a principal or your team? Yeah, they invite who they want to. I think it was the principal on either 1 or 2 secretaries without price. In some cases that they really teacher depending on what it is, price amount is a part of that separately. So you get more staff involvement there. So the partnership. That's kind of just an overview there of, of what the detailed work looks like. So you can take that and multiply it by over 70,000. And then this is just a good little checklist
that's kind of floating out there in the school business world. Again, as we go through the various components of the budget, you know, this is a good checklist to make sure that we're covering all the bases. We want to make sure that we're not taking any revenue not accounted for, overstated in accounting. That's generally the the the main point is you always want to have it under understated revenue. Publish figures for factors and services that you have. You time a little higher or lower in expenditures. So, this is a good template that we use just as another double check.
We're looking at salaries, benefits, the various reports each other. So that was covering all that. And then there's a lot of the swing expenses for us as well. Right. Consideration. So that was was a nice visual in terms of what do we have to report right. And then we do have I did give you a printout kind of like a pleasure like process. So this whole time the, general fund that we talked about that. But this was developed last year, by the business office. So as they presented previously, where we look at some of these,
these larger deficits coming from the influx of those Covid dollars disappearing, they put this highlights together. So we're pretty much on staff as a witness in terms of part. We're kind of all of a for a we're amending the budget, but we're starting to have those internal conversations about where can we find us through attrition. And that's the biggest goal. We already districts are doing that. There's a way that you can do it. As long as you plan ahead and you have a good structure to it. You know, we don't want to have to get into a layoff situation
where we're not there right now. We want to focus on the through attrition. How can we reduce our staffing costs accordingly? To me, I should say that in my column as well. So I think it's really important at that point. There's really important. And so so again, restating this for most of you because you you're knowledgeable about what happens in school. But for our audience that may be that may watch this is for schools that the the planning process, the proactive piece is so important because in the budget we come into that you sign off in June
that we're committed to drive staff. And once we once that staffing is underway and we start the school year, we can't we can't just change that. We can't say, you've got 30 days and and we're restructuring this department or something along those lines. We're committed to that staff for at least a semester the semester time. So you make any adjustments, significant adjustments. And even then adjustments at a school level and a semester planning are hugely disruptive.
We don't change elementary classrooms midstream. That's just not something we do in this. In most of education, and even at the secondary level, it's extremely difficult to change your staffing. So what we commit to and what you sign off on in June is what we're committed to. For the most part, we can make some adjustments. We can save a little bit around the edges. But this is why there's this planning piece is just so important for students. We're now like private organizations that can that can we clearly, it's just not the way public education works. So yeah, I would comment. It's not
just one occupation, okay? It might not be an organization. It wants to work. And I have to say that for the very, very proud of the fact that we've never had disruptions because of the personnel, it's just not it's not good for the education of our students. And it's not only for the educators. They have to provide education. So this is an urban planning process.
So when buildings are at like schedule our time to students around to say yes. Oh yeah. So well no. Right now we're getting in retyped. So that the contract suggests that that for a teacher or any individual to be to qualify for their full severance and part of the contract, they have to let us know that they're retired by the end of March. So we typically know our retirees by the end of March, and that gives us kind of our attrition numbers.
If that's the number we will build off of in terms of, what what what of those positions need to be replaced, what those positions might be be able to just accrete, and hand and not replace, do it through attrition and so forth. So that's, what those numbers are already coming in. I feel pretty good about where we are right now in March. We should we feel we should be in a pretty good, pretty good situation based on that, that information based on teachers, you know, that are coming back, all these teachers that may be going on later. So there's this kind of ebb and flow of those coming in, those coming out.
So for recent resignations, for whatever reason, we take all of that information. John's department takes all the information, sits down with Christine and Chris, and then they will then sit down with their principals and begin identifying, based on enrollment, what their staffing needs are, what adjustments might need to be made, and all of that. We have we have typically over the course the last several years decided, but come March, April, we don't hire staff that any any staffing hire comes through the gap, at that point.
So we we make a decision based upon, where we are employee. So even even a apparent hire is, it gets has to get scrutinized at this time of the year. And again, we may have an impact on that budget for. Yeah. I would just like on that. You know, we know what the numbers are going to be all the time. But it's not lost on us that at the end of the day, we you you know, so we want to be as cognizant of that as we have
when we do make this plan. So as we for the job, I find some of these are conservative projections as they should be, because again, it's all about the plan. And how can we add through attrition to avoid those disruptions? Recognizing that there will be this is a chance for us to not be reckless with what we're looking at, and we have to react later on. So, it's always easier to add here if we have to, but as opposed you just so we sort of like look at the process, which is starting now. So,
so we look to, we do have four columns indicating our one down. So, you can see here that we do have an interview on our website as well, but we do, part of that 50% fund balance on our so, this, this is factored in as well as we look at some of these scenarios, a lot of that, the driving force behind looking for some of these reductions through attrition is the fact that we do have somewhat balanced. And I will say that prior to the pandemic, a lot of districts covered in that 12%.
We've had an influx of federal money the way that the country did. That percentage for most districts shot up to a little over 20%. So it does afford us the opportunity to utilize those savings, and we have to structure something over the next 2 to 3 years, appropriately. That way we can start reducing our costs not only over the next few years to get us back down closer to that. It was that part. I think that's ultimately the goal. We don't want to stockpile too much cash in our reserves. We want to be able to invest more in our programing. So,
you'll see that we recover from here, that that is what we did. We looked at that 50% mark until we get back down to that and, I'll cover just about that every. So before I go into the general fund, I'm going to go through some of the ancillary funds. These ones should be fairly quick. And as I mentioned, these are the workers looking at revenues today, projecting out the remainder of the year and the cost associated with that. So they're generally a little bit easier to go through. So that starts on page 12 of your last. Of.
So in this presentation and as well as the next board meeting, these are the that are going to be operated by the we do have a few other functions. More about and related. We have our debt funds and our, capital project funds that holds the money for all of the traffic throughout the district. But those other typically just whatever the final number is that we get that the number will be, but for today, we just want to focus on these funds. So the district does have various funds. The way governmental accounting works,
we have to isolate certain dollars from certain costs within a specific fund. So we have our food service fund, our service fund, which is primarily our care programing and then our community recreation. We have a preschool project, various programs, preschool, five other public is our state grant on that. And then we do have some tuition based program. Well, our, Troy Career Center grant fund, that one is through the Michigan Works. That's all federally grant funded. So that one, this kind of programing is always equal to expenses
that was funded by federal and then our safety fund. Yeah, that holds all of the money from our fund knowledge. And then that will pay for various, repairs projects throughout the district. So just looking at our food service fund, we kind of went through the variables project. We looked at where we are at from a contract, what we need to, to reconcile those models out. We do have around a $1.2 million of fund balance. So for this year, which is that our excess fund balance at one point was a little over 2 million.
But this does kind of grant a substantial investment over the last year. But in the various buildings, so we are projecting to end the year with about $2.4 million in fund balance. But out of that, we will have about 1.6 million of access compounds for the Troy High School Kitchen update set for this summer, which is after the end of this year. We'll take that down by $1.4 million. So we anticipate we'll probably have 2 to $300,000 of access fund that was apples
operating and then whatever the assignments next year will look at. But, we did engage with the county to look at all of the kitchens across the district. We're kind of forming an internal strategic planning committee for just food service. We want to look at all of the buildings, for most of that part of this process. So we're looking at any program aims and now and really just formulate what we want to do with this program. How do we change the food offerings? How do we change the setup inside of each building. And that may come with some, some bond dollars attached to it.
But we want to have a set plan. So we with an architect, just like they do for the equipment side. But we want to look structurally as well as modify our kitchens at the elementary level or at the middle school level to make it a little bit more modern and more beneficial for the students. So, that's just kind of the longer term highlights of what's going on with our food service on. So here you'll see we have our actuals from last fiscal year, the original budget in the middle Allen. And then the recommended budget we just talked about. So again looking at using around $1.2 million on that, on balance,
getting us down to that $2.4 million mark. And then from there we will again start that down further by another 1.4 million this summer at the right height. So it should be sitting just in the front balance of the access. Yeah. So the way that the access fund balance works is there's I believe that's been nine months of operating expenses, essentially. And your fund balance. So the state of Michigan mandates that. And then they give you a number of this is the cap of which you have. And then anything beyond that cap, is considered excessive right now.
So every year, more so since the beginning of the pandemic and close to free meals, districts have had larger and larger assistance fund balances now. So we are required every year. We typically get that number right around now. We're still waiting on it, but we would expect sometime in March is the number for the upcoming year. We have to submit a formal plan to the state of Michigan. How are we going to spend that now? And then there's various ways to do that. With any modifications, you can increase your your meal costs.
On increased programing. We have a preference program a couple of years ago now, so there's different ways to do that. But the state does monitoring requirements for a plan of action. We do have. Community service funding. So this one again we just went through all the revenues and expenses reconciled amount. And we around went through it and it projected out that a year for we're out for everything. So there's a small operating deficit which is called the fund balance in this one. So project and just under $2 million,
which for a fund this size is there's a fair amount of fund balance. So the goal is to minimize the impact on, with our rates that we charged. So you always want to try to shoot for that break even just slightly above it. But normally for our balances, we're comfortable with using that a little bit again to pass those savings on to the estimator. Let's go look at the businesses that were operating that comes from that. Yes. We're just under charging. Yeah. Yeah.
So you find that if you look here, here, I think last year was around $100,000 loss, if you will. This year a little bit higher. But there wasn't a lot of adjustments to the rates across the board. So that's just something that we again, be with those departments and make sure that we're we're charging appropriately. But at the same time, a lot to be mindful that we don't want to profit from losses, especially given what we're finding right now. So you'll see here that they their actual budget in 2324, there was a slight on balance there.
And then that. Yeah. All right. Is the recommended department. So similar to the last fiscal year. But again a healthy for probably about thousand should say sorry to those conversations for those departments over the next couple of years just to make sure that we're paying our. Hey. Yeah. So do we have fewer students coming into the building? We have, $200,000 less revenue as opposed to the original 50.
Yeah, yeah. The care company has had a little bit of staffing issues which have prevented the size of the classes that we now. So there's waitlists and they're doing everything they have, to make sure that they're hiring appropriately. But that's again, in the grand scheme of things, it's a small drop off. But that was the driving force. It's a staffing issue. We have to do what we have. Waitlists every year. We just can't can't provide enough staff in order to run as many sites as we'd like to run to meet the community's needs.
The flip side of that also is we've had a we've had to pay more for staff, so we're paying more for staff. We're not able to even pay more. We're not able to get enough staff in order to build, the capacity to, to make more housing. So we're, we're trying to get right this is a this is a this is a challenge every year. And it's a licensing requirement to we have to counter staff like this, that you have to have a certain ratio of students to staff member. So and so you can see that have specific number of staff
who can't open up a new section for those students. So again, hopefully as the market kind of comes back to what it was six years ago, okay. So this is not a budget issue, but you over are the things that you think about is the fact that we come to week seven at this particular time, half an hour later because of that. Yes. It's so difficult for people to feel that on top of it.
And you don't sometimes have multiple people in the family to have their laptops up until, that's how that's how competitive this. Yeah. And our summer program. Yeah. Some great things I know there there's not in any sort out of the way. It works well for summer day camp or whatever. You're gonna deal with that in the middle of night of this? Yeah. Is something we have a challenge that we face. I we we we can charge more to pay more
to attract potentially attract more staff or some character and attract more staff. We're trying to be sensitive to the community as well. Try to keep those rates such that the community can afford it. And so there's this delicate balance that we have to make that we have to maintain. This has been a challenging cycle since prices here up. You know, we have struggled with this over and over ten years since I've been here. The challenge I think it's the hours that you're looking, know, to be honest, two hours in the mornings, you only have to do it. So it's it's a hard position to build.
You know, food services same way we're we're kind of chopping today up in two different parts. So, so these, our care workers need to be licensed, but they're not being licensed child care providers. The program itself is licensed, so obviously they have background checks and trainings, different programs now has to be licensed or to operate as a child care center. But are there requirements for the program other than the background checks, as it's typically just a background check and have our services?
Because they are trained and they know they don't like a child care child, right? Right right right. You know, vaccination is not something that is that no federal child care stabilization. So this was kind of, the child care for. But, so your preschools and your child care centers, largely programs that we're all given essentially money to provide, to provide child care for their staff. So it was a relatively large figure,
which helps boost your fund balance with these federal funds. And that goes into looking at the rates. Do you have the federal funds to build up the fund balance now? So we are pretty, pretty consistent from year to year to try to lower that on balance over time. And then essentially getting back to the numbers, I haven't been having great disparity of with in the state programs for poverty or reduced rate child care. So there are some programs that you're eligible through,
DHS that say that we can support those. Yeah, they need this kind of stuff. Yeah, it's it's a subsidy that helps them. So this is maybe a dumb question, but, you know, it's what they want to. Maybe I don't know anything about it. I suppose it could come at a cost. After school day. Yeah. So I think a lot of testing to occur over. Yeah, but,
I mean, there are other features. Yeah, certainly for coach of things after after they're done for the job. Supposed close to like any other job. So it's there. I truly wanted to make sure. Do we ever see them. It's not a to see if there is other. I think there are a lot of other ways to make sure that they are used. I yeah. About.
So this slide here just kind of broke out about this, but specifically in the coming and kind of see the difference between the size of care or recreation. Just for your perspective. So again, you can see here is operating at a loss as the primary driver of that. But it's that might very well be about how much do you want to charge versus what we have to pay for parking. So yeah, that fund balance was increasing over the last few years with that influx of those child care relief models. Tonight, I want to strategically reduce that back down.
And obviously we want to go out as much as possible. Coming into the fiscal plan. And so again around that thought through and we reviewed everything together in terms of all the revenues. There's there's strong beginnings. And that we grant funding in this model. We do get some of our state aid for this fund as well as part right of this program that's in this spot. So, it's kind of, very of funding components. But in total, we're looking at we have a small surplus
of just under $100,000 for a year, which was be done at $3.3 million. On balance, they're still at the state level. This top of the universal pre-K, for the governor was previously set by $2,027 for goal each year. I tried to push it sooner and sooner, but obviously that's something that, we're aware of. I know each year the GSR fee income limits keep going up, which is good for families. That'll help pay for, an additional four year old preschool for that.
So we do see a little bit more money shifting to the grant funded as opposed to the tuition part of it. So that's something that we're monitoring over time as well as the tuition revenue is going down. But the ramp cost to us under those costs. So, And then again, in this fund, just as a community private fund, there is no childcare stabilization policy for the fiscal year. So here we had our actual, in 23, 24, the original budget there in the middle of that, the recommended budget.
So I guess the small addition fund balance, we've had about $3 million. Is the total funding that's coming from the, the state of Michigan that going into next year. But I think that we received that. Yeah, we'll talk about that a little bit more later where the strategy is to go around with that. We have to look at that. At one point, we were talking about having our piece of paper. Yeah, yeah, we have a strategy where it's going to allow us max flexibility.
Possibly continuing to offset cost per acre strategy. So looking at TCC funding. So this is our right career center funding. Again, this one is is a grant funded program. So again we're always on expenditures. So as you can see here, the recommended budget on the far right there is just a byproduct of the applications that was received for that program. And then we're funding budgetary funds for all of the various expenditures also.
Okay, I know that I was just gonna say here is the salaries. You. Know, this one is through. I mean, it is a federally funded program that's out of the county. And that to us, we're just trying to fiduciary and qualifying for the county. Well, this this doesn't work in education. I don't believe it does. Every department, yeah. It's not for us. Well, we have a workforce development and there's a combination. So you can see the breakdown at the top there.
Half a million comes from the state balances from the federal government. And then the last funds, for ancillary months. But it is the sinking budget. So, again, this one would be one through the top. Typically have a 3 to 5 year financing bonus to what you want to spend most of the time. So we went through and kind of looked at all the outstanding projects that they have, various purchase orders that are and then look at where we're at for the year. So again, adding up some, $433,000 surplus to fund our
which would get us back up to just over half $1 million. On balance. Yeah, that's right here. Last year we did have a pretty sizable planned use of that fund that was so that fund balance was kind of creeping up to close to $2 million. So I wanted to make sure that we were spending that down accordingly. So that got it down to just below 100,000 last year. So we just filled it up a little bit back to like that $500,000 mark, which is about 10% of the total total revenue. So that'll give us obviously
a little bit of wiggle room as we look at the projects for next year. And then obviously you have 5 to $5 million a year. You might have other strategies to it have. So let's go. To jobs. And, I had to go back because this one. So that has to be, funds. It has to be. Provided there was a proposal for technology, infrastructure and use of the busses.
Yeah. So how long has it has been for? This I think my thinking is this is. For now, I think over the beginning of your packet, there are two things. So I thought it would be helpful obviously have been for a number of times. There's a different pressure for school funding in general and the where we're getting our general fund dollars from. I pulled this slide from our last presentation. The other element. So we kind of have two different components at the local level, about 20% funding is going to come from the local level.
And kind of only fund 75 or so from the state for the federal government. So, looking at are not homestead lobbies. It's not is that operating millage? That's 18 mills that we levy on people. Secondary homes have their primary residence for their secondary home rental properties and commercial properties are the primary drivers of that. So, that collects the 18 mills there plus the six mills, which is the state education tax. Everybody has to do that.
So primary homeowner, secondary rental properties, commercial properties. Everybody pays the six mills towards the state education tax. So that's money that we collect locally and that that's the hospitality. Send that directly from the state and then the state that is that that's your foundation now is the house that the state buys. And then we have our whole harvest levy as well. So that's the additional amount that we, proportionately from our voters that this again, that we are able to levy up
to an additional 7 or 8, $6 per pupil. And that essentially gets us, takes us for a you hours from where we were evacuated. Thank you. Reference is made up of the state. Want to propose right from the funding model. So, there's about 60 or so eligible districts, about 40 to 45 of them actually do levy a whole part of this bill. It was across the state. So, we are one and most of our surrounding districts have these as well. To provide an additional source for. And then we do have some other sources of revenue here.
So as we talked about earlier, there's sales. Yes yes yes yes. The lottery that that also forward to the school aid fund as well in various forms. So all of that together with our $10,394 per pupil. So even though the state is saying that's what they're going to give us, they're expecting that around 2000 or so. That would come from the local sources, the remaining balance of funds from the state of Michigan.
And that's where you can see on the slide here on the far right. So we have about $6,800 on for state of Michigan. Locally, we're collecting about $28 per pupil. That's your that's your, apples that are out there. And then the orange at the top there is the whole harvest portion of that as well. And that's how many cities have accounted for a lot of that for the whole Purple Heart. So all of that together does equal that $10,304,
which is, is going through the state aid allowance just like that. The whole this is that would be for homestead and not homestead. Now, the approximation of how much or like what percentage that was of the revenue sources contributed to the school aid. But yeah, it's usually like 3 to 5%. It is a small amount in the grand scheme of things. But the lottery and those
$2 million, there's always a game of $1 billion. And with that, there seems to be a transfer of a few hundred million out of the school aid fund to various other parties. So, yes, it is often the end of the school day. Father, I guess I'm just looking right. That house, you know, it might be interesting at some time to this chair just because I still have people saying, oh my. Yeah. You know, so I think there's a bit of a. Question
and there's a couple. Yeah. In terms of how much money these other resources will contribute to us. Yeah, I do have a slide I give for, I did have a partnership that that kind of shows all the different funding components that going on. And how much of that was the lottery? Was that? So it's not this grant number that people think. Yeah, I think there's just yeah, I mean, I inserted this with this presentation. And then for the next video we are going to talk about also one other just like any other.
How much taxes. In a strong sense, like with the 6% millage and the our and how much we actually get. So in a sense, we are probably in that negative district because we send more taxes than when we get back to the city. Yeah, it's like that ten years and like, yeah, we're just yeah. Most of our tax credit. It's not, bad. Looking for every.
So this like here we did show back in December as well. But this kind of shows where the foundation allowance has been since the early 2000. Dollar. The glue there. So that's our actual foundation allowance now and then the yellow line is if that amount has not kept up with the rate of inflation. So when you look at, where we put it, then had that amount kept up with the rate of inflation, that would have been an additional $51.9 million of revenue for the district. So I think this is always a key point, because as we negotiate contracts
with our staff and we look at the various costs that we have to pay outside of staffing, inflation is real. It's there. We have to make sure that we're making those payments. So it is a key point to to look at where that revenue could have. And just to highlight that the out that we're on track for that. So. So I wanted to pull this slide out. This one was presented last year. Yeah. This kind of underscoring where we're at. And you know, this this is a common theme, right now for districts and dealing with, you know, this quote unquote, fiscal year
coming through and trying to strategize has the power to, eliminate that deficit structurally, through attrition. So, so again, I thought this was a helpful and a good reminder of where the conversation was last year and recognizing that this is kind of the time, according to the timeline that we've built in to actually start happening. You know, the conversations that we had in terms of staff. And so, this was a good reminder just to show that for this year, the original budget was looking at just under $4 million to fund balance,
and then going into next year. And nothing that changed from a staffing perspective. There was about $9.4 million. So and I would underscore that when we had an influx of older dollars coming into schools, the first round was very minimal. You know, there's three primary rounds of funding. The first round was more geared towards, the by the last, the last sanitizers, things like that. Then came to a larger second round which was geared more towards staffing. So recognizing that students needed additional help, they needed mental
supports, various supports to accommodate those new needs that were arising from and and so when you look at the volume of funding that was pushed to the schools and how to you appropriately spend that staff, it was really the only way that you could spend those dollars. And that was the choice that districts had to make up in their hire staff and have a staff or these other dollars back to the fire. And so, that's where now you have to deal with transitioning those staff members over to the general fund with those dollars being gone.
And so now that's where it's a collaborative process between all the departments looking at what orders are still needed today and how to we accommodating those supports, to stay within our budget and then looking elsewhere outside of those additional supports to see if there's areas that we can pair back on. I know this was a helpful slide. And so again, it's it's important to recognize that the projected 2526 assumes we, you know, we're not going to not do anything. And so that is a that's worst case scenario that you just sit back
and say we're not going to do anything. That's clearly not going to happen. So we're we're going to make adjustments, that will mitigate not only the projected shortfall for this year. We've already started that, and then therefore, of course, whatever, whatever we do already this year will have an impact on that projection going forward. And plus then we talked about staffing and attrition and so forth. Looking forward to that number will come down. I think it's really to just underscore that point. If you look under, 2324 Covid funding is just a 3.85, 7 million.
Look at our debt deficit. Projected deficit is 3.9. So you back, take your words in a sense when transitioning for money that was provided. And we're we're now having to transition away from having those additional revenues to what does that impact. So this is this is a piece that that districts are struggling with. Communities are struggling with, and so forth. How do you make those adjustments? I would say and credit to Dan, his team and his employees have been ahead of this conversation
in preparation for that transition. And so, look, letter that transition. Well, by, by, by judiciously that fund balance, making the appropriate adjustments. We'll talk about what those are using some other revenue sources in order to kind of create a soft landing, if you will, while we rightsize, the revenues and expenditures. Yeah. You know, this this presentation done about a year ago, was really at that first step of, okay, let's look at the do nothing. Now we have to have conversations with this district that have pretty
extensive conversations internally about where it can be restructured, where it can do through attrition, downsizing, staffing levels, reporting. So through all of that, that's where we kind of look at more of an actual scenario here. If we didn't do something strategically and the way this is kind of where we're looking at a forecasting perspective. So I yeah, I just, and very well in doing this, you're looking at ways to add staff or different interventions across three levels.
And I know that, Mr. Levinson recommended as part of an analysis and various programs about like cost per student. Is that something that we're trying to figure out where what what we don't need any more? Yeah, I mean, that when you look at like, supports like through special education, our, you know, programs, we have maintenance requirements on the special ed side.
So we are required to spend it essentially at or above what we spent in the prior year. So you can't just go into special and say, we're going to remove those costs, like there's an obligation that you have to meet the needs of our students. And that's all that that's the compliance issue that at the end of the day, you have to abide by. So those are generally like those are fixed costs if you will, where those costs are going to change. Likewise very old populations, those costs are can change. And quite frankly, a lot of
Esser funding that we had that 3.8 or so many dollars. The primary driver of that was a combination of mental health support and our health program. So those are something else that this district made during the pandemic with those dollars. And so now it's a strategic value of what grant sources do we have for those that we can apply for. And so our approach to every day, there seems to be a new grant out there. There's one next week we have a webinar on for mental health supports, and they're
awarding between 50 and $500,000 towards districts for opportunities. So that's something that we're very mindful of. And we're going to apply for every dollar that we apply for that we would be eligible for, to make sure that we're trying to offset some of these costs. But, to answer your question, I, it is very strategic in the sense that you're going to look at meeting those additional support needs. First, make sure that those are in place. And then we look at our general staffing population. So this really goes back to that attrition conversation.
So many years old for the for every position that's leaving us, we're looking at where can we utilize where do we need that position. And so placing it like a math teacher school, we're likely going to replace a math teacher with high school if we have that need. Those sections are needed at an elementary level. For instance, we might be looking for an A in a support area we might be looking at, but we might not be in this specific position, but we might need it over here from an intervention standpoint. And as we think about our intervention, as it's seeing more students,
how do we make those adjustments? As they're as they're impacting more students, how does that impact what what the staff needs are in those areas? So we're looking at every one of those to see that work that we're levy or we're leveraging those to get the biggest impact consistent with what they did. But I mean, since before and it's it's sharing with the board. It came through that website. We've had a number. And that number is that. Yeah. It's not it's not,
what's the word. It's up on it yet, but we've got a general fund, so 12,300. So that children, it's a little less than very close to 1287 to 7 to 12 to 17. So that 25%, you know, I think this one come in because when those Covid, our staff, you know, and you know, we knew that's one time so I think for a very careful
consideration to not put those money into. Some districts filled with some general education that and so we were very thoughtful in making sure that at each intervention, all kinds of things with the thought. And, when we got to this point, we would be able to provide and it's been true because the mental health recognition on mental health issues
in schools, has really well, so there are dollars allocated, in the cost of funds that we to as we've and just kids across the district, across the state, across the country, they will be able to use pressure. So that's exactly where we are here today. But I do feel good. And, it's very challenging cuz that money is in other
areas in the general funds that, you know, could have been helpful, but it really matters. And stuff. Yeah. So yeah. Yeah. And so this slide here was that it says 12,300. That was the number that was projected in the summer of 2023. Yeah. So this I literally just copy the slide over. So that's how I see it in the next one. Yeah. Yeah. So I just didn't get to be zero and I know. Yeah. 1217 two. So that that was really the do not slide.
This slide here is more of we're going to do something and come up with right after that. But so really here at the A2 which is our amendment two column, that first column there, so where we're projecting out right now about 3.48, how many dollar deficits are used to fund balance for the year? I think that we have to cautiously use the term deficit because it's really a use of fund balance and strategic importance for the past.
So again, that $36 million fund balance that you see there that crept up during the pandemic and our assumptions, our tax revenues have and at the beginning of the pandemic, that was actually one of the ideas that was floated at the state level, with funding short was districts were sitting on that right around that 15% mark. And they said, well, that's a lot of money out there. Maybe we need to spend it down to 10%. So, you know, at one point, that was what the state was floating as an idea of how we fund schools. Was that fund balance.
So, we've been fortunate enough that that number has crept up, and now it's time to, to slowly start spending that balance. So and it and it helps us with that. Perfect. So, how do we transition all of these additional supports into the general fund over the course of 2 or 3 years? So that's what this kind of shows, as we look out through the years, we're going to continue to work on some more in-depth projections to where we can look out together here. And that really just comes to us from our practice standpoint as we have
conversations over space. And so, so definitely, I think it's with just to share with important figures, because sometimes my balance gets me to ask for, for instance, taxpayers. But there is no cash flow. This or paying our bills. You know, the money doesn't exactly come in the same way after, you know, paying the bills. And because we don't get paid, get paid differently during the summer.
But still, I think we calculate cash for reasons as far as like so you need a fund balance of about seven 8% to cover you through that those summer months. Some districts are if you gotta borrow money, you're paying interest. So, you know, fund balance. That's why we as a board has them in our policy say 50%, because that gives you the cushion they need to pay your bills, in the summer. And then it gives you cushion so that if something
on board, we sometimes get these surprises from Lansing, that you have to react to. We don't have fund balance that, you know, be adjusted. And that's why some districts have to do layoffs or New Year next year. So the 50%, every auditor, every company has a 50% white balance is responsible for growth fund balance.
And for touch on the findings on the state of Michigan, we start getting state aid in October. And then that goes to all of the next summer. So we know that, in September and that's, primarily where we have three payrolls, to play ball. So not only do you not get in state aid and on September, but you also have the additional payroll during that time. So that's what you need $5 to fund us for that period of time. I've been in a district where we have to borrow
and on a much smaller scale, it was $240,000 in interest. So they're essentially giving you an advance on your state aid to to cover your obligations during that time, but then very hard to collect, check interest on that. So the district decided to do 3 or $400,000 just in interest costs added on top of that. So, and then in the state, the reason they'll be out in September is because they're here. And, like I said, you get their year ends up here for you. So they want their balance sheet to be very high at that point in time.
So they want to stockpile. I want long time look good out there. So it's like three inches in September. It's just so yeah it depends on if you pay five five like I'm 15 and the 30th and you've always got to get what you pay by weekly. It's typically large rate before September or October where you have a third day coming up. So I think that it always seems to be September and that happens to be on that day. So and for us, these are so many dollars a month.
So it's a sizable figure that that we have to look at. Hold on. So like we're at now, we have going back. To this contract. What's the process that you know kind of going like okay I see our increase in expenses, but we can ask for 4800 care more. And how how do you plan for that. So the current position, we're not exactly like 2005.
So we'll go through this one here. And this will get into like the projection model as well. Oh. So. This. So this. Here is my plan. And again, we we have a template that we're working on right now through. So that must be our dynamic budget projection worksheet. That's pretty expensive. So now that we have these numbers finalized, we're starting to load how to apply. But I have a scenario for that. But
they want to at least give you, you know, a good planning projection here. So again the more this is that do not out. So that's where if we just simply transition the numbers over to next year. I did not think that this is where we would get. So again on that previous slide, it was $9.5 million on balance that do nothing. Right now we're not around $18 million, fund balance there. But again, we're not doing something. So if we look here so the revenue figure what this is doing is
I scroll down to the bottom of the page there, this 12,272 FTE is our current year of that number. So right now we're looking at between 70 and 100 and reductions here. But students I know we did add a small amount of school choice, about 75 slots, for the upcoming school year that's not factored into these numbers. So there's a good chance we will go those. But obviously, for a planning perspective, we want to make sure
that we're working out certain way. So I put down 100 here just for clarification, the 70, school of choice, do we get the same amount of revenue as far as foundation? Otherwise? And, so even in a school choice scenario, you within the last year of the district are coming from for our foundation. So I will be 100% in every case but so that for harmless maybe gone. Well, the whole part was,
It's like two different parts, but, so, like, the name is the current numbers are $9,600 per pupil in the bottom. So you essentially have that same year for anybody coming in, if that's what they're different. Yeah. Oh yeah. So it's going to be about if we realized the 75 students is going to about $700,000 increase in revenue. Yeah that's a swing here. Yeah. But it's not it's to show obviously we're we're going to continue that school entrance conversation that we did that kind of for one year coming up.
But I wanted to show what the projections were without that kind heartedness. So looking at next year and I just took 100 students last year, then we're graduating around that 950,000 mark, and then we're also bringing in eight, 50, 500 are here. And they're looking at this this increase here in the foundation is what the governor had proposed that she was proposing, for 9600, 8000, 10,000, so that was an increase of $392 per pupil.
So that's where this number here came from. And so looking at down here, I took our prior year revenue and then this would be the lost revenue. Would that 118 student increase. And then the increase here in foundation, based on the new 12,170 Houston County, giving us a little, just under 199 for how we did this year, we have about $4.4 million of carryover funding that's going away.
So that's money that because there was that influx of Covid dollars, we kind of have this other pot of money that was stockpiled. You know, it only has so many positions before you just add to that how you're really know. And so, that that was kind of strategically deferred into this fiscal year. So that money is going to go away. But we anticipate we'll have to make another five to we carry over. So what's happened is it's largest before now that we have sort of timeline that that helps us. And so I'm backing out
about 3 million, carryover that we're not in the first year. So that's going to give us this wrong projected amount here. And again opportunity to work out a little bit more detailed projections. On the revenue side, this isn't really factoring in the, all the categories that are out there. And so there's some 20 to 30 of those every year that we have to look at too. So again, we hear more from the state level about what that workload are going to be back next year. That's where we fight for this year.
But we want that larger detail detailed the bill. So that way we can start talking about numbers up until 45. That's the. So that number that I just kind of looked up at the top here and then we have these are the various different, conflicts that the state of Michigan mandates. So looking at is the salary figure that's 4% increase from the prior year, which is kind of an average that we'll see. Looking at the various contract, some are, you know, closer to five, some market rate. And so that all varies a little bit.
So that's a 4% increase there. This one here. And I did notice on the right that there, just so you can hear what the assumption was in there. So a benefit increase of about 3%. That would factor in on a retirement cost increase. And looking at the overall benefits that we would pay, you don't see that for a large increase. There is public chance that you'll see a smaller increase on we are part of that district. That's where we have a very different,
limit on the larger increase of our most and then purchase services. This one, we do know as of today that our first new contract will be going up as we're coming up in the middle of the year, they did renegotiate their contract with, the Teamsters union. So, first of all, I think one of the more respectable transportation companies out there, we we are, despite the fact that they're happy to have another year with them. No new increase. Coming about about $400,000 a year.
So but again, out of the 130 year, ordinarily it would be about a 3% increase year. This year, we're at about a 10% faster of up to the market, which again, a lot of our weakness from shortages on the bus driver and would. And then the rest of this year, for us when so what are some of your thoughts about other areas purchase services. So that one, you know, we have a lot of we referred to services.
Obviously, we look at things like conferences be more strategic about those. You know, I would say half of our conferences are paid for by grants. So we can see if there are additional grant opportunities out there for those, or, you know, maybe, you know, county schools conferences and utilizing the staff information to help us do a purchase up for a classroom full time. So, those are areas obviously, just now that you are able to look at that. We got a lot of, staff that are outsourced in the sense
that the position they get, but now it's their third party. So some places you can try to bring that back in-house to lower the cost of their. Salary. I don't want them to attrition in salaries determining can we reduce the cost elsewhere. So, and the other. Issue, you know. The other, the other looking at, section 41, bilingual grant does other certifications ordinarily where you have to have a general fund to pay for health service
for a staff member, you can share some of those costs for grants as well. So so again, that's, you know, this is kind of that planning staff, but then we'll have those much more in the same work the next few months trying to figure out exactly where are we to reduce those expenses to. So for us, expanding the next years station shimmy shimmy stabbing cost the grant. Things that pressure off the warehouse.
So for that same I which is services we do talk about 400 vacancies in transportation and we want to cut the number of them. But still, it just shows the importance of paying attention to have more understanding. Okay. And, and tweaks to the number of 100. And so yeah, the orange it does factor in the increase of 400 from transportation. But that use it by 400,000. So that's plan. Yeah. So thank you.
You guys were talking about I mean I think we we wouldn't have what the commission might budget of individual grants. But you just mentioned a little bit and talk about that for that. You guys have done you know maybe I'm going out. The access to to grants I did it that we want to be dedicated to that. Yeah, yeah. So we we have a grant accounting in our office.
And so she is responsible for going through all of the grants. And just to give you a visual here of, like, these are all the different grants here and I'll share grant that we have. So as you can see she's going through this one Grant. But we're have to go through it and figure out in working with various departments in terms of what possibly going our budget in there. She sits down a couple of weeks or else to kind of go through and make sure things are adding up and balances submitted and all of that. So, that's on the finance side.
But then on the teaching and learning side, we do have, grants, this carousel assessment assessment. So she also is kind of providing the narrative from teaching and learning and the coordination with her staff working with our grant. So you have kind of a finance person, teaching her grant person will work together in their therapy daily in terms of what positions are needed and then are accountable for that, say, okay, this is where we're going to plug it into this grant.
And you know, more at our house level, there's a strategic, component to this too, because, you know, as we talk about special ed funding and our maintenance requirements, where we have to spend more each year, that maintenance of our capacity, from the general fund dollars, it doesn't come from the grant. So if we put positions into a specific grant, that could qualify as a cost for special ed or, you know, I can't claim it now on that or my maintenance of ever actually gets in trouble. So, and likewise, when you report a cost per year
for your general fund, that is special ed, and you do major, we get about 20% of that cost back the next year. So your funding is going to go up each year. The more that you're reporting from the general fund. So there there's a strategic component of making sure we're putting certain things in certain grants to maximize the dollars that we're going to get. For example, for instance, 30 Montgomery is one of our largest Pell Grants that would also be used and secured. So for us, yes, we do have additional positions in there,
but I need to make sure that I'm pushing for security cost and that grant. That way, if I'm covering the remaining balance out of our five account, I report that the state and then next year I'm going to get a third of that back as additional that amount. So it's it's kind of like a shell game for that because literally what you're doing is you're trying to move the pots of money around to, to make sure that we're maximizing every dollar. Again, it's the maintenance of that for us. Process requirement state.
It's it stands for the feds. And but it's managed through the state activities performance. So and that's how the money flows. So I needed funds flow from the federal government to the state of Michigan, but that each state is tasked with the fiscal union for those dollars for all of these years. So they're the ones that are actually doing the maintenance calculation, making sure the district is spending what they're supposed to be spending on specialized plus. So. Even though tends to, you know, to better schools.
So, most of the last, is coming from different levels of government. Yeah. Most of these are state grants. Your title, your title grants. You're all federally funded. It is federally funded. But, a majority of them are from the state level and from the county level. Yeah, we we do so within our KTP program, and we do get some about 40% for a year. I mean, you there has been a significant push over the course of the last four years to, at the state level to move funding into categories
against our, against our better judgment. And we have been pushing back and saying, no, don't put it in grants, put it in the foundation world. So there's a good chance that that, at the state level, we could start to see more of this funding fall back into the foundation. That's our goal is we're going to continue to push for that. Because of just the work, we're having to employ individuals to keep track of these grants. And it's common to hear that the state wants us to be the want us to be,
more efficient. Yeah. We're having to pay more in order to capture the dollars that are supposed to be there for us. This doesn't make any sense. So there's this. Here is what they call the state aid status report. So you can go to the state website and look up any district in the state that's going to tell you exactly what funding they're getting from the state of Michigan. So in this case, at the very top here, that's that final audit, that number there, that 12,272 FTE. And then here your foundation allowance here. So that's where these are all considered a categorical.
So you know, you're here in this top few here are the primary drivers of the foundation. Then you have all these other members participating at the station. So all of these grants, I would say 80% of them require this program. And for you to work with your teaching and learning departments to figure out how are expect to put in a grant application with the narrative cost associated with that, and then any of these state grants here or categorical.
So that's where you get two years of spending. So we get this year to spend it. If we don't find it by the end of June, we have one additional year to spend. That's that's where all those materials is coming from and how we got to this. This is, you know, if you just Google and the state yesterday's status report and these days and they think that this. Like all grants and. This is where, you know, they're. Yeah. Every grant essentially has some type of report.
The federal grants have a final expenditure or they have to submit. The state would like to know, And, these plans usually first come for some kind of thing when someone else is competitive that that's first come, first served. So two people find there's $1 million worth of potential that they get. I wonder, Grant so that there they are 31 is a competitive grant. So that's a sizable dollar amount that you have to apply for. Do well in our district it's 1.4 million this year.
It was previously almost $3 million. You don't apply for you know. So at the current House budget for the term is 350. So I think this back to the original amount, which is good news for us because that's over $300 less will be applied. And that will be like another 1.5 projections that is in there. Right. But on the positive side, our district being the size of they and the members to apply for these grants, we have an advantage of lot these other districts,
up here every day for hunting for grants or parking. So I think that's good idea, but it's still not. Yeah, it's not so guess you for these small businesses here, I don't have a reason to doubt it. Right. Yeah. Well, even for a district like us to. Come. Here some people in certain situations. Have to show that.
Yeah, we do have, I don't know that everyone else here with our grant competition or that there's a monthly grant meeting sometimes for even a year. But it's just a constant collaboration of what grants they are, what they apply for us, a district, some grants you. It's some plan. But where if we have a general fund for us that we used to do a grant going to do it. Others are purely supplemental in nature where you have to pay out of this fund positions like we did with.
Yes or so. And a lot of it is just need based two. That's where you're relying on the buildings and to tell us these are the supports we need. Okay. That's the case. Let us go out and see if there's a grant or for a lot of databases of repositories now that we can search for, for grants. And we had a filter first grant to get us up to par with the state's incoming legislation, our water filters. That's a $600,000 grant. So that use over the next couple of years. There's an architectural firm right now looking at all of our water.
So once we get NSF access to start up, they also, there's additional funding for give us, the order the two should be here in October. From from the courtyard or or school. So we're looking at right now applying for two additional arts of the space for phase one, and that'll be all for that. We want the infrastructure. So right now as well. So, there seems to be a grant for. That much more than half of what we said.
We have time for the level five to stop. So. Yeah, we'll come through. So this is this is the projection phase. So, again, when we look at kind of over the next two years, you know, we're comfortable through our conversations about attrition internally and restructuring some of the, the staffing levels of the various buildings. We're comfortable with where we get to a point where next year we're looking at around $2.5 million or $5. So that that effect there, you see, is our balance will be just under 15.5%.
So again, just about that 15% mark. And then doing probably one more year, looking at that same type of philosophy for 2627 school year, reducing that use of fund balance down to about $660,000 for that year. What's the 1.4 million for them? Yeah. So that, you have another sheet that was passed out of, the Statue of Cancer there. So what this is, is we have various other funds that, generate revenue, and those are partnerships
we have internally with various departments as to how can we help generate some revenue for the general fund. So looking at, Where so looking at the community services fund, the fiscal fund. And then we have a fund for capital maintenance fund. So these funds here at the first Green Line, they're kind of shows where their fund balance ended last year. And then each straight line going forward is where it would end in that fiscal year. So what I did is I wanted to look at these three funds and say, okay,
we haven't transferred any money from those funds to the general fund. And so now that those fund balances are getting pretty high, let's start looking at a plan about strategically move those dollars back into the general fund. Just the house we just heard about, for just the fact that that's that's not where we just as our reminder from this process is not do this. Is that so this is something that we, explore and, and have done, I will say regular basis, but in, in an as needed basis, we don't want too much money sitting in a, in a fund balance in an ancillary fund.
Maybe that's not the purpose for it. So we want to use it strategically. So this is, this is a process where we can use those funds strategically over time to kind of soften the impact, the general fund, as we're again, looking at attrition through our looking at our spending from the staffing standpoint. So all of this allows us to kind of, strike a balance, as before, and put ourselves in the best position. But we don't want to use up all of our funding else.
But this allows us an opportunity to get strategic spending down while we're continuing to add to these very fun levels. So and this is really hasn't happened over the last five years or so. There's other also good money coming in district for our much better condition financially that you weren't seeing any transfers like this. So now that we're coming out of the pandemic, we wanted to look at when we strategically spend these down to, a little bit more affordable level. So, each line, it kind of looks at,
projected net income for that fund each year and then a corresponding amount that we would transfer to the general fund. So, none of these transfers in, these projections would take place until next fiscal year. But you can see in total, you know, we could move 1.4 million out between these funds, 1.5 of the next 12.7 year. That's potentially another 1.2 and year after that. And then that would still leave us with $2.5 million, roughly five balance in those five.
So does that seem to save us any over that same period of time that that was absent revenue over time? So we're going to add revenue to those and some of those funds over that time. And this has projected some losses as well within cost. Right. Again, if they go back to the black, they'll be higher than that. But this does this is they want to care about the hurdle is gone. And so so this ethanol maintenance fund is a separate fund that has had dollars reserved for various projects throughout the district.
We spend between 1.2 and $1.4 million annually on capital projects out of the general fund. So those are typically for projects that there just wasn't enough money in that particular year, so generally have to pick it up sometimes there's many events, which is that the the reason this is made, that the maintenance part of the project cannot be charged because we have something in repair or something that you may be charged on. Maintenance is not considered in our expenditure.
So that generally has to us. So so what's the difference between and the two year example. So like just routine maintenance. Like if you want to change out your car pay for coffee if you have. Yeah that's just maintenance. But if you have to replace a component of your engine that's a repair. So the funding at here. But they still managed to tune it out but lubricates apart whatever it is that's purely maintenance. Like polishing the others. Yeah. Yeah. But if I have to rip up the floor, I can replace a motor with that.
That's. So that's where this fund was established to try to help offset some of those costs. In terms of maintenance. So what that has been I have talked about was this turtle loose money coming in. We had talked about putting it into the Capital Regions Fund. And then again, this is where we've been earmarked some money from a bond fund or 65, any amount of $2 million to allow us not to take this $2 million, which is completely restricted in nature,
and put it into a separate maintenance file and then slowly transfer it out of capital into the general fund just to help offset that $1.45 a year that was spent on capital projects. So we still want to respect that. There's a $2 million out there that we want to invest into the district infrastructure in some capacity at a later date. So we would kind of put a reserve limit on that, our safety fund and our, bond fund budgets. And then this would just give us that flexibility, comfort of those dollars, again, softening that that purpose.
We look for consistent participations back to the general fund. So the will be this fund. Was created out of here. And we just decided to, you know, fall into the savings. Yeah. It was just more of a reserve to try to pay for funds for their expansion. Did I think we funded it originally. And, you know, you came to us and said we need to set aside money million. Just the right to take the fund.
Set aside for new ones. Do you remember the last time? So I started with. Yeah. So that was like a 24 year update. Yeah. It was it was my breakout year. The rate started. We decided it was money for that account, okay. In order to play. But it's a different role. But at the same time, if we needed it, it just so happened shortly thereafter we passed the sinking fund. Yeah. So that helped offset maintenance costs, funding and so forth before and after repair costs.
Yeah. So forth. And then you're finishing in 2013? We're in 2035, I should say. That was getting going. So that captured a lot of the work and so forth. So it's just been sitting there at least opportunity for us to strategically utilize it. And it's all within our rights to give our funds, that are, that are safe, that funds and things like painting as, as we talked about at the workshop, painting is something that is considered maintenance and repair. So it has to model.
So we try to limit it on the general fund over here because you do need to always the building is $40,000. So that's, that's really where it works. Capital management comes into play. We want to make sure we have some some kind of reserve as we try to spread this out over the years. So those transfers are just not a proposed items. Obviously, we would monitor how we're doing through our planning process into next year. And then as we do that next year, our general fund, that we could select
a specific amount that we feel that would be certain of that target. But this was to really create a visual accountability, you know, chance for these monies over 3 to 4 years, while also maintains the balance is really important for our for, you know, the community to know that we have this right. We have a strategy in place. It's a sound strategy. It is it makes sense, as we as we bring our expenses and our our revenues and expenses in line with our revenues and so forth, and, yes, we're surprised at revenues from the state come in, larger that we think that that changes are
that changes our orientation around the these funds. And then we can turn on those funds for something else. So we have today a it in the back end by thinking about the fiscal side. It was the first year to be anticipating this, because this potentially could go from 2 million to, funding from the state. It's really just shifting out of the, budget. I mean, there was that a long while ago supposed to say, if you think it will be very similar to funding this time, funds for next year for the future. Yeah, yeah, they've been increasing slowly.
That might not be an increase the income threshold for people, to apply for it. So right now it's down $100,000 annually. I'll give you three more. I hope so, yeah. I'm not even thinking at the end. Think it would be more so fiscal dollars. That would be same level as the foundation level ones that we're using. And that's how they're funding this year. That. Yes. Oh, yeah. I guess as we see more four year olds qualify for preschool and just it's going to open up our tuition for any three year olds.
Just four year olds aren't qualifying. It just opens up more slots for three year olds. So the three year olds. And that would be part of our strategy as far as where where we find our program. That's that's Chris and our elementary schools funding for spaces and so forth. Yeah. So we're coming up literally in the last few slides here. It's really just highlighting some of the changes from the First Amendment, the amendment. Obviously we haven't offered it at the town. We know at our foundation at the state did or something. I know that comes over for that way.
So we knew we had to increase that. Now. So section 147, that's our 3% reimbursement from the state of Michigan. That's operate their schools that have, reduction on their paycheck or a premium subsidy for healthcare department. The state is reimbursing us for four days through us. So we're in the process now. So, we have, 1.6 million given to us. So there's going to be a corresponding expenditure of, just not back that one six, to cover the costs are on the bill to cover the cost,
although I do at that point also because we had we did reserve $170,000 a year us for fighting. It's important to know that here at the state, the state made a decision for being forced to, in first place, which is great, but they didn't give us enough money to cover everything. So this is another example of where it's a small example, but it's another example of where that fund balance is, where you really need to make sure that is there for situations like this.
As an example, on the expenditure side, again, as we went through and looked at all of staffing and adjustments that happened the year we went through all of the schedule, see, and the detail, finding out all the specific costs that are associated with those. And then obviously grants now that our applications were fully awarded, an application submitted, everything wants to add up. So revenues equals expenditures. All of that is part of that. And if you ask me. So that was an issue that we had to report last year as part of an implementation for accounting standards.
There was a matching revenue. And so look at that. That's that's how. So just lastly, when we think about, when we think about options that we have as collectively as a board, as a, as an administrative team to address, shifts within our budget, obviously, we have the revenues that we get from the state. And as we'll continue to advocate that we're getting as much of that revenue as we deserve. And for the we're going to continue to advocate that one's come out and form goes back into foundation as much as possible,
so that that's a that's what we're to continue to advocate for. And we all will together work towards that. As we work with our legislators, we can reduce programing, which is that bringing the total expenditures in line with our revenues, that's the attrition piece that we talked about. That's the staffing piece, making sure that we're shifting positions and more appropriately accordingly and so forth. We can we can also look at and we will be taking a look at other programs
that, we support as a district, for instance, with the Trade Center, Joint Career Center, the, that is the Michigan, which I'm sorry, that's a pass through, but there is indirect cost. We don't, you know, so we. We don't get paid for all of the court work and the back office does in HR and some services. So that's one we're going to be looking at. And we're going to go back to the county and say basically we can do this as a certain amount for many, many years.
They need to up their contract cost or it won't cover our cost otherwise. So yeah. So that's one and that's one that's important. Push it back on administration several years ago to take a look at them. So now we're going to we are going to engage them more deeply. And I think are doing that in that conversation. There's a couple of other small programs like that that we support. Like for instance, we support technology at the county jail. But the all of our technology department supports technology at the, at the county jail.
So when we get make making sure that we're going to be making sure that that we have the revenues we do get so that the revenues are receiving are in line with our expenditures, or else they either have got that or they'll probably find something else that service. So in some cases we need many opportunities, some things to be good partners. But we so share responsibility to our to our community to make sure that we're covering up costs are also over.
And yet, you know, we brought the media model this year. So that's something we can assess, especially as you invest bond dollars with the. So you want to make sure you're making money back on that opportunity. So yeah that's area raising revenues. And then that's another area you can look at the other pieces. And I'm just I feel like as you're going to hear about it in your in your in conversation with your colleagues, if we haven't already on the county level, this conversation is going to heat up again. And that's about kind of what county. There there is, and the only way that schools can generate additional revenue for general source
general fund sources is through a countywide millage. That is a millage that is captured kind of why is money come? Why it is capital monies are captured countywide and they're distributed out of purview basis equally across the county. Wayne McCall currently have a kind of like, village. But but it's but it's in more Jackson, Kent have county wide villages. So you want to hear that from your colleagues or across the county? And the superintendents are,
having that lobbying to consider. So I just want to let you know that that's something that we may be hearing about. We did talk about that a couple years ago, with the board, because it had been a conversation. So I just want you to know that that's, that conversation is out there. And as it if it if it grows, in intensity, it up and up for that conversation, but just watching you surprised when you're sitting at a company and someone says something, okay, here,
I feel like that's pretty wise for the school districts, us who are here. And we're able to we have we have two salaries and three received funding this year. So next year that's fairly new. We have so McCall and McCall for instance, they generate about 400, $450 per pupil an over and above their foundational. So they get now a McCall per pupil at $84 million for so they have as a result what we have seen with pace capital
McCall go up which is great for, for now, but that means that we're in competition now. And we we always eliminate competition for staff. But now we create a scenario where where that the playing level at the playing field is the difficulty level, where in some cases, they're getting above us a little bit in some hard to get areas like special education, and so forth. So, let's, it's important conversation for us for our two questions.
The coffee one matters that you talked about those that come directly to the districts are does, does the ISB, do you that it comes directly in it's a flow through the through the ISP that comes directly to school districts for people based on my second question, or is it, you have these reductions that you plan? I mean, and we get like a really more complete understanding of what other compensation drivers. So that is really now for us to know as the county group and administrator,
to figure out what those specifically are in may shift around a little bit, but I want to just just illustrate that this is what's going to drive. But to be clear here that yeah, like incentives many of you guys have or when when you went to the pilot schools, those were varied stations. And then you actually. Yeah, we're pretty tough decisions. Programs to say.
Yeah, but they can. Yeah. I would say probably at the June workshop is why we would have come back, obviously, in light of having a proposed budget that we can go detail that and then likewise, we would have those working out projections that we could look at our staffing. The entire pandemic will have our retirements. You know, we'll have some more clarity around funding, funding and so forth. Back, and then, of course, that First Amendment, which will take place October ish,
we'll start with, 2526 school year, the first true of it with what we thought we knew, like what we actually know and see what prep. Capacity we need to take. But so advanced bilingual students. Yes. Let's put that. In. Know. That's.
Different. Actually, that was pretty much probably one point. Oh, okay. Yeah. You're in the process of reaching. That. So, you know, your brain. I just. Didn't know. If you know.
Yeah. This year. Thanks for being here. That just means figuring out what that means as we start this. You know, the spreadsheet. Until it's got to 40,000 structures. All with the proposal that you get a job analysis, you have the cash. Position according time. Okay. For us to do that. So perhaps it's important for me to take a look at the parameters of this work.
Across the board does something very different from what I work the process, except to have a point in the first place. And so this was probably just a chance for all of us. To. That. Yes. So now this is a calendar that's coming out for politics as for the principal
salary of the future. So yeah, it's just, you know, and and it's just purely. Yeah, yeah. You. Yeah. You. Yeah. With my kids, whatever it is, I think that that's that's that's that is something that's that's what he's trying. That's trying to I think that,
I put into my coffee. Yeah. Coffee? Coffee. You two are both. And I think justice. Yes. And USDA, because come to Washington. Appreciate the things that you do. That we that just. Yes. Thank you. So I, I mean, I, I, I think I should start here.
I got to go now is I. So yeah. Ten years in when I first got through my local school of the year with a year ago, it was back in teenagers. This is I thought it was, you know. Yes. Every morning I started out being cold and not warm. So I know people that that's just one way
I know for too much research and assessments have essentially increased, quite significant. So again, I mean, I just got versus September taxes, stuff like that. But then because we got the Covid, that was about that. And that's a good question. You guys were elected just like those. Those are those conversations that would be fun. Budget cuts bring about so so our
yeah all yeah it's always good okay guys I work with you here and with us. Yeah. You ready for that question. So it's a really big increase. You know we renew that you take about this November. Yeah. But that was important for us a significant number is it's value. It's it's always been. Through a value it's not shared values. Yeah. You're right I think it
might be some powerful. Yeah. Like. I our value actually to the sum. And so any other questions about that. And I'll take that number. Yeah I think I this one. Yeah. That's that's a yeah. Yeah I like yeah. True. Like that. So well that we're so.
So yeah. But there's there's no doubt again. So so I did was I read it here and. So our final agenda is much. To as I mentioned in our last meeting, I was in having discussion because, I mean, like to, like. Places, in order to help us do our job decisions so that I out. I know this is part because I know that our board members took
they're taking the day to speak up. And so, yeah, we just had a discussion, find interesting what kind of data bridge we can't talk about. Kind of the. And, decide if there is available data that we should see regularly, as well as if there's a need for them to jump for this language, because we're getting access to,
so to speak, about that. So asking about or. Just describing here. Just define what you can. You want to have. Yeah. I mean think about before. With that we're kind of like supporting our reporting. And at the frequency once it was like,
and it was like I. Was. Here. And so in my mind, that was, that was. Very. I know. I, I and that that. Was and still is going back to that impact that that I was perhaps.
More. So just that what happens is you have. Certain crimes. Yeah. And then. When I was, I was going to have. That. In terms of. Staff you know. Or above.
And so I, I feel this yeah. That's easy for other districts that it's not there is there. That you have that. But I think more guidance has. Actually. And just for my students, I know that. Way school. Yeah. And.
Things. So yeah. Yeah. And, would it be is it intended services. Right. Yeah. It's it's I think it's both. Yeah, yeah, yeah. I just want to know if this particular time of your case attendance ebbs and flows, like you said, it comes back, but also takes into account students. You know, how high is that they might have for like.
So that was very limited right. How many people chronic absenteeism has a place with behavioral issues or you know, all of with it. And it was missing yesterday and truancy restrictions. So five more of your your guests private school things happen that year. That's right. So. What are those numbers. And then try to take a deeper dive next year.
Right. Okay. Yeah. And that is your top. Four. So I'll start next. I was yeah. No. In that I mean let's, let's let's back couple because again from our focus, what you say makes sense because again our goal is ultimately understand what's going on in the district. So we have a point where in these next budget discussions we need to understand
are there resources for our supports or are there, you know, things that we need to, you know, in order to help? So, you know, this notion of, is there a problem? Yes. What else is there? And really, in some of this and maybe that, I see the day that you just keep an eye on it. You say it is it is a big issue in specific that there that needs to happen.
Okay. Otherwise if you have heard me until now, this is but maybe a one time data for for attendance. But if you're looking at this now, we we we when possible, to break down access to these data, we have three different needs based on our is. I would be interested to see if we have a lot of kids in the same first hour. Yes, because parents would think that there is.
Oh, like a secondary question. Yeah. A second question that it's not like an ongoing. That's the that's you just pick a 1 or 2. You think a couple of weeks period just to see, by our break time to see if there's any significant difference from that, there would be like our so that way it's yeah. See, I did the overhead, the secondary, the elementary to have. And I would, you know, I mean from the school is that that that's. Yeah. The school is.
Right. Right. Yeah. It sounds like it. You those who want to but and but I think you know, we just get to one time very specific district that's. Yeah. Okay. So we were asking for thoughts about this topic. Just any anything. Okay. My only data that I have, all this data, but but I don't know how we get to this at all is, so we did our last two schools to all the students for the, for the graduate.
There was huge gathering in the elementary and middle schools. I mean, to them, they were so happy to tell us what it means to them, what kind of learning they do and what they see and what they done in the ask them. So tell me, what is the time when you enjoy doing something new? Or how did this project come up? Then we went to the high school and that's what it was in the last year. Yeah. And the kids were like, in that school, I don't I haven't being here. Why are you asking me these questions?
Okay. Remember you the and it was the case not just it affects actually the students at other schools as well. So I don't know how we get the data. Is it is it or is not? It's not a teacher engagement. Connection students. Are they even running for public health department because they're graduating at high levels, and I don't know, but I have are they happy? Right. Yeah, I had some thoughts around that
because I think some of the questions that were being asked you, we were on the slide because they're asking they asked me to speak positively. If you think so, if and if you don't have a relationship, you're not going to get a lot out of them. So I think that like how we would like that so that they're doing some of the things that we didn't do. Okay. Well we have so we have Hanover. Yeah, we have.
So we have and we have been doing and engagement survey answer. And and that gives us really good data. Because we're asking questions about do you feel like you belong in your classroom? I can share with you, I could call you you, like, come in. This is like, maybe that's what I want to see me. So we do. We do gather that at least once a year. Yeah. Yeah, so I can. I and I don't have time for you guys to be there.
I have a lot of information that we just weren't sure how many were on the school they wanted to see, so. So while it's just that certain questions for like an answer that. What they what they were answering is really. That's like when your teenager comes off. Yeah. That's how she day but no other thing. And we created this pretty regularly and so but the board used to meet with
groups of heights. We had breakfast with recent high school students from all of the four schools, and we would do a round table like that. Yeah. And that was so good to get your first year. And it wasn't, you know, students were selected. So maybe it's about the superstars. So it was always a nice thing to do so that they're also trying to do as well that. Yeah. Or an age group because I know yeah I get tired of things
that we have people and we rotated amongst the high school and that would be great. Thank you. Right. We stopped that around the corner time. And then we just have a bit to get it back a little bit. We could do one hour this spring. I mean I hope that the principal what do it's it's a, it's like thing. Is it just a volunteer or breakfast whoever wants to sign up for it. We just we typically ask the principals to, to, it was all for the high schools be that would be the only the bus step over and we just asked them to take us,
take a cross section of students out of one class. But like 12th grade, the cross section, it's, that they're hand-selected or it's really just backed by hand-selected IB writing students that represent different groups within student like you might have at that. You might have some fun activities. You might have something that students would like to try to cross section. So just cuz there's a charity, right? So so that you can get a good sense for what,
what various students experience are and then go with it. And that's what we did as a board and sometimes. So every board member had like a different, you know, necessary questions. And so at one time we asked about food service. So that's one experience. Another time, you know, we did we asked about staff times. You know, we asked about. Well, time and facilities and never period. Yeah. So we need that was.
Oh yeah. So yeah. So we get, you know, when we talk ahead of time. You know, some juniors and then they rotate. So we talk and generally there's some things that, you know. Yeah. And so that's another way of trying to get a little bit at age, you know, because I have spring. Day as soon as you can see it with the people that we get
and we do get reporting of that, You know, with some, some of the, this year, like that into our food testing. It's not that. It's it's first year. I think we're, Because that's one of the rules that you have to track to see. You have. Yeah. So that's, you know, and we think that I need to do anything. I don't think any of this is an any way to get that
there, that, so I think some of the academic did that, you mean. Yeah. Yeah, that would be. So would I mean, you know, for the most I would say maybe like yearly and there's it's all dependent upon point. There is actually standard. Yeah. And I think that and like I do think some the cycle because that
kind of like a baseline is. Yeah time is so the tax is compared to cycle which tends to be like that would just be like one time shot here. I like the sense size and stuff. Like that. Yeah. I would like to see I don't, you know, you know, they could figure that out
trying to do some, looking at transitions. So right now there's like at the elementary and stuff. Yeah. Yeah. Now and then the middle schools and then at that period over. But now we've got kind of that. So you look at what you see from. Our, our our what we're seeing here and what we're seeing here. Like early next year we see
different cohorts. Yeah. Like and I kind of see the end is level. So that would be something very interesting. Wow. Well I guess the question let's do last year, maybe in for sure. But the graph that was for academic areas broken down by subgroups, that's really important to look at in aggregate to be like, yeah, but if we're not sure we're hitting all our kids, especially that, you know, I'm not sure. Minority groups. So the graph is like,
for academics broken down by subgroups and national level assessment and state level assessment. And to look for first of all, it's like, where are we? Where do we not have updated things about these things? What is the subgroups for the entire assessments for you? And so that would look over time and to look over like, did this grading to really make it super clear to the county used to provide a lot of information, data to so much more. And so the breakdowns are more of a week, a week where we're starting to aggregate ourselves down here in a week.
We talked about that. We use that some. But we can tell you that this district or this game has its ups and downs, a very conscious decision. To extend resources for resources. One of the things that I would suggest was just some of these assessments that general education. But, you know, as you can seen, the letters I've been writing to me or asking about change, you know, which gave me the list.
That's the data that we have. And so I think workshop will get puts with knowledge, and understand what, what is the end up being like or comes at a time when I'm working with my, and so it may be good thing after that to a conversation. For us. Right. It's like right now for someone or something that.
We don't know. But I think about it for what you're doing for us. Yeah. For sure. Yeah. There's a bit of data that will be, Christine, just, we're starting to see now, which is good. And just another point that we can getting, which is our, Graduation rates for our college graduation rate. So our our graduates, what percentage of our students are graduating? Three years, four years, five years out? Most,
most high schools, which is really funny that you asked the information as much. It's it's funny. It's taking what you did and it's impossible to, break that down, but, the schools. Oh, yes, it is. I think that's how we get it. We get it aggregated and we get it broken down by by the high school, the aggregate. And then she just start. She just got we just got access to it. But yeah. Yeah. So that's a data point that we can share. And with you and you should be all very proud to know that,
it's crashing. But the five year graduation rates varies. So. So which is valuable right. It's not how many go to college is not complete. And then and then also looking at but it also looks at it it's a credit program. It's going to look at certification programs that we're going to be able to zero in on community college. You know, it's not just for universities and colleges. So that's good. Military. And so that's also why I want to break that out so that it come down to one particular.
What's great about their schools, there are some I don't know. That's a good question. I'm not sure about that to share. It's just it's it's a library problem. Probably is I think it's probably a database that's searchable by history. There's there's this collection. We have access to it now that it's collected. It's quite stable in my data because it's already, I think there's some in the in my data. It's always. It's the clearinghouse that's gathered all this information now,
because every student that applies is connects to their social security number. So, but when they go there, USC is connected with no matter where they go to keep track. I try to approach planning. I think one thing I might say, yeah, she just got access to it. So they want to flag or get that for you to do that celebration for us. So, that, in some data, and that is an approach that
and then even last year, just kind of highlight, the subgroups and the what we need to do. And we obviously have some work to do on some of those, is the, the, the gaps we saw in Covid kind of now opened up. So what I would like to see the progress on that, that, that. And until we come back again next year and get data again next year, we just have no ice.
I don't know what's going. And yeah, we're watching that very we are watching that really closely internally. We haven't been necessarily reporting that out, but we certainly can. Because that is, that is that's a piece for us that is really important. Yet reporting on in a high performing district reporting the area is not helpful. Right? It is. In fact, you're not going to see significant growth in the aggregate over time at a point where it's very difficult. The growth is in subgroups.
It it starts to harden in some cases. So reducing the, the gap is that's the focus. That's been a focus. That's really the genesis of our work with developments. And from the standpoint of special education standpoint, that's so yes, I know you get on focus. Yeah. So but sharing that information out we get we used to get that information from the county they don't provide anymore. So we are now having to do to gather that data. So that's what Kara is working on. Mechanism in the report that
so that to me is a it's a very important. That's how we can measure our is our success number that last meeting was on any one of those things. And there's different things that they complained about. It was that. Yeah. Oh yeah. That's that's definitely not good but I'm sure I know. Yeah yeah yeah. That's the biggest challenge in households right now is that. That that gap of at least ours just continues to be. And here we go.
Hard to break. Well, our social always works and it just makes the job market. Yeah. And High-Performance districts. It becomes more powerful because the gaps are so significant. And it's great the more you can do to improve instruction for everyone. Yeah. Just because your high performers getting better at it. And yet you're you're you're struggling students get better.
It's just that gap persists. So you have to look at it really closely. And so yeah, you still have a gap. But what what is how does that gap in comparison to the other. Yeah. Year over year. Yeah. So forth. That's okay. Yeah. That's what we we all. Yeah. So do we have data on like kind of that conversation of you know I know we talk about our high performance graduation rates for college and post high school.
So what about our special ed? Are we following, like, how we can, Not continue to. That's the that's thing. Yeah. That's what I get. Yeah. That's, that's the one. That's. Yeah. That's the one we're really focused on, you know, is special education. You know, it's our that volatile our background for our economically disadvantaged students, the black students. Those are the students that are maybe there's some that are focusing in on, areas
or because those are the groups that it's, it's challenging. So yes, we're we get out of that group. And, and that's where that conversation around intervention, making sure that the highest qualified individuals are providing that, you mentioned for the most amount of students as possible. That's what's going to drive the change and make sure those students are in for academic courses plus intervention. So it's not one or the other. It's one it's. Yes. And and I think that that's the that's the scheduling piece.
That's all the information that they talked about that that we're taking into our principals and scheduling for next year already. So secondary scheduling for next year right now is focused on making sure. So what we're doing is just as a it's a small role that's really important. So the schedule for high school this year now are scheduling all of our special education students are yeah those first. So they go into the schedule the first so that they get everything that they need.
And then we schedule around the rest where the passage used to be. So everybody. Yeah. And then the hardest schedule students would answer, yeah. So now that maximizes the power of the scheduler to get that, to get those games to schedule the first schedule around them. So that ensures that they get what they need while everyone else is getting ready. So it's not a it's not an either or scenario. And yet it's always a yes and yes, we can do this and that. That's good. So which one of you why don't you give us that data?
That would be helpful. And also what is what is there because it is always about getting it right. And sometimes it's not. For example, for our staff and students. That's a question that came to us. Yeah, maybe the waiting is not the time to do that. Maybe as an example, how that's that's not what I mean. But because they have only been with us for this long and that we need them to be with us for maybe longer, and maybe at five fifth grade,
they close the gap because because we have had programing that helped us. So whatever it is, which data is better to them? That is also, Another thing that's happening right. And I can go back in their minds and talk about later. Yeah. With that, but it's a lot broader than that.
And also our emphasis on that strictly with academics and work. Yeah. But it's also and so we just take pride in our work. So I think this is an important point. I. And what that looks like I'm not sure elementary. How. Serious considers that. But that helps us in prioritizing
some of these. There is just some that, you know, kind of where that support is so that we do that, that all it has to be documented by and it is documented whether they need to be getting or assessments that we have to do three times a year. What what's it called at by assessors, assessors, teachers do that three times a year. That gets documented from there at the assessed need to look at that information.
So yeah. So that information exists. So yes, we just want to find out about that. For a way it was reported. That makes sense. Right. So let's move around the applicant. Yeah. So it is interesting to see the red line that was deferred for I think probably 20 pieces. The important piece here is are we seeing that. Obviously all we want to see is the Trenton recess, the test and sample a behavior assessment is done us, whether it's disciplinary matter or whether it was a health care crisis,
health crisis. We would want to see those go down over time, obviously. But if we see a building a grade level. All right, that that that's not happening, that would be a trend that would suggest to if that's what resource shift resource. And so we're asking questions why. So I can see that is different. And and like any other major incident or is it SRS is teacher perception. But behavior assessments are these are position specific issues.
So what I'm asking is like is the school keeping track of how often this particular student has. And so I've got all of those that okay. Yeah. It will be interesting to see something that you don't have to. Yeah. But does it match the receptors for our that's all concerned concern about that are some of the data that we're looking to is number of incidents where they say but don't worry. Well I, I this one question what is so funny. We wouldn't want to put them in the format.
That makes sense. Right. I mean we have classes that they're not like. It's my primary resources for that one. So that that's a that bigger. Yeah. Yeah. You have to look at it because we've got letters. Yes. And be like wow I see that's a problem there. What we did, we decided taking this big therapy to the school part. I mean, these were suspensions to violence versus suspensions versus suspensions or how many kids that are assessed scoring strategies for trouble.
So in the first grade versus. Other those right. It's yeah. Right I think we're doing it like the social workers every elementary school. And our assumption that we assume that we can no best student teacher ratios, social work student ratios, lower case rate like I don't I don't know that is it is. But it would be interesting to see those things to on this. You know what these people are being arrested for getting return on investment and all the ways that attack
doesn't return based on the previous prevention and return versus being too successful. Might look, yeah, yeah, I get to see a lot of yeah, I know there's different there's got to get from our from our perspective, I think that that's sensitive to to our team, whatever whatever information. Point forward. We want to make sure that information that's, that informs our practice in a meaningful way informs you.
But it informs our practice and results in, in, decision making. That's consistent with the more broadly. Yeah. So what I just got for dad just to capture. But I think, you know the same thing about it. I'm not exactly sure what the data was there, but. Yeah. So. Just mean. Yeah. Just see that it's
issues. Yeah. Any, Somehow. Right. Because again, that's a trend. Which is that, you know, that, that things change our policies. So sometimes, but yeah, trying to try to get students like, what is going on?
And I was this discussion. Of like, were talking about is we're going to present school based on each article and yeah, maybe does that have a chance to me and I wrote the school proposal I okay. And I know they shared some data that they're looking at. So do you have any questions about. Yeah I got for her. She's got a front and I mean on he's to
go back. All right. So we're down five minutes. But so anyways thanks for having us on here. And I guess you know I just feel like yeah let's let's let's come on. Yes. Yeah. Start conversation. Any round table for. 21.0. And, continue. With. Us yes. That's my point. Okay. I know what the April meeting.
And. Yeah, I'll be there for you again to do that. Okay. I invite you to be there. I wait. For her. Okay. I won't do it. May I go to talk to her? Yeah, she already answered me. So. I just, you know, I got that later. Yeah. I hope you she can do all that. I can do that. So we will let Chandra know to confirm it and send it out to A's and B's, Luke and Stephanie. So I guess that makes three out to three months, right?
If we realize I can't, nobody is nobody else. What's the third time I'm going to get something I thought I will. Well, not next year. Will. Family is every other. Yeah. Okay. And then what about the next? Okay. Are these arguments Monday? Yeah. I got to be there. What's this post? That's a little. Yes, I, we try to be in and when I was running about them are Monday Tuesday I'll just miss the law enforcement and then the following is last.
Oh there's it's off. It's Monday Tuesday next week and then the following Thursday. Yeah I didn't mean it last night. I guess we do the next. Oh yeah. What is that? The legislation is that next week religious me is on the 19th. I have on my calendar. I can go I. Think I did the last, technology on. What I think is that. Yeah. Yeah.
I put because you communicate with lots of other points person to get a sense of what the I was talking about. That's moving along very nicely to, just like. Yeah. The teachers have already started using that we have to learn from and that we all have to get. Yeah, they've already been trained that for the for the 14th just came out. Well that's the catalog of options for staff. There's a lot going on. There's a there's a lot of work because that's where of work is that's really well done.
That's important. So Friday yesterday was is is the next one. So that's good. And a lot of I actually to for staff for staff that day for the student that. Yeah just for staff and staffing and well for me I was gone but just a lot of work went into make sure. So and then just being the only thing I can is, I will be challenge.
And, so. I. Also. The three of you are so. There's no okay here. All right. Thank you, everybody, for that.